Modern Ode to the Modern School
By John Erskine
Just after the Board had brought the schools up to date
To prepare you for your Life Work
Without teaching you one superfluous thing,
Jim Reilly presented himself to be educated.
He wanted to be a bricklayer.
They taught him to be a perfect bricklayer.
And nothing more.
He knew so much about bricklaying
That the contractor made him a foreman
But he knew nothing about being a foreman.
He spoke to the School Board about it,
And they put in a night course
On how to be a foreman
And nothing more.
He became so excellent a foreman
That the contractor made him a partner.
But he knew nothing about figuring costs
Nor about bookkeeping
Nor about real estate,
And he was too proud to go back to night school.
So he hired a tutor
Who taught him these things
And nothing more.
Prospering at last
And meeting other men as prosperous,
Whenever the conversation started, he'd say to himself
"Just wait till it comes my way -
Then I'll show them!"
But they never mentioned bricklaying
Nor the art of being a foreman
Nor the whole duty of contractors,
Nor even real estate.
So Jim never said anything.
The English curriculum allows students to experience some of the breadth of
life that Jim so sadly missed. By stripping the curriculum down to résumé
construction and application form completion, we are providing a real disservice
for our students. As English teachers, we have the responsibility of exposing
students to a plethora of media, genres, styles, and purposes. We are supposed
to invite and enable students to explore different means of communication and
uses of language. Without this guidance, our students would fall into the isolated
excellence of Jim Reilly. English courses allow exploration to occur and provide
the basic skills required for all students to pursue media, genres, styles,
and purposes of particular interest to them while expanding their horizons.
If we do not provide the impetus and requisite skills for all students, have
we not made a categorical decision that these people are not worthy of such
benefits?
The English curriculum focuses on communication skills. Many of our students think they can express themselves effectively among their friends; however, very few are able to express themselves effectively in the public domain. What will our students do when a parking lot is proposed for an environmentally sensitive location and they have no communication skills suitable for the public? Communication skills spread the gamut from written to oral, body to visual. It is vital that we, as English teachers, provide the opportunity for students to develop their communication skills in all areas.
In Germany they came first for the Communists,
and I didn't speak up because I wasn't a Communist.
Then they came for the Jews,
and I didn't speak up because I wasn't a Jew.
Then they came for the trade unionists,
and I didn't speak up because I wasn't a trade unionist.
Then they came for the Catholics,
and I didn't speak up because I was a Protestant.
Then they came for me,
and by that time, no one was left to speak up.
Martin Niemoeller 1892-1984
Granted, not all situations are necessarily this dramatic. However, it is difficult
to imagine what life would be like if we were unable to communicate our concerns.
In a democratic society, meaningful communication is vital, and variety of communication
skills a definite asset.
Without language, a completely human construct, communication is severely limited.
In the English IRP, the Ministry of Education articulates part of the importance
of English Language Arts.
Language is fundamental to thinking, learning, and communicating in all cultures.
The skilled use of language is associated with many opportunities in life, including
further education, work, and social interaction. As students come to understand
and use language more fully, they are able to enjoy the benefits and pleasures
of language in all its forms - from reading and writing, to literature, theatre,
public speaking, film, and other media.
The senior English program stresses variety of experience and expression that
pivots around our highly flexible and powerful language. Language is vital to
culture. If we strip our language use and appreciation to the bare basics of
technical communication, we are paralyzing and retarding our own culture and
development.
The English program encourages exploration of the self, but it also encourages the exploration of ideas, of concepts, of relationships, and of other people through variety and richness of language. As English teachers we must use the variety and richness of language to enhance and encourage this exploration. Students get an opportunity to exercise their voice through many media in the safe, guided environment of the classroom. Their experiences here will be invaluable as they encounter situations in the future that could be important for their happiness and well-being. The English program offers our students variety, richness and lifelong skills that are vital to their development as humans and to our culture.
Albert Einstein, in commenting on the frightening state of affairs in the modern
era, said that our perfection of means and confusion of goals characterizes
our age. It seems to me little has changed, and this is being born out through
our curriculum choices. If we want to enable conversation beyond the economy
driven skills witnessed in our schools and articulated by Erskine, and if we
legitimately want our students to participate fully in our democratic society,
then we must enable them to articulate clearly on a wide variety of topics.
We must inspire confidence with our language by exposing them to opportunity
and experience. We must provide a space for students to exercise their skills
while actively encouraging them to explore new areas. With greater depth of
understanding and experience will come greater enjoyment and pleasure which
will logically lead to increased reading, awareness and richness of experience.
We must necessarily enable our students to pursue a variety of media, genres,
and styles in their never ending journey of education and self growth.
English 9
This is a rich course that will provide students with a lot of opportunities to work on their communication skills. The course will be built by the students, cognizant of the learning outcomes given by the Ministry of Education. Students will be evaluated based on their work toward meeting all of the learning outcomes. Regular homework should be expected in this course as reading, writing, editing, thinking, presenting, and synthesizing all take considerable time to do well. I will keep this web-site as up to date as possible; however, due to the dynamic nature of the course and of the students, flexibility is required. Below is a list of the learning outcomes for English 9.
Grade 9 Intended Learning Outcomes for English
Comprehend and Respond (Strategies and Skills)
It is expected that students will develop repertoires of skills and strategies
to use as they anticipate, predict, and confirm meaning while reading, viewing,
and listening.
It is expected that students will:
· describe and assess the strategies they use before, during, and after
reading, viewing, and listening for various purposes
· describe what they already know about, and previous experiences they
have had with, specific topics
· use a wide range of resources as aids to comprehension
· use efficient note-making and note-taking strategies
· evaluate the effectiveness of literary techniques including figurative
language
· identify examples of the use of stock or stereotypical characters
Comprehend and Respond (Comprehension)
It is expected that students will demonstrate their understanding of written,
oral, and visual communications.
It is expected that students will:
· demonstrate an understanding of the main ideas, events, or themes of
a variety of novels, stories, poetry, other print material, and electronic media
· organize details and information about material they have read, heard,
or viewed using a variety of written or graphic forms
· interpret and report on information from selections they have read,
heard, or viewed
· cite specific information from stories, articles, novels, poetry, or
mass media to support their inferences and to respond to tasks related to the
works
· interpret details and draw conclusions about the information presented
in a variety of illustrations, maps, charts, graphs, and other graphic forms
· paraphrase and summarize information from a variety of print and non-print
sources
Comprehend and Respond (Engagement and Personal Response)
It is expected that students will identify connections between their own ideas,
experiences, and knowledge and a variety of literary and mass media works created
by classroom, local, British Columbian, Canadian, and international authors
and developers from various cultural communities.
It is expected that students will:
· demonstrate a willingness to explore a variety of genres and media
· identify and explain connections between what they read, hear, and
view and their personal ideas and beliefs
· relate ideas and information in works of communication to universal
themes
· compare the themes, purposes, and appeal of different communications
· use information that they have read, heard, or viewed to develop research
questions or creative works or to complete response activities
Comprehend and Respond (Critical Analysis)
It is expected that students will draw reasoned conclusions from information
found in various written, spoken, or visual communications and defend their
conclusions rationally.
It is expected that students will:
· identify and investigate how different cultures and socioeconomic groups
are portrayed in the media
· describe and provide examples of the power of satire to influence beliefs
· locate and assess the effectiveness of a variety of persuasive techniques
in relation to purpose, audience, and medium
· evaluate information for its suitability for an identified audience
· explain how mass media can influence social attitudes, self-perceptions,
and lifestyles
Communicate Ideas and Information (Knowledge of Language)
It is expected that students will apply their knowledge of the conventions of
language and use appropriate vocabulary to talk about them.
It is expected that students will:
· use grammatically correct language when writing and speaking
· demonstrate a willingness to experiment with an increasing array of
sophisticated figures of speech and genres, including satire, parody, and irony
· use an increasing repertoire of specialized terminology and subject-specific
words with accuracy and precision
Communicate Ideas and Information (Composing and Creating)
It is expected that students will employ a variety of effective processes and
strategies, including the use of electronic technology, to generate, gather,
and organize information and ideas.
It is expected that students will:
· develop focussed inquiry questions related to concrete or personal
topics for specific audiences and purposes
· locate, access, and select appropriate information from a variety of
resources (including technological sources)
· analyze the audience and purpose of their writing to make decisions
about content and format
· use a variety of planning tools and strategies to focus and organize
communications for various purposes and audiences
· apply various strategies to generate and shape ideas
Communicate Ideas and Information (Improving Communications)
It is expected that students will enhance the precision, clarity, and artistry
of their communications by using processes that professional authors and presenters
use to appraise and improve their communications.
It is expected that students will:
· appraise their own and others' work to determine the appropriateness
of resource choices, language use, and organizational and communication forms
· use language that is appropriate to their purpose and audience within
the framework of specific guidelines
· adjust form, style, and use of language to suit audiences and purposes
· monitor their own work for correctness of spelling and punctuation
Communicate Ideas and Information (Presenting and Valuing)
It is expected that students will demonstrate their understanding of and abilities
to use a variety of forms and styles of communication that are relevant to specific
purposes and audiences.
It is expected that students will:
· demonstrate pride and satisfaction in using language to create and
express thoughts, ideas, and feelings in a variety of forms
· create a variety of communications designed to persuade, inform, and
entertain classroom and other audiences
· create a variety of personal, literary, technical, and academic communications,
including poems, stories, and personal essays; oral and visual presentations;
written explanations, summaries, and arguments; letters; and bibliographies
Self and Society (Personal Awareness)
It is expected that students will use language to explore thoughts, ideas, feelings,
and experiences to prepare for their roles in the world.
It is expected that students will:
· demonstrate confidence in using language in a variety of formal and
informal contexts, both inside and outside the classroom
· compose and monitor their personal communication goals
· analyze their understanding and beliefs to draw conclusions and identify
gaps or contradictions in their thinking
Self and Society (Working Together)
It is expected that students will use language to interact and collaborate with
others to explore ideas and accomplish goals.
It is expected that students will:
· use language to prompt and support others
· use a variety of ways to express their opinions effectively
· use a variety of strategies to solve problems, resolve conflicts, and
build consensus
· evaluate and modify their own roles in group interactions in a variety
of contexts
Self and Society (Building Community)
It is expected that students will use language to help establish and maintain
relationships within the school and community, to collaborate to get things
done, and to value and support others.
It is expected that students will:
· interact purposefully, confidently, and appropriately in a variety
of situations
· analyze the influence of language and cultural diversity on themselves
and their communities
· use language to participate appropriately in celebrations of special
events and accomplishments
At the bottom of this web-page I have created some files that might be of service to you.
Please contact me if you have any questions, concerns, or comments. The best way to reach me is by e-mail at: Gerald.Fussell@sd71.bc.ca. You can also call me at the school: 334-3168 or, in the case of an emergency, on my cell phone at: 207-0185. I am looking forward to a challenging and rewarding course.
Schedule
September
6 School re-opens - shortened day - quick overview about Program
7 Hand out Cue for Treason - In-class essay
- "What is English?" "Why study English?" "What should
we learn?"
8 Review responses and plan the course
9 Punctuation
- commas and end-stops
12 Elements
of Grammar
13 Structure
and process
14 Writing for a target audience
15 Newspaper Articles
and Interviewing
16 Editing and rewriting
19 Writing Skills
20
21
22
23 School planning day - no classes
26 Work on elements of story with Cue for Treason
27
28
29
30
October 3 Assign Cue
for Treason to be read - work on Concept Maps of novel
4
5
6
7
10 Thanksgiving - no classes
11 A Midsummer Night's Dream
12 A Midsummer Night's Dream
13 A Midsummer Night's Dream
14 A Midsummer Night's Dream
17 A Midsummer Night's Dream
18 A Midsummer Night's Dream
19 A Midsummer Night's Dream
20 A Midsummer Night's Dream
21 Professional Development Day - no classes
24 A Midsummer Night's Dream
25 A Midsummer Night's Dream
26 A Midsummer Night's Dream
27 A Midsummer Night's Dream
28 A Midsummer Night's Dream
31 Global Issues
November 1 Global Issues
2 Global Issues
3 Global Issues
4 Global Issues
7 Global Issues
8 Global Issues
9 Global Issues
10 Global Issues
11 Remembrance Day - no classes
14 Substantive Lit Circles
15 Substantive Lit Circles
16 Substantive Lit Circles
17 Substantive Lit Circles
18 Substantive Lit Circles
21 Substantive Lit Circles
22 Substantive Lit Circles
23 Substantive Lit Circles
24 Substantive Lit Circles
25 Substantive Lit Circles
28 Paragraphing
29 Paragraphing
30 Performance Standards
Dec 1 Descriptive Writing
2 Term 1 Ends - Descriptive Writing
5 Advertising and propaganda
6 Advertising and propaganda
7 Advertising and propaganda
8 Advertising and propaganda
9 School planning day - no classes
12 Advertising and propaganda
13 Advertising and propaganda
14 Advertising and propaganda
15 Presentations
16 Presentations
January 3 School re-opens -
Animal Farm - Due
4 Animal Farm
5 Animal Farm
6 Animal
Farm
9 Writing
Allegory
10 Writing Allegory
11 Writing Allegory
12 Writing Allegory
13 Writing Allegory
16 Allegories
17 Allegories
18 Allegories
19 Allegories
20 Allegories
23 Introduction - Short Stories and BC History (Aboriginal Peoples)
To Find a Raven in the Fog, The Hero
24 Short Stories/ Historical Fiction - BC History - Approaches
by Sea - Nootka Nirvana
25 Short Stories/ Historical Fiction - BC History - Approaches
by Mountain - BC4U, Souvenirs
26 Short Stories/ Historical Fiction - BC History - Outpost
of a Commercial Empire - Journey of Survival
27 Short Stories/ Historical Fiction - BC History - Fur
and Flag - Caitlin's Promise
30 Short Stories/ Historical Fiction - BC History - Company/Family
Compact - MADD About You
31 Short Stories/ Historical Fiction - BC History - Gold
Fever - A White Man's Duty
February 1 Short Stories/ Historical Fiction - BC History
- To Be or Not To Be (Accepted)
2 Short Stories/ Historical Fiction - BC History - Work
on Stories
3 Short Stories/ Historical Fiction - BC History - Work on Stories
6 Story Writing
7 Story Writing
8 Story Writing
9 Story Writing
10 Story Writing
13 Pro-D day - no classes
14 Poetry - Poetry Terminology
15 Poetry
16 Poetry
17 Poetry
20 Poetry
21 Poetry
22 Poetry
23 Poetry
24 Poetry
27 Poetry
28 Poetry
March 1 Poetry
2 Poetry
3 Poetry
6 Poetry
7 Poetry
8 Poetry
9 Poetry
10 Poetry
13 Spring Break
14 Spring Break
15 Spring Break
16 Spring Break
17 Spring Break
20 Novel Study
21 Novel Study
22 Novel Study
23 Novel Study
24 Novel Study
27 Novel Study
28 Novel Study
29 Novel Study
30 Novel Study
31 Novel Study
Helpful resources:
Creating Characters in Fiction