Grade 9 - Self and Society (Personal Awareness)

PRESCRIBED LEARNING OUTCOMES

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
• analyse their understanding and beliefs to draw conclusions and identify gaps or contradictions in their thinking

To view the prescribed learning outcomes for Self and Society (Personal Awareness) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Give students the facts about an accident scene and have each student write a report for the police from a different viewpoint (e.g., as the driver of one of the cars, a passenger on the bus, a teenager on the corner, the florist in the market opposite the accident). Ask students to read their reports to the class and then discuss the accuracy of each observer's report in light of the facts. Discuss with students how each character's viewpoint influenced how that character saw the event and how objective and critical the characters' judgments were in relation to their degree of involvement in the accident.
• Invite each student to record one personal communication goal at the beginning of every class. Set aside a few minutes at the end of each class for students to record their level of success and one or two specific things that each learned or improved.
• Ask students to pick out the most important issues from a novel or short story and discuss them with partners. Ask them to note whether their opinions were similar or different.
• Suggest that students each compile a collection of quotations and words that represent personal understanding of and beliefs about a literary work. Ask each student to use some of the words and quotations in a poem about the literary work.

SUGGESTED ASSESSMENT STRATEGIES

• To prompt self-assessment and analysis, have each student assemble five pieces of evidence that demonstrate communication skills. Have them submit these along with a short covering letter explaining why each item was included, and summarizing current interests or preferences, strengths, and areas that need improvement. Encourage students to include assignments as well as other evidence from a wide variety of situations inside and outside school. For example, they might include testimonials from friends or employers, audiotapes, photographs, or illustrations. Assess and respond to the extent to which they are able to be specific, analytical, objective, and open in their analyses.
• For self-assessment or for guiding peer feedback, when students are working on short-term goals, discuss criteria such as:
  • a clearly stated goal or objective
  • specific criteria for success expressed in concrete, observable terms
  • a series of proposed actions or changes to be made
  • a listing of useful resources and support
  • a plan for monitoring progress
  • consideration of any issues or barriers that might arise
  • a tentative timeline

RECOMMENDED LEARNING RESOURCES

• 3-D English
• Assessment and Evaluation in English
• Building Bridges Across the Curriculum
• Discoveries in Non-Fiction
• Expanding Response Journals In All Subject Areas
• Global Reading Safari
• The Issues Collection
• The Little, Brown Handbook
• Marking Success
• Mini Anthologies - Grade 9/10
• On Common Ground
• Pathways to Co-operation
• Stories from Asia
• The Whole Language Catalogue
• You Be The Reporter

• MultiSource

• In Perspective

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