Think and Quick Write (C3, D1)

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1. What do you see/think/feel/wonder about this image?
2. What could be the story behind this image?
3. Why does this person have a mask?
4. Why do we feel the need to always look happy?
5. Have you ever felt like you were wearing a mask? Where? When?
6. What needs to change so that we don’t feel like we need to wear a mask?

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Welcome! Please begin to think and write about this image we talked about yesterday. Respond to a prompt of your choice in writing.

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ENL1W

Theme: Identity and Voice

Grade 9 English De-Streamed Course Pack

ENL1W Curriculum Expectations

Learning Goals

We will:

• Use oral communication strategies to discuss digital and print media
• Explore and analyze themes of identity and self-discovery in a variety of texts sets (different medias, forms and genres)
• Consolidate and refine knowledge of vocabulary, morphology and syntax
• Read a variety of complex texts fluently, with accuracy and pacing
• Identify relevant information, make predictions and connections and draw conclusions by annotating a text

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Images Generated Using Microsoft Copilot

Word Power: Expanding Your Language Toolkit

🎧Listen, 📚Read and 🎬Watch rupi kaur’s poem “Broken English.”

Vocabulary: Words that Matter (B2.2)

Discombobulated: The word discombobulated means confused, disoriented, or thrown off balance. It describes a state of being mentally unsettled or out of sorts.

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Morphology Matters (B2.1)

Root: migr – from the Latin migrare, meaning to move or to migrate

Prefix: im- – a variant of in-, meaning into or inward

Suffix: -ant – a Latin-derived suffix meaning a person who or one who does

im- (into) + migr (move) + -ant (person who)

= immigrant → a person who moves into a new country

What Does Fluent Reading Sound Like (B2.3)?

Format Based on OnLit’s Fluency in Perspective

Text and Examples are Generated and Differentiated Using Microsoft Copilot

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How Might One’s Experience of an Immigrant Impact Identity?

Fluency Flow… Strategies to Build Fluency

Read the passage to a partner. Your partner will provide feedback based on Success Criteria. During the next class, you will read the passage on Microsoft Reading Progress.

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Choose Your Own Text Adventure:

Option 1

A Biography of Waubgeshig Rice

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Option 2

A Biography of Waubgeshig Rice

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Option 3

A Biography of Waubgeshig Rice

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Peer-Reflection - Success Criteria for Fluent Reading

• I read with varied volume and expression I sound like I am talking to a friend and my voice matches the interpretation of the passage
• I read with good phrasing (scooping) and use punctuation and the appropriate tone
• I read smoothly with some breaks
• I self-correct difficult words or sentence
• I read at a conversational pace

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What Does Fluent Reading Sound Like?

Format Based on OnLit’s Fluency in Perspective

Text and Examples are Generated and Differentiated Using Microsoft Copilot

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Reader & Writer Workshop: Annotation

Review of Mini-Lesson and Consolidation of Skills

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As you read the poem THREE times, note and mark the text using the key:

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Poem Written by Portia Nelson

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Independent Reading: Building Fluency (B2.3) and Comprehension (C1.1)

Independent and Interactive Writing and Grammar Practice (B3)

While students engage in independent work, teacher conferences and/or provides Tier 2 support through 1:1 or small-groups.

Do You Need a Brain Break?

Try one of these