Ms Lee Voon & Mr. Dan Cavasin
School Year 2025-2026
The Literature and Composition I course focuses on laying the groundwork for a successful high school English experience!
Writing strong analytical responses to literature focused on clarity, organization, and style.
Reading fictional and non-fictional texts to develop the skills to infer, interpret, and analyze.
Both informal and structured discussion to encourage the communication of ideas, opinions, and thoughts in an accurate and comprehensible manner.
In this student-centered class, students will begin with a foundational focus on developing writing skills, with particular focus on grammar, syntax, sentence composition, paragraphs, source citation, and essays, using various steps of the writing process to build on communicating ideas through formal and informal tone. Students will also delve into an in-depth study of two novels in addition to a number of canonical short stories and a play. Throughout the year, students will work towards initiating and participating effectively in a range of collaborative discussions, such as Socratic Seminars, to build their ability to pose and respond to questions, make connections, and challenge ideas.
(August 19 - October 29 )
How do characters in stories provide insight into our own self-discovery?
In this first unit, students will read a collection of short stories and poems to analyze, interpret, and reflect on different experiences of the human condition. Some of these stories may feel familiar and relatable, while others may present perspectives and situations that challenge us to see the world and the people around us differently.
In this class, will explore the different perspectives and experiences of narrators and speakers in the short stories and poems we read. A strong focus will be placed on our interpretations of literary techniques and elements the author uses to convey his/her message. Students will be encouraged to have dialogue and discussion as a class, in groups, and in Socratic Seminars. By focusing on a close reading of our texts, what can we discover about the characters, the plot, the message, and from where these stories emerged.
In Unit 1, students will:
Write text-relevant journals as a regular (weekly) routine.
Write CECC literary analysis paragraphs.
Engage and collaborate with peers in Socratic Seminar discussions.
RUBRICS
Unit 1—Prose and Poetry: Journaling Series Rubric
Unit 1—Prose and Poetry: CECC Literary Analysis Paragraph Rubric and Reflections
Unit 1—Prose and Poetry: Socratic Seminar Rubric
(October 29- January 20)
What if humans were born to behave in certain ways?
This term, we’ll delve into William’s Golding’s classic 1983 Nobel prize-winning novel Lord of the Flies (LOTF). A group of young boys are stranded on a remote island and must survive without the guidance of any adults. They create their own mini-society, but things begin to unravel nearly as soon as they establish a sense of order. The novel is exciting and the novel has rich themes and symbolism that will enliven class discussions and seminars.
What if our nature is determined at birth, and we don't get much of a say in whether we end up on the naughty or the nice list—or whether we're in Slytherin or Gryffindor? In this class, we'll be digging into human nature as we read William Golding's infamous novel, Lord of the Flies. We'll consider the group of boys stranded on a desert island and decide whether they are good people who are driven to evil by their environment or whether they're just little devils by nature.
In Unit 2, students will:
Write CECC comparative analysis paragraphs.
Engage and collaborate with peers in Socratic Seminar discussions.
Create and present a State of Nature project that meshes philosophy with Lord of the Flies.
RUBRICS
Unit 2—Lord of the Flies: Human Nature Exposed: CECC Comparative Analysis Paragraphs Rubric
Unit 2—Lord of the Flies: Human Nature Exposed: Socratic Seminar Rubric
Unit 2—Lord of the Flies: Human Nature Exposed: Philosophical Threads Rubric
(April 7 - June 10)
How can we build a sense of responsibility in our community?
“We don’t live alone. We are members of one body. We are responsible for each other. “ —Inspector Goole, An Inspector Calls
'An Inspector Calls" by J.B. Priestley, is a British play written at the height of the First World War. Priestley’s play, An Inspector Calls, is one of the most iconic 20th century plays taught in English lessons that address themes including social responsibility, age, gender and class. It focuses on an upper-class family, who have used their social status and economic prowess to grow powerful in their social circle. On one fateful night, their treatment of a young working-class woman who went to each of them to seek help and support but was turned away will be put into question.
Through reading the play, we will consider how our actions, no matter big or small, positive or negative, has an impact on those around us, whether we consider it or not. Despite having been written over seventy years ago, its focus on social responsibility and its message that we are ‘members of one body’ remain relevant, particularly in the light of the polarised politics and divisive rhetoric of current global trends.
In Unit 4, students will:
Pull their knowledge on essay writing in a final in class essay based on the themes of the play
Consider and evaluate characters by completing a piece of creative text-type.
RUBRICS
Unit 4 - In Class Essay
Unit 4 - Creative Writing
Grading Policy
The CDS English Department uses standards based grading to provide more accurate feedback of student performance. The following performance levels are used to convey the level of skill a student has demonstrated in English (refer to image).