ENL1W Course Pack

Grade 9 De-streamed English

Resources & lessons to support the implementation of ENL1W,

The Ontario Curriculum (2023)

To access the following resources you must be logged into your P#@pdsb.net Google account.

Grounding Documents for ENL1W

When planning literacy instruction, educators select texts and resources that are identity-affirming and evidence-based. Literacy instruction and assessment must leverage anti-racist and anti-oppressive pedagogical approaches to ensure equitable outcomes for all learners, especially those historically and currently underserved by the education system. As PDSB educators, we are committed to addressing the disproportionate outcomes experienced by Black, Indigenous, African, Caribbean and other groups of marginalized students. There are many ways to structure an effective plan for learning, and the resources below are intended to provide educators with sample lesson plans and rich tasks to support educators as they respond to students’ strengths, interests, and areas for growth. These grounding documents and resource supports define our shared legal, ethical, and moral responsibility to actively engage in work that identifies and disrupts all forms of oppression and racism within our schools.

Comprehensive Four-Year Equity Strategy and Action Plan.pdf

PDSB Equity Strategy

PDSB Black Success Strategy_FINAL June 15.pdf

Black Student Success Strategy: We Rise Together 2.0

PDSB-Affirming-Muslim-Student-Identities-and-Dismantling-Islamophobia-Strategy-FINAL-Mar-1-2023 (1).pdf

Affirming Muslim Identities and Dismantling Islamphobia Strategy

Action Plan for 2SLGBTQ+ community.pdf

Two-Spirit and LGBTQ+ Action Plan

UNDRIP.pdf

United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP)

TRC Calls to Action.pdf

Truth and Reconciliation Commission of Canada, Calls to Action

Right to Read Executive Summary_OHRC English_0.pdf

Right to Read Report (OHRC)

Empowering Modern Learners (2025)

edu-learning-for-all-2013-en-2022-01-28.pdf

Learning for All

Dreams Delayed (OHRC)

Professional_Advisory_ABR_EN.pdf

OCT Professional Advisory on Anti-Black Racism

growsuccess.pdf

Growing Success

Resource Supports for PDSB Priority Areas

Black Student Success Strategy Resources

Resources for Affirming Muslim Identities

Rainbow Resources Books for Two-Spirit and LGBTQ+

Indigenous Education Resources

ENG1W Curriculum Documents (2023)

English9PDF3.pdf

The Ontario Curriculum, English Grade 9 De-streamed 2023

Expectations_Grade 9_English.pdf

Overall and Specific Expectations for English De-Streamed, 2023

Responsible AI Use in the Classroom

The Peel District School Board's Interim Guidance on Generative Artificial Intelligence outlines responsible, ethical, and inclusive use of generative AI in educational settings. Educators are encouraged to use AI to enhance, not replace, instruction, ensuring alignment with UDL and Culturally Responsive Pedagogy. Staff must be aware of legal requirements, student data protection, and age-appropriate use while building AI literacy and fostering digital citizenship.

Grade 9 De-streamed English

Getting to Know Your Literacy Learner: Diagnostic Assessments

Why Complete a Diagnostic Assessment with Grade 9 Students?

The 2022 Right to Read report by the Ontario Human Rights Commission found that Ontario’s education system lacks a universal, evidence-based screening process to identify students at risk for reading difficulties. Effective instruction begins with understanding student needs through diagnostic assessments. See "Diagnostic Assessment" page for more information.

Sample Series of Explicit Literacy Lessons in ENL 1W

A Sample Series of Explicit Literacy in Grade 9 doc

Why Use a Sample Series of Lessons to Explicitly Teach ENL1W?

This sample series provides a possible framework for delivering explicit instruction that balances foundational literacy development with all 12 Overall Curriculum Expectations. It integrates oral communication, daily explicit instruction in foundational literacy skills, and text-based learning, all within a reader/writer workshop model. This approach follows the Gradual Release of Responsibility (I do, we do, you do), allowing flexibility for teachers to adapt pacing, differentiate instruction, and extend lessons across multiple days based on student needs.