Dryden High SchoolBozhoo – Hello - Bonjour!

79 Casimir AvenueDryden, Ontario

P8N 2H4

807.223.2316

Our Mission:

Working together to help our students develop a positive vision of their future.

Welcome to Dryden High School

The staff of DHS wishes you a smooth transition to secondary school and hopes that this information will be helpful to you.

Grade 9 students must take 6 core compulsory courses and 2 optional courses for a total of 8 courses.

Core compulsory courses: English, Math, Science, Geography and a language credit (either Ojibwe or French). These courses are offered at either academic, applied, or essential levels, with the exception of our open language courses. (See pages 6-11) Optional Courses are open level courses available to all students. (See pages 12-13 for a description of optional courses.)

When selecting the correct course pathway, students and parents should consider:

Grade 8 teacher recommendations Achievement in Grade 8 Learning skills Post – secondary plans

Graduation Requirements

18 Compulsory credits are required for achievement of theOntario Secondary School Diploma:

4 Credits in English3 Credits in Mathematics2 Credits in Science1 Credit in Canadian History1 Credit in Geography1 Credit in French as a Second

Language1 Credit in Health and Physical

Education1 Credit in the Arts.5 Credit in Civics.5 Credit in Career Studies3 Additional credits in specific subject

areas

In addition to the compulsory courses, students must complete:

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12 Optional credits (See pages 12-13)40 Hours of community involvement

Level 3 Provincial Literacy diploma requirement (OSSLT)

Academic, Applied, or Essential?

To help you decide, complete the following.....

Achievement in Grade 8:Use your final Gr. 8 report card to fill in below:

Subject Highest Mark Lowest MarkEnglishMathScienceGeographyOjibwe or French

Achievement of Level 4 (range of 80% - 100%) usually indicates an academic course is appropriate in that subject.

Achievement of Level 3 (range of 70% - 79%) may

indicate that an academic course is appropriate in that subject.

Achievement of Level 2 (range of 60% - 69%) may indicate either academic or applied is appropriate in that

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subject and both your learning skills and post-secondary plans should be considered.

Achievement of Level 1 (50% - 59%) or lower may indicate that an essential course is appropriate in that subject.

Learning Skills:

Check one answer to help determine which course type (academic or applied) best matches your learning skills and

preferences.

Yes NoDo you work independently?

Do you complete all assigned homework to the best of your ability?Do you complete assignments and hand them in on time?Do you enjoy problem solving questions?

Do you enjoy reading and writing?

Do you work well within groups?

Are your notebooks complete and organized?

Do you set goals and work hard to achieve them?

When learning new things, do you challenge yourself to learn?When your teacher assigns work, do you start on it right away?

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Total number of checkmarks

If you have 6-10 checks in the “Yes” column, academic courses may be appropriate for you.

If you checked mostly “No,” applied or essential courses may be appropriate for you.

Possible Pathways

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Applied Courses

College

Joint or Collaborative College/University

programme

Workplace / Career

Apprenticeship Workplace / Career

Workplace / Career

Essential Courses

Considerations for Courses & Pathway Planning

The Ontario Secondary School Diploma is a 4 year program. Depending on the individual student’s needs, a student may return for a 5th year to complete some requirements to a maximum of 34 successful credits. The goal of the staff at Dryden High School is to ensure student success and choosing the appropriate pathway will allow students to successfully achieve the curriculum requirements.

Learning Skills are important when considering your pathway choices. If you checked “yes” 0-5 times when assessing your learning skills, you may not have the independent work habits necessary to be successful at the Academic level. If you checked “yes” 6-10 times, academic classes may be more appropriate. Academic classes involve a greater degree of independent study, stronger organizational skills and the ability to work well both in groups and independently. Applied classes provide more support and structure when learning new concepts. Essential classes are for the learner that benefits from more structure and reinforcement of basic core concepts.

Based on the information in this booklet, you should consider course selections carefully to ensure that the correct type of course is taken. If you are unsuccessful (achievement of less than 50%) in a Secondary School credit, you will need to repeat it in order to earn the credit, possibly delaying your graduation date.

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Academic Courses

College

Joint or Collaborative College/University

programme

Workplace / Career

University Workplace / Career

Workplace / Career

For more information on course choices, or to discuss any academic questions or concerns, please contact DHS Guidance counsellors!

Core Courses : English: Could you complete this work? At which level? When choosing English courses, consider your Grade 8 marks, your post-secondary plans and your learning skills. Remember, you must take 4 English courses, at either the applied or academic level, including 2 senior courses, in order to graduate from Secondary School

Academic English (ENG 1D)If you take this course you can anticipate:

One or more novel(s) One Shakespearean play Frequent writing activities Independent reading and

assignments Collaborative work Group projects/presentations Individual presentations Media Studies

Below is a sample of the type of questions/assignments a Grade 9 Academic student can expect on the literature studied on the course.

Applied English (ENG 1P)If you take this course you can anticipate:

At least one novel study One play A variety of writing activities A variety of reading activities Cooperative work Media studies

Below is a sample of the type of questions/assignments a Grade 9 Applied student can expect on the literature studied on the course.

Based on the short story “Future Tense” by Robert Lipsyte The story “Future Tense” is about a young boy named Gary who is stressing

Based on the short story “The Moose and the Sparrow” by Hugh Garner The story is about bullying and the

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about a writing assignment.1. The story begins with details that

at first seem inconsequential but later can be seen as examples of foreshadowing. Identify and explain each of these examples of foreshadowing.

2. Examine all of the information about Mr. Smith that we are given throughout the story. Why is it so ironic?

3. Identify and explain at least two different types of conflict present in the story.

4. The story’s ending is a surprise. How does the author build suspense throughout the story?

EssayIn a five-paragraph essay, analyze the character of Gary. Be sure to refer to specific examples/quotes from the story to prove your character analysis.

actions that the victim takes against the bully.1. Describe three practical jokes that

Moose plays on Cecil. Explain which joke, in your opinion, is the worst one and why?

2. Describe Cecil, the protagonist (his appearance, experience as a lumberjack, and his personality).

3. Describe Moose Madden, the antagonist (his appearance, experience as a lumberjack, and personality).

4. What is the significance of the wristwatch strap which Cecil makes for Mr. Anderson?

5. How does this story show that “appearances can be deceiving”?

Writing AssignmentWrite a well-developed supported opinion paragraph on whether you think the actions that Cecil took against Moose were right or wrong.

Mathematics: Try these questions. How did you do? If these questions are difficult for you to answer, applied Math may be a better choice. If these questions are straightforward for you to answer, academic Math may be an appropriate choice. Also, refer to your Grade 8 Mathematics

marks, your learning skills and think about your post-secondary plans. Remember you need 3 Math credits, including 1 senior credit to graduate from high school.

1. Evaluate each of the following

[a] [b] [c]

2. A woodworker makes a picture frame. It costs him $18 in materials to make the frame. If he sells it for 25% more than the cost of the materials, what was the price he charged for the frame?

3. When x = -5 and y = 3, what would be the value of the expression 2x – xy + 7 ?

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4. Determine the perimeter of the figure drawn 4cm

2cm

3.5cm

5cm

7.5cm

5. If 2m + 7 = 15, what is the value of m?

(See answers on page 15)

Academic Mathematics (MPM1D)

If you take this course you can anticipate:

Learning Mathematical concepts through abstract reasoning

Developing an understanding of mathematical concepts by exploring, investigating, problem solving

Using technology with minimal instruction

Nightly homework

Applied Mathematics (MFM 1P)

If you take this course you can anticipate:

Learning practical applications of math concepts

Developing an understanding of mathematical concepts using a variety of methods, including hands-on activities and problem solving

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3cm

Science: Read the questions in each of the academic and applied Science quizzes below. You don't have to know the answers; think about how the questions are similar and how they are different. If you enjoy linking concepts and

considering how our world works in a big picture way, academic Science might be for you. If you enjoy learning the specifics about how things work, applied Science might be the best option for you. Also consider your Science marks from Grade 8, learning skills and your post-secondary plans. Remember, you need 2 Science credits to graduate

from high school.

The following quiz on chemistry is an example of the questions students in Academic Science can expect to answer:

1. Describe how the Periodic Table is organized. 2. Consider P, Ca, N, K, O, Si

a) Choose 2 elements from this list that would likely form an ionic compound.b) Choose 2 elements from this list that would likely form a molecular

compound.3. Simulate chemical changes through various lab experiments. 4. Draw the Bohr-Rutherford diagram for Potassium - indicate the number of protons, and neutrons.

The following quiz on chemistry is an example of the questions students in Applied Science can expect to answer:

1. List the groups and families in the periodic table.2. Consider the following elements;

Phosphorous, Calcium, Nitrogen, Potassium, Oxygen and Silicon a) Classify each as a metal, non-metal or metalloid3. List the characteristics of a chemical change.4. Fill in the diagram to show the correct number of electrons for Potassium.

Academic Science, Grade 9 (SNC 1D)

If you take this course you can anticipate:

Applied Science, Grade 9 (SNC 1P)

Learning abstract science concepts as well as some concrete applications

Learning through inquiry-based problem solving

Applying math knowledge and skills with minimal instruction

If you take this course you can anticipate:

Learning practical applications of science concepts as well as some abstract concepts

Learning through inquiry-based guided problem solving

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Taking notes independently Performing laboratory

investigations

Learning how to apply math knowledge and skills to science

Taking structured notes Performing laboratory

investigations

Geography: Try these questions. If these questions are challenging for you, you may find that applied Geography is the best option. If these questions are straightforward, academic Geography might be a better choice. Also consider your Geography marks from Grade 8, learning skills

and your post-secondary plans. Remember, you need 1 Geography credit to graduate from Secondary School. (You will study History in Grade 10)

Academic Geography, Grade 9 (CGC 1DO)

If you take this course you can anticipate:

Abstract concepts will be emphasized

One or more major projects Independent research and writing

assignments Applying math knowledge and

skills with minimal instruction Independently reading the

textbook and other graphic texts

Applied Geography, Grade 9 (CGC 1PO)

If you take this course you can anticipate:

Concrete concepts will be emphasised

At least one major project A variety of writing activities learning to apply math

knowledge and skills to geography

A variety of reading activities and texts

Try the questions below based on the map.

1.How far is it from Tavernelle to Castellina?a) 17 kmb) 50 kmc) 100 kmd) 200 miles

2.What direction will you travelBetween Poggibonsi and Firenze?a) Northwest and then northeastb) Northeast and then northwestc) southeastd) south southeast

3.Which city is the largest?

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a) Poggibonsib) Tavernellec) San Donatod) Castellina

4.Which route would take the mosttime to travel?a) Tavernelle to San Donatob) Poggibonsi to Tavernellec) Poggibonsi to Castellinad)Poggibonsi to San Donato (See Answers on Page 15)

Optional Courses

Drama – ADA 1O1Interested in speaking more effectively in front of an audience? Do you enjoy role-play or scene writing? Maybe you would like to pursue a career in the performing arts? Then the Grade 9 Dramatic Arts course is a great place to meet some kindred spirits and learn focus and control. This course provides the basis for any type of performance work and the rewards will show up in all your other courses!

Music – AMI 1O1Instrumental Band – Beginner: If you have never played a band instrument before, this is your opportunity to learn how to play an instrument in a group setting. You will have many opportunities to create and perform in large and small ensembles.

Music – AMI 1OZInstrumental Band – Experienced: Further your instrumental skills and musical abilities through performing various styles of music, including pop and jazz. Highlights of this course include opportunities to compose music using Finale software, and performing music in a variety of ensembles. Students are strongly encouraged to take AMR1O0 as this class ensures year long playing of music in a large ensemble.

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Family Studies: Individual and Family Living – HIF1O1This course will provide you with creative and interactive opportunities to learn about who you are – real life issues such as healthy lifestyles, social responsibilities, peer interactions, conflict resolution, different types of families, peer pressure and advertising techniques are covered, as well as a hands-on introduction to fashion and cooking.

Visual Arts – AVI 1O1Explore your creativity at the same time as improving your practical skills and problem solving abilities in this introductory visual arts course. Painting, drawing, sculpting and design studio activities are featured.

Information and Communication Technology in Business – BTT 1O1The Grade 9 Business course is all about using computers as a tool. Much of the course is hands-on: you will work on proper typing technique, word processing, using spreadsheets and creating web pages. You will also learn some important computer-related theory; topics such as how computer waste affects our environment, internet safety and identity theft. The course aims to give you the computer skills to use for both schoolwork and personal life.

Exploring Technologies – TIJ 1O1This course enables students to further explore and develop technological knowledge and skills introduced in the elementary science and technology program. Students will be given the opportunity to design and create products and/or provide services related to the various technological areas or industries, working with a variety of tools, equipment, and software commonly used in industry. Students will develop an awareness of environmental and societal issues, and will begin to explore secondary and postsecondary education and training pathways leading to careers in technology-related fields.

Exploring Computer Technologies – TEJ 1O1This exploratory course introduces students to concepts and skills in computer technology, which encompasses computer systems, networking, interfacing, and programming, as well as

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electronics and robotics. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and postsecondary pathways leading to careers in the field.

Exploring Hairstyling & Aesthetic – TXJ 1O1This exploratory course introduces students to concepts and skills related to hairstyling and aesthetics, including hair, nail, and skin care applications. Students will develop an awareness of related environmental and societal issues and will begin to explore secondary and post-secondary pathways leading to careers in the field.

Healthy Active Living – PPL10B (boys) or PPL10G (girls)This course equips students with the knowledge and skills they need to make healthy choices now and lead healthy, active lives in the future. Through participation in a wide range of physical activities, students develop knowledge and skills related to movement competence and

Hockey Academy – PAI101 The goal of the Dryden High School Hockey Academy is to fully develop each player’s individual skills, tactics and athletic potential. Once the players have mastered skills and tactics individually, these will be incorporated into team skills, tactics and strategies. The Academy focuses on developing students’ skills, fitness and knowledge of the game of hockey. The most important aspect of the Hockey Academy is the positive personal growth of each individual player. The program focuses not only on developing successful hockey players, but on developing individuals who are successful in every aspect of their lives. The Hockey Academy is open to students in grades 9-12.

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Language Options

Ojibwe – LN0A0This course is open to the entire student body and will allow students who have no prior Native language experience to develop an appreciation for a Native language and culture, to explore and experience a unique world view, and to learn to speak a Native language. Students will use the language being studied for greetings and daily routines, become familiar with its writing and sound system, and practice basic vocabulary and phrases. Students will also use information technology during course-related activities.

French – FSF1D1 (only 1 level offered)This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will continue to develop language knowledge and skills by using language-learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities, and will develop the skills necessary to become life-long language learners.

French Immersion – FIF1DFThis course provides opportunities for students to speak and interact in French independently in a variety of real-life and personally relevant contexts. Students will develop their skills in listening, speaking, reading, and writing, as well their ability to communicate in French with confidence, by using language learning strategies introduced in the elementary French Immersion program. Students will enhance their knowledge of the French language through the study of French Canadian

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literature. They will also increase their understanding and appreciation of diverse French-speaking communities, and will develop skills necessary for lifelong language learning.

** Students enrolled in the French Immersion program will need to follow a modified course pathway. Please see Guidance for further information.**

Answers:Mathematics:

1. [a] [b] [c]

2. The woodworker charged $22.50 solution: 18 x 1.25 = 22.50

3. Answer is 12 solution: 2(–5) – (–5)(3) + 7 = –10 + 15 + 7 = 12

4. 25 cm solution: 4cm

3.5cm 5cm

Perimeter = 4 + 2 + 3.5 + 3 + 7.5 + 5 = 25

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3cm

2cm

7.5cm

5. m = 4 solution: 2m + 7 = 15 2m + 7 – 7 = 15 – 7

2m = 8 2m ÷ 2 = 8 ÷ 2 m = 4

Geography: 1. A 2. B 3. A 4. C

Guidance Department

Welcome to the Guidance and Career Education Department at Dryden High School! Guidance and Career Education plays a central role in the secondary school by preparing students for a complex and changing world. In particular, it addresses many of the important questions that

students face at this time in their lives. How can they better manage their time, resources and dealings with other people to improve their chances for success in high school and the world beyond? What useful knowledge, skills and habits do they already have and which can they improve to achieve success in school and at work? How can they best chart a course for post-secondary education and work?

What We Do….

The Guidance Department helps students with academic and career planning, both through class visits and working with students individually. Counsellors are available to help students with personal concerns and to make referrals to community agencies and social services.

Through Guidance and Career Education, students become more confident, more motivated, thus becoming more effective learners. They develop learning and employability skills and strategies that they can use both in their secondary and post-secondary studies, as well as the workplace. They set goals for education or training after high school and learn techniques that will help them manage their learning throughout their lives.

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We Can Offer Supports For…

Academic reasons (personal tutoring, level changes, extra help sessions) Mental Health Counselling through our partnership with Firefly and Dryden Regional

Health Centre Medical questions through our partnership with North West Community Care Access

Centre Post Secondary Planning for any pathway, summer course options, post-secondary

applications, OSAP or other funding forms Personal Issues….with friends, questions about life, community resources – anything!

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