1100 COLDSTREAM DRIVE / OSHAWA, ONTARIO / L1K 0N1

905-440-4472 / www.ddsb.ca/school/maxwellheights

Maxwell Heights S.S. would like to take this opportunity to welcome our grade 8 students

from our family of schools. We are very excited to have this opportunity to assist you

with your course selections for your grade 9 year. Inside you will find the following

information:

Introductory Information

Course Selection Process

Grade 9 Course Selections

English and Math Prerequisite Flowchart

Parents’ Night Information

Transitions Book - Scavenger Hunt Activity

Grade 9 English - Course Level Selection Activity

Grade 9 Math - Course Level Selection Activity

Grade 9 Option Selection Book

2016 / 2017

Every grade 9 student takes 6 compulsory and 2 elective courses that are each worth one credit. Students will take 4

courses per semester, with semester 1 running from August to January and semester 2 from February to June. In the

grade 9 year there are courses offered at 5 different levels:

Enriched - core concepts plus additional material, emphasis on theory, university bound students,

generally achieving level 4 with a high interest in subject area

Academic - core concepts plus additional material, emphasis on theory, university bound students,

generally achieving level 3 or higher in subject area

Applied - core concepts, emphasis on practical application, college/apprenticeship bound

students, generally achieving level 1 or 2 in subject area

Locally Developed - core concepts, workplace destination, generally achieving level R or 1 in subject area

Open - one set of expectations (Arts, Phys. Ed., and Business/Technology)

In order to ensure success at high school, it is extremely important that you carefully select your course levels. Although

there are opportunities to make modifications to your selections, course availability is extremely limited after the option

selection deadline.

Options selections are due for all grade 8 students on February 19, 2016. Students must select courses, print the course

selection sheet and submit the signed form to your grade 8 teacher by this date. Any late submissions may not receive

first choice for their 8 selections.

To assist you with your course selections, Maxwell Heights will be offering a grade 8 parents’ night February 11, 2016 at

7:00 pm. Also if you have any further questions please feel free to contact Maxwell Heights Guidance Department at

905-440-7339.

High School Graduation Requirements

To graduate high school, students are required to complete 30 credits (18 compulsory and 12 elective), 40 hours of

Community Involvement and successfully complete the Ontario Secondary School Literacy requirement. The breakdown

of the 18 compulsory credits is as follows:

4 English Credits 3 Math Credits 2 Science Credits 1 Geography Credit 1 History Credit 1 Art Credit 1 Physical and Health Education Credit 1 French Credit 1 History Credit 0.5 Career 0.5 Civics

1 Additional Credit: English, French, Native Language, Classical, International Language, Social Sciences and Humanities, Canadian and World Studies, Guidance or Co-op

1 Additional Credit: Physical and Health Education, Arts, Business Studies or Co-op

1 Additional Credit: Science (Grade 11 or 12), Technological Education, Computer Science or Co-op

Helpful Websites: University Information: www.electronicinfo.ca College Information: www.ontariocolleges.ca

Apprenticeships: www.tradeability.ca Career Cruising: www.careercruising.com

www.ddsb.ca/school/maxwellheights

Steps:

1. Go to the Maxwell Heights S.S. website – www.ddsb.ca/school/maxwellheights

2. Select the Feature Item Option Selection - You will see two items to click on

i. MHSS Course Calendar

School information and all course descriptors available - No login required

ii. Career Cruising Student Login On-line Course Selections

Individual student course selections are done here – login required

You may login into the course planner as many times as you like, choices will be saved

Course Planner Demo Video is available on the login in page in the centre of the page

a. To login

i. Username: 9 digit student number, Password : 8 characters of birthdate – mmddyyyy

b. Students must create a new password and provide an email address

3. Once logged in – Go to the My Progress section in the centre of the page and complete all of the items in your IPP that are

under the incomplete tab

a. The items to complete include: Career Matchmaker, Learning Styles Inventory, Education Plan for Grades 9 and 10,

Career and Life Goals and Skills and Abilities

4. After completing #3, complete your course selections

a. Select Choose My Courses from the left-hand menu bar (if you are in the My IPP section – select My Course Plan)

b. Focus on “Year 9” courses in the first boxed column – the entire course calendar is available under the blue book

i. There are 6 compulsory courses highlighted in yellow and 2 elective courses in white

ii. Selecting your Compulsory Courses

English 9 click the + sign and read the 4 level choices. Hover over each course code to read the course

description. Select one by clicking “Add Courses”

Repeat for Math 9, Science 9, Geography 9 and French 9 *

For Phys. Ed. click the + sign. Choose the appropriate course PPL1O3 (male students) PPL1O4 (female

students)

*Students who may be exempt from French, need to select FSF1P1 or FSF1O1 for now, the exemption process

will be coordinated with the school SERT and the Maxwell Heights Special Education Department Head

If you change your mind simply click the – sign and you can reselect a course

iii. Selecting your Elective Courses

On the white elective box click the + sign

Click on the drop down arrow for Select a School Discipline

Click on the 9th Grade Elective Courses

Hover over the courses for more information

Select one by clicking “Add Courses”

Follow this process to select 2 elective courses

iv. Selecting your Alternate Elective Course

Select your third choice for an elective course by clicking the + sign

v. Once you have completed all 8 course selections and 1 alternate, review them with a parent/guardian and then

proceed to the Final Steps.

Note: The blue symbol means there is an Advisor Note, The red symbol means there is an Alert for that course that you must read.

Course Selection Process for Students Entering Grade 9 in August 2016

FINAL STEPS 1. Click the submit button to send your course requests to Maxwell Heights SS. 2. Print the sign off sheet; it requires a student and parent signature. Bring your signed sheet to your grade 8 teacher.

Final Steps 1 and 2 may be completed commencing Friday February 12th and must be completed by Friday February 19, 2016

If you have any difficulties, consult with your grade 8 teacher.

Students must select 6 compulsory courses, 2 elective courses and 1 alternate course

Compulsory Courses

Course Enriched Academic Applied Locally

Developed Open

English ENG1D7 ENG1D1 ENG1P1 ENG1L1

Mathematics MPM1D7 MPM1D1 MFM1P1 MAT1L1

Full Year – Academic or Enriched Mathematics & Experienced Music

MPM1D8* MPM1D2*

Science SNC1D7 SNC1D1 SNC1P1 SNC1L1

Geography CGC1D1 CGC1P1

French FSF1D1 FSF1P1

FSF1O1**

Healthy Active Living –Physical Education

PPL1O3 - Male

PPL1O4 - Female

Elective Courses

Course Name Open

Drama ADA1O1

Experienced Instrumental Music AMI1O1

Beginner Instrumental Music AMI1O3

Vocal Music AMV1O1

Visual Arts AVI1O1

Learning Strategies 1 GLE1O1**

Exploring Family Studies HIF1O1

Expressions of Aboriginal Cultures NAC1O1

Exploring Technologies (recommended) TIJ1O1

* If selected students do not need to select Math or Music separately

** Recommendation from the Special Education Department at the Elementary School is required

For a complete list of courses please view our course calendar online through our school website:

www.ddsb.ca/school/maxwellheights

Go to the tab “School Information” “Course Calendar”

GRADE 9 COURSE SELECTIONS 2016/2017

ENG 4U1

English

Grade 12

University

ENG 4C1

English

Grade 12

College

ENG 4E1

English

Grade 12

Workplace

ENG 1D1/7

English

Grade 9

Academic/Enriched

ENG 2D1/7

English

Grade 10

Academic/Enriched

ENG 3U1

English

Grade 11

University

ENG 1P1

English

Grade 9

Applied

ENG 2P1

English

Grade 10

Applied

ENG 3C1

English

Grade 11

College

ENG 1L1

English

Grade 9

Locally Developed

ENG 2L1

English

Grade 10

Locally Developed

ENG 3E1

English

Grade 11

Workplace

M.H.S.S. ENGLISH

MCV 4U1

Calculus and Vectors

Grade 12 University

MPM1D1/7

Principles of Math

Grade 9

Academic/Enriched

MPM2D1/7

Principles of Math

Grade 10

Academic/Enriched

MCR 3U1

Functions

Grade 11

University

MCF 3M1

Functions and App.

Grade 11

University/College

MBF 3C1

Foundations for

College Math

Grade 11 College

MFM2P1

Foundations of Math

Grade 10

Applied

MFM1P1

Foundations of Math

Grade 9

Applied

MHF 4U1

Advanced Functions

Grade 12 University

MDM 4U1

Data Management

Grade 12 University

MCT 4C1

College Technology

Grade 12 College

MAP 4C1

Foundations for

College Math

Grade 12 College

MEL 3E1

Math for Work

and Everyday life

Grade 11 Workplace

MAT 2L1

Grade 10

Locally Developed

MAT 1L1

Grade 9

Locally Developed

MEL 4E1

Math for Work and

Everyday life

Grade 12 Workplace

M.H.S.S. MATHEMATICS

Students may move from the

academic/university stream to the

applied/college or applied/college

to the locally developed/workplace

stream at any point in the process

Parents/Guardians are invited to attend the

GRADE 8 PARENTS’ NIGHT

For a

GRADE 9 OPTION SELECTION PRESENTATION

at

MAXWELL HEIGHTS SECONDARY SCHOOL

1100 Coldstream Drive, Oshawa

on

THURSDAY FEBRUARY 11, 2016

7:00 to 8:00 pm in the Cafeteria

Contact Information:

Guidance Department – 905-440-7339

by February 25, 2011

GRADE 9 ENGLISH

On-Line Option Selection submission and

Signed Option Selection Sheets are due to

Grade 8 Teachers by February 19, 2016

Transitions Book – Scavenger Hunt Activity

1. What does OSSD stand for? _____________________________________________

2. What is the number of compulsory credits needed to graduate? ____________

3. What is the total number of credits needed to graduate? ____________

4. How many Community Involvement hours are needed to graduate? ____________

5. In a semester system, how many courses do you take each semester? ____________

6. From page 4, what does SNC1D1 stand for (ie. Subject, grade and level)?

________________________________________________________________________________

7. Name TWO Learning Skills that are evaluated at the High School Level.

___________________________ ___________________________

8. List THREE Keys to Success in a High School Math Class.

1. __________________________________________

2. __________________________________________

3. __________________________________________

9. Explain the difference between Applied and Academic courses.

_________________________________________________________________________________

_________________________________________________________________________________

10. According to the timetable on page 5, what class would be at 11:00 am in September?

__________________________________

11. According to the timetable on page 5, what is the name of the Music teacher in semester 2?

__________________________________

GRADE 9 ENGLISH COURSE LEVEL SELECTION ACTIVITY

“The Whale Sound” By Roger Dean Kiser

"Leave him alone" I yelled as I walked out of the orphanage gate and saw several of the Spring Park School bullies pushing the deaf kid around. I did not know the boy at all but I knew that we were about the same age, because of his size. He lived in the old white house across the street from the orphanage where I lived. I had seen him on his front porch several times doing absolutely nothing, except just sitting there making funny like hand movements.

In the summer time we didn't get much to eat for Sunday supper, except watermelon and then we had to eat it outside behind the dining room so we would not make a mess on the tables inside. About the only time that I would see him was through the high chain-link fence that surrounded the orphanage when we ate our watermelon outside.

The deaf kid started making all kind of hand signals, real fast like. "You are a stupid idiot" said the bigger of the two bullies as he pushed the boy down on the ground. The other bully ran around behind the boy and kicked him as hard as he could in the back. The deaf boy's body started shaking all over and he curled up in a ball trying to shield and hide his face. He looked like he was trying to cry, or something but he just couldn't make any sounds, I don't think.

I ran as fast as I could back through the orphanage gate and into the thick azalea bushes. I uncovered my home-made bow which I had constructed out of bamboo and string. I grabbed four arrows that were also made of bamboo and they had coca cola tops bent around the ends to make real sharp tips. Then I ran back out the gate with an arrow cocked in the bow and I just stood there quiet like, breathing real hard just daring either one of them to kick or touch the boy again.

"You're a dumb freak just like him you big eared creep" said one of the boys as he grabbed his friend and backed off far enough so that the arrow would not hit them. "If you're so brave kick him again now" I said, shaking like a leaf. The bigger of the two bullies ran up and kicked the deaf boy in the middle of his back as hard as he could and then he ran out of arrow range again.

The boy jerked about and then made a sound that I will never forget for as long as I live. It was the sound like a whale makes when it has been harpooned and knows that it is about to die. I fired all four of my arrows at the two bullies as they ran away laughing about what they had done.

I pulled the boy up off the ground and helped him back to his house which was about two blocks down the street from the school building. When we reached his home his sister told me that her brother was deaf but that he was not dumb like the two bullies said. That he was very smart but could not say or hear anything. I told her that he did make a sound when the bully kicked him in the back. She told me that I must be mistaken because all her brother's vocal cords had been removed during an experimental surgery, which had failed.

The boy made one of those hand signs at me as I was about to leave. I asked his sister "if your brother is so smart then why is he doing things like that with his hands?" She told me that he was saying that he loved me with his hands. I didn't say anything back to her at all because I didn't believe her. People can't talk with their hands and everybody knows that. People can only talk with their mouth.

Almost every Sunday for the next year or two I could see the boy through the chain-link fence as we ate watermelon outside behind the dining room, during the summer time. He always made that same funny hand sign at me and I would just wave back at him, not knowing what else to do.

On my very last day in the orphanage I was being chased by the police. They told me that I was being sent off to the Florida School for Boys Reform School, at Marianna so I ran to get away from them. They chased me around the dining room building several times and finally I made a dash for the chain-link fence and tried to climb over in order to escape. I saw the deaf boy sitting there on his porch just looking at me as they pulled me down from the fence and handcuffed me. The boy, now about twelve jumped up and ran across San Diego Road, placed his fingers through the chain-link fence and just stood there looking at us.

They dragged me by my legs, screaming and yelling for more than several hundred yards through the dirt and pine-straw to the waiting police car. All I could hear the entire time was the high pitched sound of that whale being harpooned again. As we pulled away in the police car I saw the deaf boy loosen his grip on the fence and slide very slowly to the ground and lower his head into the leaves and pine straw. That is when I realized that he probably really did love me and he wanted to save me because he thought that I too was making the whale sound.

“The Whale Sound”

Academic Questions

Pre-Reading

With your partner, brainstorm a list of different ways that people communicate.

Post-Reading

1. Draw and label a plot graph for this story.

2. Give three character traits to describe the narrator. Support each trait with a specific example from the story.

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“The Whale Sound”

Applied Questions

Pre-Reading

With your partner, brainstorm a list of different ways that people communicate.

Post-Reading

1. Label the plot graph.

2. Give three character traits for the narrator and find specific evidence from the story to support them.

TRAIT EVIDENCE

1.

2.

3.

4.

1.

2.

3.

4.

“The Whale Sound”

Locally Developed Questions

Pre-Reading

With your partner, brainstorm a list of different ways that people communicate.

Post-Reading

1. Label the plot graph. Use the following parts of the story and be sure to tell what happens in that part of the

story.

Rising Action Falling Action Introduction Climax Conflict

2. Give three character traits for the narrator and find specific evidence from the story to support them. You can

choose from the following traits or find some of your own.

strong honest brave troublemaker rebellious caring

TRAIT EVIDENCE

GRADE 9 MATH COURSE LEVEL SELECTION ACTIVITY

Academic Questions

1. Integers

a) (–4) + 7 + (–3) b) 11 + (–2) + 5 c) (–3) + (–8) + (–1) d) 19 + (–7) + (–2)

2. Order of Operations

a) 35 (–7) + (–3)(–5) b) [(62 + 3) 13]2 c) (6 – 18)2 (–8 + 2)2 + 3

3. Fractions

a) 5

1

3

2 b)

6

5

4

12 c) 3 2

4 9

d) 3 48 9

4. Equations

a) 5x = 35 b) 3x + 2 = 17 c) 9x + 3 = 2x - 24

5. Word Problems

Donald needs $20 to buy a ticket to a show. He earned 4

1 of the money on Monday,

5

2 on Tuesday, and

10

1 on

Wednesday. What fraction of the money does Donald still need to earn?

Applied Questions

1. Integers

a) 6 + 7 b) (–3) + 9 b) 6 – 8 c) 10 + (–2)

2. Order of Operations

a) 35 (7) + (3)(5) b) (6 + 7) 13 c) (6 – 3) (8 + 2) - 3

3. Fractions

a) 8

5

8

7 b)

8

5

8

7 c)

2

3

3

5x

4. Equations

a) 5x = 10 b) x + 2 = 5 c) 2x + 3 = 6

5. Word Problems

Before school, Peter was given $15 by his parents to buy lunch and a snack after school. At lunch he buys a drink

for $2.50, a hamburger for $3.00 and fries for $1.50. Will Peter have enough money to buy a $5.00 sub and a $2.00

drink on his way home from school?

Locally Developed Questions

1. Addition and Subtraction

a) 5 + 4 b) 10 - 3 b) 6 + 9 c) 10 + 8

2. Multiplication and Division

a) 5 x 2 b) 7 x 3 b) 10 2 c) 25 5

3. Word Problems

Shannon went to the movies with her friends. Shannon spent $12.00 for the movie, $4.00 for a drink and $3.50 on

popcorn. How much did Shannon spend in total?