English 30-1Course Outline

• • J.A. Williams High School

Course Outline

English Language Arts 30-1Instructor : Mr. Conal Donovan

Timeline of Content

Unit One (Sep): Introduction to PDE Writing

Resources: Diploma Examination questions

Unit Two (Sep-Oct): Subtext in Short Stories and Poetry

Resources: ""Lost Salt Gift of Blood", "Was It a Dream?" etc...

Unit Three (Oct-Nov): The Human Condition : A Textual Comparison

Resources : The Outsider and Ever. tj hing is Illuminated

Unit Four (Nov): Modern Drama and Societal Change

Resources: A Streetcar Names Desire

Unit Five (Dec-Jan): Shakespeare and The Elizabethan Tragedy

Resources: Hamlet

Unit Six (Jan): Polishing Your Writing

I L •• J.A. Williams High SchoolCourse Outline continued...

English Language Arts 30-1Instructor : Mr. Donovan

Course Objectives

> The primary course objective is to develop student proficiency in the five (5)General Outcomes as outlined in the English Language Arts Program ofStudies; view this document in its entirety at the end of this outline, or onlineat htt:/leducation.alberta.ca/media/645805/srheia ofs. df.

> Additionally, this course will introduce students to post-secondaryapproaches to studying our world and the human condition through deep,significant textual analysis. Writers share the experience of ages with us;through the study of a variety of texts, we will attempt to develop the skillsnecessary to unlock these experiences in order to inform your understandingof the world today. In addition, we will guide you through the very technicalaspects of communicating your newfound understanding in thoughtful, well-supported, and unified writing.

Distribution of Course Marks

Reading Comprehension: 47.5% of the final markWritten Response: 47.5% of the final mark

Collaboration and Reflection: 5%Your final course mark is worth 50% of your final grade;

Diploma Exam: 50% of the final grade

General Outcomesfor

English LanguageArts

The following pages display the required learning goals forstudents enrolled in English Language Arts in Alberta. You areencouraged to discuss these outcomes with staff. Demonstration ofthese outcomes is the expectation of this course.

PROGR-\\1 OUTLINE

General Outcome I

Students will listen , speak, read, write,view and represent to explore thoughts,ideas , feelings and experiences.

1.1 Discover possibilities1.1.1 Form tentative understandings,

interpretations and positions1.1.2 Experiment with language, image

and structure

1.2 Extend awareness1.2.1 Consider new perspectives1.2.2 Express preferences, and expand

interests1.2.3 Set personal goals for language

growth

General Outcome 2

Students will listen , speak, read, write,view and represent to comprehendliterature and other texts in oral , print,visual and multimedia forms, andrespond personally, critically andcreatively.

2.1 Construct meaning from text andcontext

2.1.1 Discernand analyze context2.1.2 Understand and interpret content2.1.3 Engage prior knowledge2.1.4 Use reference strategies and

reference technologies

2-2 Understand and appreciate textualforms, elements and techniques2 .2.1 Relate form., structure and

medium to purpose , audience andcontent

2-2.2 Relate elements , devices andtechniques to created effects

2.3 Respond to a variety of print andnonprint texts2.3.1 Connect self, text, culture and

milieu2.3.2 Evaluate the verisimilitude,

appropriateness and significanceof print and nonprint texts

2.3.3 Appreciate the effectiveness andartistry of print and nonprint texts

General Outcome 3

Students will listen , speak, read , write,view and represent to manage ideas andinformation.

3.1 Determine inquiry or researchrequirements3.1.1 Focus on purpose and

presentation form3.12 Plan inquiry or research, and

identify information needs andsources

3.2 Follow a plan of inquiry3.2.1 Select, record and organize

information32? Evaluate sources, and assess

information3.2.3 Form generalizations and

conclusions

3.2.4 Review inquiry or researchprocess and findings

General Outcome 4

Students will listen, speak, read , write,

view and represent to create oral, print,

visual and multimedia texts, andenhance the clarity and artistry of

communication.

4.1 Develop and present a variety of printand nonprint texts4.1.1 Assess text creation context4.1.2 Consider and address form,

structure and medium4.1.3 Develop content4.1.4 Use production, publication

and presentation strategies and

technologies consistent with

context

4.2 Improve thoughtfulness, effectivenessand correctness of communication42.1 Enhance thought and

understanding and support anddetail

4.2.2 Enhance organization4.2.3 Consider and address matters

of choice

4.2.4 Edit text for matters ofcorrectness

General Outcome 5

Students will listen , speak, read, write,

view and represent to respect , support

and collaborate with others.

5.1 Respect others and strengthen

community

5.1.1 Use language and image toshow respect and consideration

5.1.2 Appreciate diversity ofexpression, opinion and

perspective

5.1.3 Recognize accomplishmentsand events

5.2 Work within a gr oup5.2.1 Cooperate with others, and

contribute to group processes

5.2.2 Understand and evaluate groupprocesses

Expectations

â All class members must treat each other in a respectful manner, allowing for asafe learning environment for everyone.

â All class members are expected to contribute to the success and learning of otherclass members through co-operative work and the sharing of ideas.

â All class members come to class prepared with the appropriate texts, paper, pens,or other required materials.

â Upon entrance to class, students begin with Silent Sustained Reading of their ownindependent novel study until otherwise directed to the first organized learningactivity.

â All class members must properly care for assigned texts and return them in goodorder.

â All "final" copies of written assignments are to be handed in on time, completedin ink or printed from a computer, or submitted digitally via email, and mustalways be double-spaced.

â All students must adhere to the school's plagiarism policy.â All class members arrive to class on time; if a student arrives late, they must enter

discreetly and join in the organized learning activity orâ When a class member misses time, it is her/his responsibility to catch up on

assignments, notes, classwork, and homework; always feel free to see Mr.Donovan about what's been missed.

Electronic Devices Policy

In addition to the school's electronic devices policy, inthis class, you are not permitted misuse a cell-phone or other electroniccommunication device during class time. There will be times when use isacceptable, but you will be notified when this is the case. At all other times, devicesshould be off or in your locker. Violators of this offense will have the deviceconfiscated until the end of the day. A second offense will mean confiscation untilthe end of that school week. Any other offenses will result in indefinite confiscationuntil the student has a meeting with administration and/or a parent or guardian.

If you wish to contact Mr. Donovan,send e-mail to conal.donovan@nlsd.ab.ca

or phone 780 623 4271

Classroom Policies

Homework

There will be no homework assignments for this class, except for the expectation thatclasswork, readings, and written responses not completed in the allotted class time must becompleted at home or on spare by the required due date as per the discretion of the instructor.

Late Policy

You are expected to be in class by the scheduled time. It is important for you to arrive toclass on time, because class members are expected, immediately upon entrance to the class, tocomplete any daily start-up assignment posted on the board or, alternatively begin SilentSustained Reading without prompting. Arriving late is a distraction to the class members alreadyworking on the assignment. Learn responsible tardy-entrance behaviours.

Washroom I Drink Breaks

Class member may leave the class for a washroom or drink break without the directpermission of the instructor. Abuse of this privilege will result in its loss. Also, when possible,students are to take such breaks only when appropriate; for example, during a presentation by theinstructor, a guest, or by another student, class members must try to avoid taking advantage ofthis privilege unless absolutely necessary.

Bullying and Disrespect

This class is a designated safe area for all students, staff, and class guests. Any behaviourthat is intended to offend, insult, injure, or even interrupt a person in any manner will not betolerated. A first offense will lead to a meeting with the instructor; following offenses will resultin a meeting with the instructor and the administration and/or parents/guardians. It is youresponsibility to be an active listener. Any behaviours out of class (such as Facebooking orincidents in the hallways or over the weekend) that are a detriment to the learning atmosphere ofthe class will not be tolerated. Administrative or parental involvement will ensue.

Plagiarism

What is it?

Plagiarism is when someone submits work using the ideas or words of others andpurporting it, written or otherwise, to be one's own. You may not in any way borrowideas, organization, wording, or anything else from another source without appropriateacknowledgement of the fact. It is a very serious offense and will not be tolerated. Itisn't just a way to cheat; it's a way to cheat yourself out of valuable learning.

Why plagiarize?

Some students feel they need to get the best mark possible. Others just don't likethe given assignment and decide to find the quickest and easiest way out by copying andpasting right from the Internet. In this class, you are expected to take responsibility foryour own learning. It is possible (if unlikely) that a person could pass every assignmentfor a course by plagiarizing, but what has this person learned? How is this studentprepared for the challenges that lay ahead, whether that be the upcoming test, or a futurecareer?

How can plagiarism be avoided?

Throughout the year, class members will learn how to use such informationwithout plagiarizing. For example, class members will learn to use and incorporatequotations and site that information properly. Class members should not feel the need toplagiarize; this is a place to learn, and the instructor will give you any guidance or extraassistance you need to succeed. Feel free at any time to approach the instructor with anyconcerns about the class or its workload.

Guidelines for Formative and Summative Assessment Feedback

To Students, Parents, and Guardians:

It is the intention of the JA Williams English Department to provide relevant andinformative feedback to students and to do so in a reasonable amount of time.In English Language Arts courses, some assessment is summative while other isconsidered formative:

Summative assessment refers to the assessment of learning and summarizes thedevelopment of learners at a particular time. After a specified period of work (e.g. amonth long novel study), the learner demonstrates a current knowledge, skill, or ability(e.g. a quiz on certain chapters of the novel) and then the teacher marks the test andassigns a numerical score. The test aims to summarize learning up to that point. The testmay also be used for diagnostic assessment to identify any weaknesses and then build onthat using formative assessment.

Formative assessment is assessment for learning. An example of this would be thewritten comments and corrections on a student essay and the conversation betweenstudent and teacher about strengths and weaknesses in their writing. It involves a self-reflective process that intends to promote student attainment of a knowledge, skill, orability that is aligned with curricular outcomes; that is, the teacher's role is to provideinformation that assists the learner in achieving a certain level of a desired outcome. Thisis meant to be a bi-directional process between teacher and learner to enhance, recognizeand respond to the learning. An assessment is considered formative when the feedback(written or spoken) from learning activities is actively used by the learner to worktoward meeting their own learning needs. This process can help students take control oftheir own learning and provide them with more direction; they must discover where theyare in relation to where they want to be, and only then can they work toward arrivingthere.

Northern Lights School Division's Administrative Procedure 240.6 states that"assessment shall include clear and timely communication among parents, students, andteachers of learner outcomes, criteria, and student achievement of learner outcomes".Feedback of both kinds will be provided in a reasonably timely manner , depending onthe nature of the assessment and whether or not formative written feedback is involved.Some examples of general guidelines for timeliness of feedback include but are notlimited to:

• Summnative Tests or Quizzes (e.g. Multiple Choice) - 2 to 3 working days

• Tests or Quizzes with written responses -- 1 to 2 weeks

• Written Responses with minor feedback/corrections - 1 to 2 weeks

• Written Responses with extensive formative feedback' - 2 weeks to 1 month

1 This may include formative feedback such as corrections, editorial suggestions, questions promptingfurther thought, requests for further details, individual or group discussions, peer editing, and ultimatelyre-submission.

Adherence to these guidelines may vary due to extenuating circumstances, which is whywe encourage you to contact the individual teacher with any questions or cause forconcern. If there are any concerns about the timeliness of a student receiving feedback,please contact the teacher directly through e-mail or by phoning the school and leavinga message. We are always glad to discuss concerns with students and their guardians.According to Northern Lights School Division's Administrative Procedure 240.3(d),"schools will develop procedures so that students are provided with opportunities to haveanother chance at a summative assessment when appropriate". Teachers at J.A. WilliamsSchool's English Department will choose an appropriate strategy to assess anydevelopments in student competency and knowledge in relation to curriculum outcomes.

This may not necessarily translate to re-writing a specific summative assessment.Rather, an additional written response may be used to allow students opportunities todemonstrate improvement in their writing, and the teacher may score specific target areasas deemed appropriate by student and teacher. Similarly, a reading comprehension goalmay require students to do additional readings and demonstrations of understanding,whether that means multiple choice responses, written or oral presentations to the teacher,project development or any other means of assessing understanding at a grade-appropriate level. As well, a student may be required to meet certain criteria in order toqualify for re-assessment, such as attending tutorials, completing additional formativeassessments, or providing proof of additional learning in relation to specific curriculumoutcomes or learning goals relevant to the area of weakness for that particular student.

While missed tests or late assignments may not be penalized numerically, the nature ofthe assessment may change as deemed appropriate by the teacher. As always, if you havequestions and concerns, contact the teacher directly to develop a plan for accuratelyassessing new learning.

J. A. WILLIAMS HIGH SCHOOL9108 103 street P.O. Box 480

Lac La Biche, Alberta T0A 2C0Phone (780) 623-4271 Fax (780) 623-2766

Dear Parents/Guardians:

Government of Alberta legislators have passed legislation that gives parents/guardians the option of pulling theirchildren out of class when lessons on religion , sexuality or sexual orientation are being taught. A clause in the bill,which is an amendment to the province's human rights legislation, requires that educators give parents written notice whenthe aforementioned controversial topics are going to be covered in the curriculum. Parents can then ask for their child tobe excluded from the discussion.

In high school English Language Arts classes, many of the lessons require students to "listen, speak, read, write,view and represent to explore thoughts, ideas, feelings and experiences" (General Outcome 1, ELA Program of Study,Province of Alberta). While these lessons focus on the knowledge and skill development of students in these areas, theEnglish Department at J.A. Williams School uses Alberta Education approved resources as the subject matter withwhich to encourage skill development. We feel, as a department, that we would not be fulfilling our due diligence if wedid not inform parents that these approved texts often explore issues of religion, sexuality, and/or sexual orientation.

Some examples from grade 12 texts that may be considered relevant to the above mentioned amendment includebut are not limited to:

A Streetcar Named Desire: This text deals with mature subject matter involving spousal abuse, misogyny, sexualassault, promiscuity, and briefly explores the repercussions of discrimination against sex and sexual orientation.

Night: This memoir explores a Jewish boy's true experiences during the Holocaust; he struggles with issuesinvolving religion, as his loss of faith is integral to his struggle with his loss of self and identity.

Hamlet and Othello: These classic Shakespearean texts deals with concerns of sexuality (infidelity, incest,premarital sex, interracial relationships) and religion (Hamlet struggles to justify suicide and murder in relationto his Christian religious beliefs and doubt surrounding death and the afterlife).

The purpose of studying complex yet somewhat controversial texts such as these is paramount in Alberta Education'sgraduation requirements, as English Language Arts is necessary for high school completion. As the Program of Studiesstates: "When involved in the study and creation of literary texts, and when responding to literature personally, criticallyand creatively, students reflect upon the human condition and develop and refine their understandings of themselves ashuman beings. They also learn to appreciate the artistic quality of language and how language may engage both mind andspirit" (Introduction: Text and Context, ELA Program of Study, Province of Alberta).

While these issues are present in the texts and subject of discussion in class, the educators of J.A. WilliamsEnglish Department do not make any attempts to impart any political, religious, or personal beliefs onto our students;conversely, we strive to create an atmosphere where students can explore these ideas in a safe, considerate, and judiciousmanner. If you feel, as a parent/guardian , that you do not want your student to be exposed to these classdiscussions , please sign this form and return it to the office at J.A. Williams school . If a form is not signed andsubmitted, we will assume our due diligence fulfilled and your student welcome in all class discussions. If this form isreturned, we will be glad to find alternate programming for students during such discussion; however, this does not excusethe students from the study of these Alberta Education approved resources. Student remain responsible for allassignments, tests, quizzes, and exams. Please feel free to contact myself or the administration at the address above if youhave any questions or concerns.Sincerely,

Signature:Conal Donovan Parent/Guardian

(only sign if you want your student removed from class discussion)Assistant PrincipalJ.A. Williams School Print Student Name:

Mr. T. Moghrabi - Principal Mr. C. Donovan Assistant Principal Mr. A. Malo -Assistant Principalterry. mo hrabi n1sd.ab.ca conal.donovan@nlsd.ab.ca aurele.malo@nlsd.ab.ca

Working together to help every student learn and excel.