English Language Arts 30-1

Course Outline
Spring– 2010 Mr. S. Banks

There are two basic aims of senior high school English language arts. One aim is to
encourage, in students, an understanding and appreciation of the significance and artistry
of literature. A second aim is to enable each student to understand and appreciate
language and to use it confidently and competently for a variety of purposes, with a
variety of audiences and in a variety of situations for communication, personal
satisfaction and learning.
The English Language Arts Program highlights 6 language arts:
Listening, speaking, reading, writing, viewing, and representing.

Organization
Five general student learning outcomes act as the foundation of the program.

General Outcome 1 – Students will listen, speak, read, write, view and represent to:
- - explore thoughts, ideas, feelings and experiences
General Outcome 2 – Students will listen, speak, read, write, view and represent to:
- - comprehend literature and other texts in oral, print, visual and multimedia
forms, and respond personally, critically and creatively
General Outcome 3 – Students will listen, speak, read, write, view and represent to:
- - manage ideas and information
General Outcome 4 – Students will listen, speak, read, write, view and represent to:
- - create oral, print, visual and multimedia texts, and enhance the clarity and
artistry of communication
General Outcome 5 – Students will listen, speak, read, write, view and represent to:
- respect, support and collaborate with others.
General Outline
The English 30-2 course will be divided into basic units throughout the term.
(Essay writing, Film study, and Poetry will be included throughout the course) (All dates
are approximates) A major focus will be on Diploma Readiness!!!

Novel: Night - This unit will is an introduction for the students to many of the concepts
that will be further explored in the 1984 unit. - Feb. 1 – Feb26
---- read, discuss, journal responses, comprehension, analysis
Novel: 1984 – This unit will be a collaborative unit with South Carolina. Together we
will explore not only the work of Orwell, but Forrester's The Machine Stops, as well as
the relationship between fiction and reality. - Mar. 1 – Mar. 26
--- analysis, comprehension, devices, presentations
Short Story: read a variety of short stories - Mar. 29 – Apr. 22
---- analysis, comprehension, response journals – Essay format for Diplomas
Novel: Grapes Of Wrath - This unit will delve into the work of Steinbeck, with a focus
on understanding circumstances and our reactions to events. - Apr. 26 – May 20
---- read, discuss, journal responses, comprehension, analysis
Play: Hamlet - This unit will examine all that is wonderful about the great Bard's work,
focusing on his eternal message concerning the angst of youth - May 24 – June 16 -
---- analysis, comprehension, devices, presentations
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Resources
3 Major novel Studies:“Night” by Elie Wiesel, 1984 by George Orwell
and Grapes of Wrath by John Stienbeck,
Various photocopied Short Stories/Poems/Plays
Other media; including television, radio and Internet sources
(Schindler’s List, Band of Brothers…)

Evaluation
Opportunities present themselves in classroom activities that enable students to become
active participants in their own learning and assessment. Student growth is enhanced
when students participate in the assessment. Where possible these methods will be
incorporated into the learning activities.

Coursework (80%)
Reading (quizzes, comprehension tests, personal responses) 15%
Writing (critical/analytical essays, research papers, script, in class essays) 30%
Listening/Speaking (speeches, oral presentations, debates, drama) 10%
Viewing/Representing (visual projects, models, artwork, photographic essays) 5%
Collaboration (group work/participation in discussion) 5%
Knowledge of course material (tests, exams) 15%

Unit Final Exam (20%)

The final mark will be calculated as follows:

50% school mark ---- School mark based on assignments and tests (heavily based
on assignments) Term assignments cover all aspects and outcomes of language arts.
50% Government Exam ---- 25% multiple choice/25% writing exam

Note: Unit exams may fall into more than one category. For example, an exam may have
three sections: a knowledge-based component, a reading comprehension component, and
an essay component. In this case, each section would count toward the appropriate
category.
Please also note; I believe very strongly in giving students a chance to try out something
new and fail without academic penalty. Assessment for Learning affords us the chance to
be messy in our learning without fear. All Formative assessment will not have a
grade/mark attached to it.

The three reporting period dates are: March 26, May 18, June 29
Parent/Teacher interview evening is on Thursday, April 22..
The three reporting periods will be weighted equally.

21st Century Skill Set

In an effort to address the skills that have been deemed necessary for success in the
digital Age, a hands-on approach will be taken in this course. One of the major places of
information will continue to be the wiki ( bankswiki.wetpaint.com) introduced last year.
In addition, students will use a secured Ning when working with South Carolina. The use
of technology will follow the guidelines set out by the Chinook's Edge School Division
#73 Educational Technology Department.

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Daily Routines
Each class will contain a reading component, student selection as well as assigned
readings, as well as a Terminology section. The students will write down the ‘Word Wall
Word’ and be quiz on their knowledge of these terms. Whenever possible, all
assignments will be delivered in a digital format, via email to:
sbanks@chinooksedge.ab.ca

Materials
Students are expected to be in class on time with the materials necessary for a successful
and productive session. These include; pencil or pen, binder, textbook, agenda and any
assigned homework.

Homework
Homework will be assigned on a regular basis. For the most part this will include
individual assignments, reading, review and study. Students who are experiencing
difficulty with their homework are urged to talk to me. It is expected that students will
list and keep track of their homework and other important dates in their own manner,
such as smartphone notepads, binders or agendas.

Possible Modifications for Students:

a) Resource pull out with Ms. Brown
b) Differentiated Assignments – I am counting on this!!!!
c) Varied teaching methods
d) Quiz/Exam Readers
e) printout of notes from boards/overheads
f) Others as needed – think outside the box!!!!!!!!!!

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