BONNER, FALL 2014 COURSE OUTLINE

ENGLISH

LANGUAGE

ARTS 30-1

TEACHER: Mr. T. Bonner CONTACT INFORMATION: bonnert@fsd38.ab.ca COURSE DESCRIPTION:

COURSE OBJECTIVES:

To develop an ability to communicate with increasing maturity, logic, and clarity in both written and verbal forms. To increase the ability to listen, speak, view, read, write, and represent in a logical, coherent, and clearly defined

manner. To relate literary (and other mediums) experiences to own personal experience and to broaden knowledge of own

cultural heritage through the enjoyment of literature; to respond personally to a variety of texts. To develop the ability to make informed critical responses to literature (and other mediums) through understanding

and appreciation of form, structure, and style. To use writing and other forms of representation to: explore, clarify, and reflect on thoughts, feelings, experiences, and

learning; to use imagination. To create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

LEARNING OUTCOMES: “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.” - Program of Studies, Alberta Learning

The ELA 30-1 program is based on the Alberta Program of Studies. Units will center on a genre and skills will be taught through a variety of activities and resources. The time designated to any one unit may vary, depending on the number and type of skills and activities to be integrated into that theme. However, in any one genre, the six essential strands of the Language Arts curriculum (listening, speaking, reading, writing, viewing, and representing) will be practiced. Every attempt will be made to teach concepts in an integrated fashion so that their interrelationship will be understood and applied by students.

Through these strands, students will explore ideas and demonstrate their competency in specific learning outcomes. These outcomes are grouped under five general headings: General Outcome 1: Explore thoughts, ideas, feelings and experiences General Outcome 2: Comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically, and creatively General Outcome 3: Manage ideas and information General Outcome 4: Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication General Outcome 5: Respect, support and collaborate with others

Please visit the ELA Program of Studies, at http://education.alberta.ca/teachers/program/english/programs.aspx, for more detailed information about curricular expectations for this course. Or ask me for a breakdown of the curricular objectives.

ENGLISH 30-1 COURSE OUTLINE

“Through literature, students learn to explore possibilities and consider options for themselves and human kind. They come to find themselves, imagine others, value difference, and search for justice. They gain connectedness and seek vision. They become the literate thinkers we need to shape the decisions of tomorrow.” Judith Langer English 30-1 is a literature based, academic English class intended for those students who plan to attend university.

RESOURCES: NOVELS: FILMS: The Great Gatsby – F.S. Fitzgerald Pleasantville – G. Ross

The Godfather – F. Coppalla DRAMA:

Othello – W. Shakespeare SECONDARY: A Streetcar Named Desire – T. Williams Writer’s Reference, Inside Stories III, Death of a Salesman – A. Miller Imprints 12, Echoes 12, and various other selections.

ASSESSMENT AND EVALUATION: In most cases, you will be provided with either an exemplar or accompanying rubric (detailing the criteria for each letter grade) before being asked to complete any assignment. However, the relative weighting of each assignment is as follows: — Critical/Analytical Writing 30% — Personal Response Writing 20% — Skills, Content & Textual Response 20% — Viewing & Representing 15% — Speaking & Listening 15%

50% CLASS MARK + 50% DIPLOMA EXAM SCOPE & SEQUENCE: UNIVERSAL UNDERSTANDINGS: The course will be centered around the following universal themes of literature. UNDERSTANDING A –THE RESPONSIBILITY FOR OTHERS.

UNDERSTANDING B– UNDERSTANDING THE CONSEQUENCES OF OUR EXPERIENCES

UNDERSTANDING C– THE INTERCONNECTEDNESS OF THE HUMAN EXPERIENCE

TIMELINE (ALL TEXTS AND TIMEFRAMES ARE APPROXIMATE AND SUBJECT TO CHANGE):

UNIT 1: ILLUSIONS VS. REALITY (MULTI-GENRE #1) 3 WEEKS

A

— TEXTS: Pleasantville, “Glass Roses” (A. Nolan), “Horses of the Night” (M. Laurence), “How to Write with Style” (K. Vonnegut), “Miss Brill” (K. Mansfield), various other texts as required and writing exemplars of PERTs.

— Focus Form: Critical/Personal Commentaries (CPU) UNIT 2: WHAT IS LOVE? BABY DON’T HURT ME. 3 WEEKS

C

— TEXTS: A Streetcar Named Desire, various other texts as required. — Multiple Essay Style Symposium (A M.E.S.S. of Writing), a variety of essays: Narrative,

Descriptive, & Analogy. — Focus Form: Essay Set-up, Oral Presentation

UNIT 3 OR 4: THREADS IN A WEB (MULTI-GENRE #2) 2 WEEKS

B

— TEXTS: “On the Rainy River” (T. O’Brien), “Spaces Between the Stars” (G. Kothari), various other texts as required.

UNIT 3 OR 4: LIKE A MOUSE IN A MICROWAVE 3 WEEKS

A

— TEXTS: Othello, various other Shakespearean Excerpts and related texts. — Focus Form: Representations

UNIT 5: “THE BOWS FROM WHICH YOUR CHILDREN AS LIVING ARROWS ARE SENT FORTH” 2 WEEKS

B

— TEXTS: Death of a Salesman, The Godfather, various other texts as required.

UNIT 6: I DREAM A DREAM OF DAYS GONE BY (IN CLASS NOVEL STUDY) 2 WEEKS

B

— TEXTS: The Great Gatsby, various other texts as required. — Focus Form: Critical Essay

REQUIRED MATERIALS: — A binder, in order and up-to-date, complete with lined paper. — A writing utensil to use and an extra writing utensil in case you lose one. — On occasion you will need colored pencils, a ruler, an eraser, pencils, poster paper, and other

additional materials for some projects. I will notify you in class if you need to bring anything extra. — I recommend that you have (and bring with you) a pocket dictionary and/or thesaurus.

BEHAVIORAL/ACADEMIC EXPECTATIONS: — I expect that you will attend class everyday, prepared to work, with a writing utensil, an organized

binder, and any other supplies or textbooks that are being used for the unit being studied. — Food may be used responsibly, but I reserve the right to disallow food if garbage, or allergies,

become an issue. — Attendance will be taken daily; in the case of an absence, it is the responsibility of the student to

complete and submit any missed assignments. — I expect that you will treat your teacher and fellow classmates with respect. Everyone has a right to

be heard and to learn in a secure environment. — I expect that you will treat the property of the school and the property of others in a proper

manner. — I expect you to always do your best. This means that you will participate in all activities involved in

this class, including listening and viewing activities, and you must hand assignments in, on time and complete. I expect you to do well—and I know that you will.

— I expect that at no times will anything impair our ability to communicate (cell phones, ipods, hats, etc.) and reserve the right to confiscate the item if it becomes an issue.

MAPLEWOOD & COURSE WEBSITE: — Maplewood (mwweb1.fsd38.ab.ca/fchs/students/viewer/Login/login.aspx) provides information about

your grades and attendance. It can be accessed at the above link or by following the links on the school’s webpage (fchs.fsd38.ab.ca). Assignments and handouts can be found on-line on the FCHS website.

ABSENCES: — IT IS THE STUDENT’S RESPONSIBILITY TO DETERMINE WHETHER ANY EVALUATIVE ACTIVITY HAS

BEEN MISSED. — If a student is excusably absent from class on days during which an assignment, quiz, examination

or other evaluation activity occurs, the student shall be given the opportunity to make up the missed work through either the original or replacement work if the following conditions are met:

o If a student is absent, a parent must call the school to indicate the reason for the absence. o In the case of a missed test, the student must provide a note from home explaining the

absence. o If a student misses a final exam, an alternative writing may be granted, if the reason for the

absence is legitimate. A legitimate absence is one caused by illness (supported by a Doctor’s note), or for bereavement or other serious family matter. The parent must discuss the absence with the teacher or an administrator.

LATES: — I expect that you will arrive to class on time (there is a 2 minute “grace period” after the bell before

the door is closed and locked). If you are late for any reason, you will knock on the door and wait outside until it is convenient for me to allow you to enter the classroom.

— Repeat lates will result in disciplinary action.

EARNED ZERO POLICY: — If excusably absent on the due date, the assignment is due the day you return to school. — If absent when the assignment is given, you are still responsible for the due date, unless away for

an extended time, then an extension shall be given. — The following assignment policy will apply to the class:

o Assignments submitted on the due date – Will be marked in as timely a fashion as possible (typically 2-3 weeks or less, depending on the size/type of assignment). These assignments will be given a rubric, and formative feedback.

o Assignments submitted within 2 weeks from the due date – Will be marked as other assignments allow (these are not the priority, and the only timeline that can be assured is prior to the end of the semester). Students will receive no formative feedback.

o Assignments submitted after 2 weeks from due date – Will be awarded a zero, unless special arrangements are made at the discretion of the teacher. This is known as an assignment “Dead Date.”

EXTENSIONS: — Extensions on assignments will only be considered if a student makes arrangements at least one (1)

day prior to the due date. An accompanying signature/note from a parent indicating the circumstances of the extension would be welcomed.

CHEATING: — Providing or using unauthorized assistance, such as:

o Copying another’s work (including plagiarism) o Telling others what is on a test o Presenting another’s ideas as your own o Taking notes/aids into a test situation

— May result in the student(s) receiving a zero (0), or students will be asked to complete an alternative assignment for a maximum of 50% of the original mark, and being referred to administration.

REWRITES: — Major Written Assignments may be rewritten, but a student/teacher conference must occur with

appropriate documentation. Please note the following. o Assignments that do not move up at least one scoring category in two of the reassessed

sections of the rubric will not be given a new mark. o Matters of Correctness is never available for a rewrite. o Matters of Choice can be rewritten based on teacher discretion.

— Unit tests and plagiarized work can never be rewritten. RECOMMENDATION FOR SUCCESS: ELA 30-1 is a rigorous course, and the expectations on the Diploma Examination are high. Students entering the class with a mark from the pre-requisite course of below 65%, historically struggle with the intense expectations demanded in both the class and upon the Diploma Examination.

English 30-1 ~ Bonner Major Assessments

CURRICULUM OBJECTIVE / WEIGHTING Value Due Date

Dead Date

Category Value

CRITICAL ANALYTICAL RESPONSE TO LITERATURE

Graphic Essay 6% HW 30% Essay Set-up 6% HW

Carl #1 8% In-class

Carl #2 10% In-class

PERSONAL RESPONSE TO TEXT WRITING

PERT #1: CPU #1 6% In-class 20% PERT #2: Creative 6% In-class

PERT #3: Choice (Optional) 8% In-class

SKILLS, CONTENT & TEXTUAL RESPONSE

DNA Tasks 6% HW 20% Unit Tests (2% each)

Othello, Streetcar, Death of a Salesman, The Great Gatsby

8% In-class

Blackout and Free Verse Poem (1 and 2%) 3% HW

Annotations 3% HW

VIEWING & REPRESENTING

Character Cards Assignment (Streetcards/DoaS)

5% HW 15% Sociogram 5% HW

Build-a-Pert 5% HW LISTENING & SPEAKING

DNA Speaking 4% In-class 15% Active Listening Test 2% In-class

Socratic Seminar 3% In-class

Rant or Spoken Word 6% In-class

PLEASE NOTE – THE ABOVE ASSIGNMENTS ARE WORTH 50% of the total course grade, the remainder comes from the Diploma Examination.