English Language
Arts A30
Teacher: Ms. Benoit
Contact Information:
E-mail: dawn.benoit@nwsd.ca
Blogger homework
check:
Elaa30fall2017.blogspot.com
“Language plays a key role in learning and in
thinking. When people use any of the
language processes--speaking, listening, writing, reading, representing, or
viewing--they learn as they work with language.”
--Sask. Ed. Curriculum Guide
The A30
English Language Arts Curriculum, as directed by Saskatchewan Education,
specifies that students are to be engaged in the meaningful use of
“Language”. The literature selected
becomes the vehicle of understanding the strands of language: reading, writing,
listening, speaking, representing, and viewing. A resource-based approach in learning will
be utilized; thus, the students will be exposed to a variety of texts, print,
audio, and video material.
The ELA
A30 course is based upon different issues and themes. In an issue-oriented course, students explore
their beliefs, assumptions, and thoughts as they examine issues related to
their world. Issues that will be covered
include:
1.
Canada – Diverse Landscapes and
People:
A vast and Varied
Land; Nature and the Seasons; Regional Landscapes; Identity and Diversity;
Personalities and Values.
Possible
Questions: What are Canadians’ attitudes to and
concerns about the natural and constructed (e.g., political, virtual,
linguistic) landscapes in which they live, and how do they express and act upon
those attitudes and concerns? How have Canada’s natural and constructed
landscapes influenced Canadians? How have Canada’s natural and constructed
landscapes deeply influenced Canadian artists, speakers, authors and their
texts? How has your region’s landscape been represented in Canadian texts-
visual, oral, print, and multimedia? Why is it important to have one’s physical
– natural and constructed-landscapes represented in the texts one encounters?
How does Canada’s physical landscape influence Canadians’ relationships and
interactions with self and each other? How are the landscapes of mind and heart
as important as the physical landscapes of Canada? What is revealed about the
psychological landscapes of Canadians in visual, oral, print, and multimedia
texts? How has the representation of the physical landscape changed throughout
Canada’s history? What do the changes reveal about the Canadian psyche? How
have Canada’s historical landscapes influenced its contemporary landscapes?
What are similarities and differences between historical and contemporary
landscapes? What factors account for these similarities and differences? How
have historical and contemporary First Nations, Metis, and Inuit landscapes
shaped our national landscape? How do we honour the histories of the many
peoples who live in Canada while we forge landscapes that are contemporary and
emerging? What is the relationship between the individual and the state in
Canada? What is the role of the state in Canada? Where does the ultimate power
reside in Canada - in the individual or in the society? What societal issues
concern Canadians? How have societal issues changed over the course of our
nationhood? How do Canadians balance the personal landscape with the societal
landscape? How do we balance self-preservation with concern for others?
2. Canada – Diverse Voices:
Aboriginal
Voices; Voices through Time; Regional Voices
Multicultural
Voices; Female and Male Voices; Marginalized Voices.
Possible questions: What
does it mean to be Canadian and what is our national identity? What is the
relationship between the individual and the community in Canada? How do
individuals shape a community and a country and how to the community and the
country shape their citizens? What contributions have Canadian individuals made
to the character of the Canadian community and/or global community? How do
Canadians navigate their local, regional, national and global communities? Why
is it important for Canadians to recognize, historically and currently, both
the glorious and the scandalous aspects of Canadian life? What perspectives
have been dominant or privileged in Canada? Why? Why is equitable
representation of voices and all perspectives important for every Canadian? Do
Canadians share collective principles that define as Canadians? How can
Canadians and their communities with varying and divergent beliefs act ethically,
cooperatively, and respectfully?
The minimum reading/analyzing guide for the
ELA A30 resource selection includes:
Short
Stories—3
intensive, 3 extensive Essays—3 intensive, 3
extensive
Poems--5 intensive, 5 extensive Plays—1
intensive, 1 extensive
Full-length
Novels—1
intensive 1 extensive Other media--- T.V./ Video
Grammar:
An integrative approach will be used in the teaching of grammar.
Research has shown that grammar is only meaningful when understood in the
context of the strands of any language. Those
not meeting minimal goals will get additional exercises.
Continued
OVERALL COURSE EVALUATION
PERCENTAGES
Term Work:
·
Compose and Create
(4 minimum: includes paragraphs, essays,
creative
writing, presentations, novel study) 25%
·
Assess and Reflect (5 minimum: includes self-
reflection, learning/improvement plans and
assessments) 20%
·
Comprehend and Respond (4 minimum: includes
unit exams) 25%
Final Exam.………………………….. 30%
CLASSROOM POLICIES AND EXPECTATIONS
ATTENDANCE:
Attendance has a direct bearing on success.
The goal of Carpenter High School’s attendance policy is to keep students in
class to help them be as successful as possible by developing lifelong
attendance habits. As such, after five absences (excused or not), the Student
Services Worker will be contacted to determine a course of action. After fifteen
absences, the recommendation will be removal from this class.
TARDINESS:
Students must be punctual for a minimum of eighty-five
per cent of classes. There is a fifteen
tardy classes – excused or unexcused – maximum.
Exceeding fifteen tardy classes will result in a recommendation to be
removed from this class.
MISSED
ASSIGNMENTS/QUIZZES/EXAMS:
Quizzes/Exams must be written on the
scheduled dates. If a student misses a quiz/exam, the student must make
arrangements with the teacher to write that quiz/exam no later than three days after the student returns to
school. In most situations, alternative assignments and/or exams will be
available to replace the ones missed, thus removing the NHI. This, however,
must be requested in a timely manner by the student and before final quarterly
and year-end deadlines. Students will know what they have missed if they keep
up with their readings on Blogger. The
novel study is deadlined. Lates will not be accepted.
CLASS
ASSIGNMENTS:
Sufficient
time will be given for the completion of all assignments. Readings, however, often involve student
directed learning as students read at different speeds. It will be up to each
student to organize his or her time appropriately.
Hand-Written assignments for
editing: must be
submitted in blue or black ink (not felt or pencil).
Grammar and multiple choice assignments must be submitted in pencil.
Continued
SUBMISSION
EXPECTATIONS
First
and Last name, date of submission, and class designation (A30) MUST appear in
the upper right hand of all formative assignments being handed in. The
only exceptions to this rule is if an assignment supplies a spot where your
name is indicated to go or if you are following MLA layout expectations on
an essay. If an assignment is submitted without meeting this basic
objective, it will be returned for revision or a mark will be deducted. If an
assignment is submitted in pencil when it is supposed to be in pen or in pen
when it is supposed to be in pencil, it will be returned for revision or a mark
will be deducted. It is expected that students at this grade level can follow
basic submission expectations. If you are in doubt about the expectations for
an assignment, ask.
PLAGIARIZISM:
Plagiarism
is a serious offence. Any grade 12 student
caught plagiarizing will receive a zero per cent on the assignment in question. Offences will also be referred to administration. Teachers have access to Internet sites that
can detect plagiarism and often due so randomly.
BEHAVIOUR:
While in
this school, and by extension, this classroom, RESPECT is the #1 rule. All students are required to display polite,
courteous manners towards teachers, office and maintenance staff as well as
fellow peers. All students are to
respect the dress code at Carpenter High School as specified in the student
agenda book. Behaviour deemed
inappropriate will not be tolerated and administration will be notified
immediately.
CELL
PHONES:
Cell phones are distracting to all students in
class. Cell phones are to be turned off and put in the “daycare” when students
enter the class (or not brought in at all). In rare situations, cell phones may
be used if the teacher provides consent and only immediately after
consent is given.
Students
are encouraged to bring bottled water to class.
Other beverages and food are not permitted, without prior approval by
the teacher. This is a school rule.
SUPPLIES:
See me
if obtaining any of these are a problem. I expect students to have these for class
by Tuesday, September 11, 2017.Mond
ay, September 8, 2014.
·
Pens:
dark blue or black only (ball point,
not felt tipped)
·
Highlighters
(a pack of four distinct colours)
·
Pencils
and erasers
·
A
USB stick
·
Binder
and paper
