Long Range Plans
Glenmary School --- 2013- 2014
Teacher: Ms. D. Dahm
Course Outcomes:
Outcomes:
Course
We
use
language to
to think,
think, communicate
communicate and
and learn.
learn. The
The ability
ability to
to use
use language
language effectively
effectively enhances
enhances aa student's
student's opportunities
opportunities in
in
We use language
all
areas
of
life.
Throughout
this
course,
students
will
develop
their
skills
with
listening,
speaking,
reading,
writing,
viewing
and
all areas of life. Throughout this course, students will develop their skills with listening, speaking, reading, writing, viewing and
representing.
representing.
Refining reading
reading and
and writing
writing strategies
strategies is
is central
central to
to all
all assignments
assignments and
and procedures
procedures in
in the
the course.
course. Students
Students will
will participate
participate in
in
Refining
reading
and
writing
throughout
the
course.
Perfecting
the
ability
to
synthesize
and
present
original,
documented
research
reading and writing throughout the course. Perfecting the ability to synthesize and present original, documented research
assignments, persuasive
persuasive arguments
arguments and
and essays
essays as
as well
well as
as compose
compose original
original creative
creative writings
writings will
will enhance
enhance critical
critical and
and creative
creative
assignments,
thinking
skills.
Students
will
be
encouraged
to
think
logically,
independently,
and
maturely,
and
to
express
themselves
in aa likewise
likewise
thinking skills. Students will be encouraged to think logically, independently, and maturely, and to express themselves in
manner.
manner.
We will
will be
be interpreting
interpreting and
and appreciating
appreciating aa variety
variety of
of literary
literary genres
genres including
including essay,
essay, short
short story,
story, poetry,
poetry, novel
novel and
and drama.
drama. The
The course
course
We
will
foster
a
keen
desire
for
students
to
pursue
individual
interests
through
independent
reading.
Knowledge
of
various
humanities
will foster a keen desire for students to pursue individual interests through independent reading. Knowledge of various humanities
can aid
aid aa better
better understanding
understanding of
of oneself,
oneself, and
and the
the customs
customs and
and values
values of
of our
our society
society and
and other
other cultures.
cultures.
can
Course Content:
Students’ main resource for literature will be their text, "Sightlines". Additional selections will be chosen from various sources and
provided to the students. The course is divided into several thematic and skill oriented units. The order of units may change and the
length will be dependent on various circumstances.
THEME 1: Surprise, Surprise!
THEME 2: Thriller
THEME 3: The Age of Technology
THEME 4: Stories of Old
THEME 5: Life Experiences/ Novel Study
THEME 6: Please Pass the Poetry!
FINAL REVIEW:
September 3-27
October 1- November 8
November 13 - December 20
January 6 – February 28
March 3 – May 9
May 12- June 6
June 9-20
The course also consists of ongoing units focusing on reading comprehension and writing structure. Time each week will be
allocated for individual reading and the course will also include a novel study (to be determined).
Reading Workshops: Students will choose their own novels to read during reading workshops. The expected amount to be read
for the course will be dependent on the student. Most will be required to complete four novels. Modifications will allow some
students to read shorter or fewer novels. Students will present a book project for four different books. Mini-lessons will be given
throughout the course to enhance effective reading strategies, such as predicting and visualizing. These will tie into novel studies
and the assigned class readings. A schedule will be set for the student’s sharing. When sharing books, students will have choices
to choose from. These will include differentiated learning activities such as an author’s profile, movie representation, a diorama, a
drawing, or a PowerPoint presentation.
Writing Workshops: Students will work through an established writing process in order to compose writing to their highest ability.
They will have access to the computer lab when available to complete writing compositions. We will have mini-lessons on how to
pre-write, peer edit, conference, and on literature appreciation. This workshop will also focus on grammar and sentence structure.
Students will compile work and eventually create a writing portfolio, which will be used to explore growth and display their best work
throughout the course.
Resources:
Sightlines 8
Other text resources as needed
Alberta Education resources as needed
Online resources as needed
School and community library resources
Community and provincial resources as available
Summative Assessment:
Variety of summative assignments representative of the five General Outcomes as presented and evaluated throughout units
Formative Assessment:
Ongoing review and instruction including reading skills, reading strategies, review of texts, vocabulary development
Highlighted sections indicate priority outcomes.
Unit
Ongoing
Writing
Skills:
(throughout
all units)
Formative
Assignments
Ongoing review
and instruction
including draft
reviews,
presentations,
review of texts,
peer and selfediting
Summative
Assignments
Variety of
summative
assignments
representative of
the five General
Outcomes as
presented and
evaluated
throughout units
Skills Focus/\Outcomes
4.1 I can…share my drafted text in a way
that will receive useful feedback
4.1 I can…revise my work by adding words
and phrases that emphasize important ideas
or feelings in my writing
4.1 I can revise my work to enhance
sentence variety, word choice and appropriate
tone
4.1 I can…enhance the understanding and
impact of my writing using electronic editing
functions
4.1 I can…use paragraph structure to create
unit and understanding in my writing
4.2 I can…use words and phrases to modify,
clarify and enhance ideas in my writing
4.2 I can…use a variety of sentence
structures to communicate effectively and
make my writing interesting
4.2 I can…use and match up the correct
pronouns in my own writing
4.2 I can…use verb tenses consistently in
my own writing
4.2 I can…develop my knowledge of spelling
to help me spell technical terms and unfamiliar
words in my writing
4.2 I can…use various resources to
reference appropriate capitalization and
punctuation
4.2 I can…use the appropriate capitalization
Resources
Sightlines 8
Other text resources as needed
Alberta Education resources as
needed
Online resources as needed
School and community library
resources
Community and provincial
resources as available
Writing Handbook
Resource Lines 7/8
and punctuation for referencing a variety of
texts
5.2 I can…evaluate the quality of my own
work and offer constructive feedback
Unit/Time
Line
Formative
Assignments
Summative
Assignments
Skills Focus/\Outcomes
Resources
Surprise,
Surprise!
Handout
worksheets for
various texts
All About You
Quiz – The
Street That Got
Mislaid
Haiku poem- green bottle
assignment
CD Assignment
Sept. 3-27
Monologue
Padlet
information for
each story as it
prepared and is
available on
line
Ongoing review
and instruction
including draft
reviews,
presentations,
review of texts,
peer and selfediting
Class blog
Interview With a
Word
Letter to Mrs. Jones
Unit Exam
Other assignments as
determined necessary to
improve skills throughout
unit
1.1 I can … adjust my understanding and
expression of ideas by connecting my new
and previous knowledge and experience
1.1 I can…consider ideas, information and
feedback from others to revise my
understanding and responses
2.1 I can…add to my knowledge and
experience from new ideas and
information
2.1 I can…build and improve my vocabulary
skills by using different strategies
2.2 I can…write and present narratives from
other points of view
2.2 I can…discuss many points of views and
expect various interpretations
2.3 I can…interpret the choices and motives
of characters and how they relate to
others and me
2.2 I can…identify and discuss ways that
characters develop and are mutually supported
through plot and setting throughout the story
2.3 I can…compare and contrast the different
perspectives provided by first and third person
narration
3.3 I can…organize ideas and information
creatively and logically to compare, put in order
and show a cause and effect relationship
3.3 I can…summarize major ideas and
supporting details in point form while including
my sources
3.3 I can…incorporate new information with
prior knowledge and experience to develop
new understandings
4.3 I can…use appropriate verbal and
nonverbal feedback to respond respectfully to
the ideas presented
Sightlines 8
Other text resources
as needed
Alberta Education
resources as needed
Online resources as
needed
School and
community library
resources
Community and
provincial resources
as available
Texts:
The Street That Got
Mislaid
Thank You Ma’am
Unit/Time
Line
Thriller
Oct. 1November 8
Formative
Assignments
Handout
worksheets for
various texts
Summative Assignments
Book Talk
Quiz – Catch
Research Techniques
Make a Wish Story
Unit Test
How The
Opossum Stole
Fire – KWL
Research
Techniques
Padlet
information for
each story as it
prepared and is
available on line
Ongoing review
and instruction
including draft
reviews,
presentations,
review of texts,
peer and selfediting
Other assignments as
determined necessary to
improve skills throughout
unit
Skills Focus/\Outcomes
1.1 I can … adjust my understanding
and expression of ideas by connecting my
new and previous knowledge and
experience
2.1 I can…access information effectively
by identifying and using visual and textual
cues
2.2 I can…discuss many points of views
and expect various interpretations
2.2 I can…interpret the choices and
motives of characters and how they relate
to others and me
2.2 I can…identify and discuss ways that
characters develop and are mutually
supported through plot and setting
throughout the story
3.1 I can…select the most appropriate
information sources for a topic, an
audience, purpose and form
3.2 I can…record key ideas and
information from media texts in my
own words as much as possible
3.3 I can…organize ideas and information
creatively and logically to compare, put
in order and show a cause and effect
relationship
3.3 I can…gather sufficient information
and evaluate its relevance and
importance
Resources
Sightlines 8
Other text resources
as needed
Alberta Education
resources as needed
Audio resources
including Old Time
Radio shows
Online resources as
needed
School and
community library
resources
Community and
provincial resources
as available
Texts:
Catch
The Tell-Tale Heart
Ambush
Murder Comes at
Midnight
Class blog
3.4 I can…incorporate new information
with prior knowledge and experience to
develop new understandings
4.3 I can…present information to
achieve a particular purpose while
appealing to the interest and background
knowledge of my audience
4.3 I can…identify important ideas and
supporting details in presentations
The Monkey’s Paw
Unit/Time
Line
The Age of
Technology
Nov. 13 Dec. 20
Formative
Assignments
Handout
worksheets for
various texts
Summative Assignments
Internet Analysis
Quiz – Internet
Story Starter – Set in Time
Video/audio and
visual texts
Media Literacy
Book Project
Internet Cartoons
Newspaper
Articles
Research
Techniques for
Science Fair
projects
Storykit
Mixbook
Graphic
organizers
Padlet
information for
each story as it
Newspaper Article Review
Digital Storage Assignment
Other assignments as
determined necessary to
improve skills throughout
unit
Science Fair writing –
cross curricular writing to
meet objectives in both
courses
Skills Focus/\Outcomes
Resources
Sightlines 8
1.1 I can… discuss how my ideas,
information and experiences are
improved or hindered by different
texts
1.1 I can…offer my ideas and opinions to
help understand and broaden my
perspectives
2.1 I can…add to my knowledge and
experience from new ideas and
information
2.1 I can…take notes, make outlines and
use different strategies to understand
and remember ideas and information
2.1 I can…access information effectively
by identifying and using visual and
textual cues
2.2 I can…compare the usefulness of
different types of media
2.3 I can…distinguish the theme from a
topic or main ideas in various media
texts
2.4 I can…create media texts related to
issues encountered in texts and in my
own life
2.4 I can…retell media texts from
different points of view
Other text resources
as needed
Alberta Education
resources as needed
Online resources as
needed
School and
community library
resources
Community and
provincial resources
as available
Science Fair
Resources
Texts:
DVD- 2057
History of Digital
Storage
Digital texts
Videos/youtube
prepared and is
available on line
Ongoing review
and instruction
including draft
reviews,
presentations,
review of texts,
peer and selfediting
Webquests
Class blog
2.5 I can…create media texts with both
main and minor characters
3.4 I can…select the most appropriate
information sources for a topic, an
audience, purpose and form
3.2 I can…obtain information from a
variety of sources when conducting
research
3.2 I can…record key ideas and
information from media texts in my own
words as much as possible
3.2 I can…develop and use criteria to
evaluate how useful, current and reliable
information is for my research project
3.3 I can…discard information that is
irrelevant
3.4 I can…integrate the appropriate
visual media to inform and engage the
audience
4.3 I can…present information to
achieve a particular purpose while
appealing to the interest and background
knowledge of my audience
4.3 I can…identify important ideas and
supporting details in presentations
5.1 I can…clarify and broaden opinions
by examining the ideas of others
5.1 I can…compare ways in which
different media reflect various cultures or
periods in history
Unit/Time
Line
Stories of
Old
January 6 –
February 28
Formative
Assignments
Handout
worksheets for
various texts
Hockey history
research
Summative Assignments
Mandela poster
Unit Exam
Book Talk
Fractured Fairy Tale
Quiz – The
Stolen Party or
The Hockey
Sweater
Padlet
information for
each story as it
prepared and is
available on line
Ongoing review
and instruction
including draft
reviews,
presentations,
review of texts,
peer and selfediting
Role of
Other assignments as
determined necessary to
improve skills throughout
unit
Skills Focus/\Outcomes
Resources
1.1 I can…respect other people’s ideas
and opinions while exploring my own
viewpoint
2.1 I can…improve my understanding by
summarizing, skimming and reading
slowly and carefully.
2.1 I can…improve my understanding by
skimming and reading slowly and carefully
3.3 I can…organize ideas and
information to establish an impression of
points of view in a variety of media texts
3.4 I can…communicate ideas and
information in a variety of media texts
5.1 I can…use inclusive language and
actions that demonstrate respect for
people of different races, cultures,
genders, ages and abilities
Sightlines 8
Other text resources
as needed
Alberta Education
resources as needed
Online resources as
needed
School and
community library
resources
Community and
provincial resources
as available
Texts:
The Stolen Party
The Hockey Sweater
Higher Ground
Mandela
The Day of the
Butterfly
The Moth and the
Star
Various fairy tales
Storytelling in our
lives
Class blog
Unit/Time
Line
Life
Experiences/
Novel Study
March 3- May
9
Formative
Assignments
Handout
worksheets for
various texts
Padlet
information for
each story as it
prepared and is
available on line
Ongoing review
and instruction
including draft
reviews,
presentations,
review of texts,
peer and selfediting
Webquests
Class blog
Summative Assignments
Skills Focus/\Outcomes
Resources
Comprehension checks on
Novel
1.1 I can…confirm or revise my
understanding by reviewing, rereading and
reflection on different texts
1.1 I can…respect other people’s ideas
and opinions while exploring my own
viewpoint
2.1 I can…build and improve my
vocabulary skills by using different
strategies
2.2 I can…interpret how texts influence
and are connected to others and me
2.2 I can…interpret the choices and
motives of characters and how they relate
to others and me
2.2 I can…identify and describe
characters by using evidence from the text
and personal experiences
2.2 I can…discuss how and why a
character plausibly (realistically) changes
and develops
2.2 I can…identify and discuss ways that
characters develop and are mutually
supported through plot and setting
throughout the story
2.3 I can…distinguish the theme from a
topic or main ideas in various media texts
3.1 I can…choose a plan to access,
gather and record information according to
my guidelines
3.2 I can…obtain information from a
Sightlines 8
Novel – yet to be
determined
Other text resources
as needed
Alberta Education
resources as needed
Online resources as
needed
School and
community library
resources
Community and
provincial resources
as available
“The Final Chapter” writing
assignment
Unit Exam
Other assignments as
determined necessary to
improve skills throughout
unit
Texts:
Novel to be
determined
variety of sources when conducting
research
4.3 I can…present information to
achieve a particular purpose while
appealing to the interest and background
knowledge of my audience
4.3 I can…identify important ideas and
supporting details in presentations
5.2 I can…contribute to my group and
meet my own learning needs
5.2 I can…contribute ideas, knowledge
and strategies to identify group information
needs
5.2 I can…define the roles and
responsibilities in the group to organize
and complete group tasks
Unit/Time
Line
Please Pass
the Poetry!
May 12- June
6
Formative
Assignments
Handout
worksheets for
various texts
poetry research
Padlet
information for
each poem as it
prepared and is
available on line
Ongoing review
and instruction
including draft
reviews,
presentations,
review of texts,
peer and selfediting
Class blog
Summative Assignments
Comprehension/poetry
analysis
Poetry in Life project
Book Project
Poetry Portfolio
Songs as Poetry
Other assignments as
determined necessary to
improve skills throughout
unit
Skills Focus/\Outcomes
1.1 I can…pursue my personal interest
in specific authors, artists, storytellers and
filmmakers
1.1 I can…reflect on my growth in using
language to reflect my personal goals
1.1 I can respect other people’s ideas
and opinions while exploring my own
viewpoint
2.2 I can…write and present narratives
from other points of view
2.3 I can…identify creative uses of
language and visuals in popular culture to
explain how imagery and figurative
language create mood and tone
Resources
Sightlines 8
Other text resources
as needed
Alberta Education
resources as needed
Online resources as
needed
School and
community library
resources
Community and
provincial resources
as available
Texts:
Poetry websites
Songs
Various poems from
a variety of sources
Unit/Time
Line
Final Review:
June 9-20
Formative
Assignments
Review sheets
Summative Assignments
Review of many of the
General Outcomes
Skills Focus/\Outcomes
Resources
Review of various skills throughout the
school year
Various resources
from this school
year
Online reading
comprehension
Course Assessment:
General Outcomes (GO) from the English Language Arts Program of Studies will be the basis for all formative and summative
assignments. Students will be encouraged to complete all formative assignments to prepare them for summative assignments which
will be required.
GO 1: Explores thoughts, ideas, feelings and experiences
GO 2: Comprehends and responds personally and critically to oral/print/media texts
GO 3: Manages ideas and information
GO 4: Creates to enhance clarity and artistry of communication
GO 5: Respects, supports and collaborates with others
LA 8 marks will be determined as follows:
Assignments:
Tests:
Final Exam:
50%
30%
20%
Total:
100%
Formative Assessment: These are important activities within the class to prepare students for summative assignments. They will
be reported in PowerSchool but will not be considered in determining student marks.
Classroom discussions will be formative and based on the following criteria:
- quality of reflection (considering different viewpoints, relevancy to topic, etc)
- cooperation with the teacher and with classmates
- evidence of respect for others and self-discipline in the classroom
- participation in classroom activities and discussions
Modified Programming:
Each unit will include modification procedures for students. Modifications will include varying the amount of time needed for students
to complete their work, shortening assignments, modifying reading materials/length, oral exams, modifying expectations, and
providing students with recorded notes when possible.
*******Marks in LA 8 will be reported cumulatively.*******
We offer parents and guardians the opportunity for consultation regarding all assessments.
Report cards will be mailed home on the following dates: (Information regarding assessment will always be available on Power School,
but paper copies of report cards will not be distributed to students.)
November 1, 2013
January 31, 2014
March 28, 2014
June 26, 2014