ELA A10 2009-2010 Doug Branchflower Term 2 Period B: Classroom C2 English Language Arts A 10 Course Outline English Language Arts A10 and B10 employ a unit approach to instruction and suggest themes (A10) and issues (B10) as organizing frameworks for the integration and interrelation of the speaking, listening, writing, reading, representing, and viewing objectives. These themes and issues are of interest and concern to students at the Secondary Level, and encourage students to learn about and through language, as they use language in purposeful and challenging ways. Using themes and issues as a framework for discussion and inquiry requires students to use language and language conventions purposefully and effectively as they process information, make decisions, solve problems, and think creatively and critically. The three central themes of English A10 are: Canadian Frontiers and Homeland--Journeys and Discoveries Possible Included Sub-themes: Roots and Identity Traditions and Celebrations Beliefs and Search for Meaning Cultural Encounters Challenges--Opportunities and Obstacles Possible Included Sub-themes: Quests and Adventures Courage and Leadership Struggle and Achievement Conflict and Search for Peace The Unknown--Hopes and Fears Possible Included Sub-themes: Mystery and Suspense The Unexplained Fantasy Science Fiction The Future Much of the material covered in this class will cross over the two central themes and their subthemes. During the course of term and in their Final Exam, the student will be called upon to synthesize the course material and provide thoughtful essay form responses to questions based upon the themes mentioned above. Texts/Literary Works (Included, but not limited to) And Then There Were None Agatha Christie Lather and Nothing Else Hernando Tellez A Wife’s Story Ursula LeGuin Sorry, Wrong Number & The Hitchhiker Audioplays The Tell-Tale Heart and The Raven Edgar Allan Poe Night Elie Wiesel The Boy in the Striped Pajamas (Film Study) John Boyne Never Cry Wolf (Novel or Film Study) Farley Mowat To Build a Fire Jack London An Occurrence at Owl Creek Bridge Ambrose Bierce The Encounter The Twilight Zone, 1964 The Cremation of Sam McGee Robert Service Independent Novel Study TBA- Chosen by the student/approved by the teacher The Hunger Games Suzanne Collins Fit To Print Joanne Buckley Mastering Effective English Margaret Larock, Jacob Tressler, Claude Lewis Additionally selected poems, short stories, handouts, works of fiction, non-fiction, film, essays, and other genres will also be studied intensively and extensively throughout each semester. Marking Breakdown Daily Work, Assignments, Essays, and Projects Tests and Quizzes Departure Tests Final Exam 55% 15% 10% 20% 100% Curriculum Overview The Secondary Level English language arts curriculum is centered on the philosophy of language as the base for communicating, learning, and thinking. It promotes language growth by giving students opportunities to: learn language through experiences with the English language learn about language including its processes and conventions learn through language as they use it to learn about life, literature, the media, and language itself. The aim of the English language arts program is to graduate a literate person who is competent and confident in using language for both functional and aesthetic purposes. The grade twelve courses: recognize language as a base for each course and acknowledge the importance of learning language in context. identify key foundational and specific learning objectives for speaking, listening, writing, and reading as well as identifying important objectives for representing and viewing. acknowledge the importance of integration and the interrelation of the processes of speaking, writing, and representing; and listening, reading, and viewing. acknowledge the importance of using language for specific purposes and for particular audiences and contexts. acknowledge the importance of selecting resources (contemporary and traditional texts, print and nonprint; community resource personnel) to match objectives and students’ needs and interests. Curriculum Objectives The focus of the Secondary Level English language arts curriculum is on the development of speaking and listening, writing and reading, and representing and viewing knowledge, skills, and strategies. The foundational objectives expect students to: Speak recognize oral communication as an important tool for communicating, thinking, and learning practice the behaviours of effective speakers speak fluently and confidently in a variety of situations for a variety of purposes and audiences. Listen recognize listening as an active, constructive process practice the behaviours of effective listeners listen effectively in a variety of situations for a variety of purposes. Write recognize writing as a constructive and recursive process practice the behaviours of effective writers write fluently and confidently for a variety of purposes and audiences. Read recognize reading as an active, constructive process practice the behaviours of effective, strategic readers read fluently and confidently a variety of text for a variety of purposes. Represent View create appropriate nonverbal and visual images to communicate. recognize nonverbal and visual representations as tools for communicating and learning. English A10 Classroom Procedures and Expectations Your responsibilities as students are to: treat your fellow students and myself with respect and care as individuals. attend classes regularly. show up on time for class. be prepared for class. be cooperative and participate in positive manner in class activities and discussion. study and do your work on time. complete your assignments on time. My responsibilities as your teacher are to: treat you with respect and care as an individual. provide a positive learning environment. show up on time for class. be prepared for class. teach you the required course content. be cooperative and assist you in your learning. be available for extra help when needed. ensure you are held accountable as a student. Other important points -You must have a 3-ring binder with dividers in it and a pen/pencil for every class. (This will be turned in and marked at the end of the term) -You must have an English dictionary. -You are responsible for picking up all materials /handouts that you may have missed during an absence. -You are responsible for checking with a classmate (or website) and getting any missed notes or homework assignments. -Being absent does not excuse you from having your homework completed. -You will be responsible for lecture notes in this class. This includes any board work and any additional information generated from in-class discussions. (For those of you going onto Post-Secondary studies, you will need to develop these note taking skills) -All formal hand-in assignments are to be typed. -Make sure you check your e-mail and my website on a regular basis. -Missing assignments: If there is no reasonable explanation, your parent/guardian/ houseparent/ shack teacher /coach will be informed immediately. -We are responsible for our classrooms cleanliness. A schedule will be posted for each class, but those who exhibit unacceptable behavior may be “Volunteered” to perform the cleaning chores. -Finally, taking a “0” on an assignment is definitely “NOT AN OPTION!”…see below Extra Help Policy All you need to do is ask! Late Assignment Policy(as per Student Handbook) Students are expected to hand assignments in on time. In the event a student does not submit an assignment when required by the teacher, the following policy will be followed by the Notre Dame faculty: A student will lose 30% of available assignment marks for the first day the assignment is late. Each subsequent day, for a two day period, a student will lose an additional 10% each day of the available marks. Students will be expected to attend extra help sessions set-up by the teacher during this time period to complete the work. During this period of time, teachers will communicate to coaches or activity coordinators the potential loss of the right to participate in any activity if the assignment has not been completed at the end of the three day period. Students are also expected to communicate with their coaches that there is a potential loss of participation if they do not complete their work. If at the end of the three day period the student has not fulfilled their obligation to complete the assigned work, the student will be referred to the Director of Academics. The Director of Academics will communicate to the student and coaches that their involvement in any activity is suspended until the work is completed and handed into the teacher. The Director of Academics will oversee the completion of the late work. Academic Dishonesty Policy(as per Student Handbook) Academic honesty is expected of all Notre Dame students. Academic dishonesty is cheating. No form of cheating is tolerated. Academic dishonesty will be judged through informal or formal proceedings. Please see below for the definition of each procedure. Procedures to follow when a teacher suspects a student of cheating: A) Informal Procedures: When a teacher believes a student has cheated inadvertently or without intending to do wrong. a. Teacher meets with the student b. A discussion with the student occurs and the cheating is explained c. A warning to the student is given d. The student must complete their own work and re-submit the work to the teacher. e. The Director of Academics is notified of the meeting has occurred. B) Formal Academic Dishonesty Procedures: When a teacher believes a student has deliberately cheated. The following are examples of academic dishonesty: (a) Theft of lessons, research work, computer files, or academic materials prepared by another student or teacher. (b) Using work done in one course in fulfillment of the requirements for another course unless approval is obtained from the teacher. (c) Passing off work of someone else as one’s own. (d) Alteration or falsification of records, computer files, or any document relating to a student’s academic performance. (e) Fabrication or invention of sources. (f) Altering answers on a returned assessment. (g) Removing an exam from an examination room. (h) Sharing homework that was to be done individually. (i) Giving or receiving answers to tests and or quizzes. (j) Using technology or social networks to share information on assessments that were required to be completed individually by the teacher. (k) Seeking to acquire information on the contents of any assessment or paper prior to completing that assessment (test, quiz, timed writing pieces, etc.) (l) Possessing or using notes or other sources of information or devices in a testing situation not permitted by the teacher. (m) Consulting or seeking the assistance of others when writing a “take home” assessment unless permitted by the teacher. (n) Knowingly assisting another person engaged in actions that amount to academic dishonesty. (o) Plagiarism: The theft of another author’s ideas is an example of academic dishonesty. The presentation of the work, words, or ideas of another person as your own without proper documentation is an example of academic dishonesty. On the first day of classes, teachers must clearly outline what constitutes cheating and they must revisit this idea with their classes as needed. Ignorance of applicable standards of ethical writing is not an acceptable excuse. It is essential the teacher is clear on which work or words are the student’s and which are from another author. A teacher’s grade on an assignment is to reflect what the student understands and not another author’s work. Examples of plagiarism include: i) ii) iii) The use of material received or purchased from another person or prepared by any person other than the individual claiming to be the author. The verbatim use of oral or written material without adequate documentation. The paraphrasing of oral or written material of other persons with out adequate documentation. Sources: University of Saskatchewan Policy (2007): The above procedures and examples are taken from the U of S 2007 Academic Dishonesty policy. Some examples were adjusted to meet the high school environment. Student Academic Dishonesty Rules of the University of Saskatchewan Council (November 2005). When a student has been deemed to have deliberately cheated, the following steps must occur: First Offense At Notre Dame: a) The teacher will notify the Director of Academics and provide proof of the academic dishonesty. b) The student will have a conference with the Director of Academics and the teacher. c) The student will receive a mark of zero on the work submitted or test. d) The student will re-do the work to a passing standard. e) The Director of Academics will send a letter to the parents explaining the offense and policy. Second Offense At Notre Dame: a) The teacher will notify the Director of Academics and provide proof of the academic dishonesty. b) The student will have a discipline hearing with the Director of Academics, the teacher, and the Director of Student Life. c) The student will receive a mark of zero on the work submitted or test. d) The student will re-do the work to a passing standard. e) The student will receive a 1 week suspension of all activities at the College. f) The student may face a suspension from school for 2 weeks. g) The Director of Academics will send a letter to the parents explaining the offense and policy.