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:
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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:
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recognize language as a base for each course and acknowledge the importance of learning
language in context.
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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
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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
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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
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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
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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
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View
create appropriate nonverbal and visual images to communicate.
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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:
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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.