English Language Arts 8: Course Overview

Unity Composite High School

2013-2014

Ms. R. Cey

  1. Goals of Education for English Language Arts:

The Saskatchewan English Language Arts Curriculum is centered around the following three goals:

  • Building Lifelong Learners
  • Building a Sense of Self and Community
  • Building Engaged Citizens

Therefore all outcomes are related to these three goals and should help you to grow in your ability to take your place in society.

  1. Student Goals:

These “I Can” Statements will be developed throughout the year:

Outcomes / Indicators
Comprehend and Respond:
  • I can read, view and listen to a wide variety of texts from the past and present and from different cultures
  • I can understand the meaning of various texts
  • I can respond to and enjoy various texts
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  • I can respond to what I read, view or listen to. I can explain, judge, react, draw conclusions, give opinions, interpret and make inferences (“read between the lines”)
  • I can reflect on what these texts tell me about who I am and who I may become
  • I can reflect on what these texts tell me about my responsibility in the community and world

  • I can recognize how texts are structured.
  • I can make connections between the structure and the meaning of a text
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  • I can break down the texts that I read into parts (words, sentences, sections).
  • I can give reasons why an author might choose a particular form to communicate meaning
  • I can tell how a text is organized
  • I can identify artistic features in a text
  • I can identify an author’s purpose (persuade? entertain? inform? describe?)
  • I can use spelling patterns to help me figure out the meanings of some words
  • I can figure out what kind of audience an author has in mind
  • I can explain the connection between an author’s purpose and the language chosen
  • I can appreciate that body language affects a speaker’s message
  • I can appreciate that the way a text is laid out on a page or screen will affect the message

  • I can use various strategies to figure out meaning of texts
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  • I can preview text, make predictions, paraphrase, connect, summarize, outline, visualize, evaluate, and recall
  • I can ask good questions about what I read, view or listen to
  • I can adjust my reading rate when I read various types of texts in order to understand better

  • I can understand the unique features of multimedia text
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  • I can identify features of websites, television shows, radio shows, podcasts, videos and films
  • I can compare and contrast the ways that different forms of media present messages

  • I can comprehend both assigned texts and texts that I choose for myself
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  • I can choose materials that interest me and suit my reading level
  • I can choose materials that suit my purpose and answer my questions
  • I can make notes and outlines, based on what I read, view and listen to

Compose and Create
  • I can compose my own written and multimedia texts. These texts will help me explore who I am and who I might become.
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  • I can express my ideas clearly
  • I can use a variety of words and sentences
  • I can organize my compositions so that others can understand them
  • I can identify my intended audience and make choices about how to best communicate with that audience
  • I can proof read and edit my work
  • I can use RAFTS to fine tune my compositions
  • I can discuss my ideas with others in a respectful way
  • I can ask great questions
  • I can participate in inquiry learning projects
  • I can brainstorm ideas
  • I can participate in pre-composing, drafting, revision and editing (composing process)
  • I can plan my compositions
  • I can take risks with my compositions
  • I can publish and share my ideas

  • I can structure my compositions so that they make sense to my audience and communicate my ideas well
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  • I can use appropriate organization schemes to communicate meaning
  • I can choose the most clear and powerful words to communicate my message
  • I can use various types of sentences (simple, compound, complex)
  • I can give powerful presentations
  • I can share my ideas with an audience

  • I can experiment with different ways of composing and presenting
  • I can make choices about how I can best communicate my ideas
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  • I can compose: essays, reports, role plays, storyboards, video scripts, debate summaries, graphic organizers, concept maps, multimedia presentations, descriptive passages, narratives,
  • I can present through dramatic readings, debates, role plays, dramatic tableaux

  • I can compose for various purposes
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  • I can describe, inform, explain, tell a story, persuade, give instructions

Assess and Reflect
  • I can set goals to improve my comprehending, responding, composing and creating
  • I can enjoy, revise and edit my own work and the work of others

  1. Outline and Time Frame of Units:

  1. Assessment

Outcomes will be assessed on an individual basis using the 4-Point scale. No overall class mark will be issued. Outcomes will be assessed in both a formative (for feedback only) and summative (for reporting of grades) manner.Students will not be allowed to keep formative or summative assessments.They can be obtained from the teacher.

All summative assessment is to be completed. Students who are absent for summative assessments are required to make arrangements for them to be completed at a later date.

Final exams may be written in accordance with the school and division guidelines.

  1. Understanding by Design

Units in this course are planned according to backwards design principles incorporated in “unwrapping” curriculum. An overview of each unit will be prepared according to the “Understanding by Design” template provided by the Living Sky School Division. Enduring Understandings and Essential Questions will be posted for each unit to aid students in reaching deeper understandings related to the knowledge and skills for each unit.

  1. Methods of Obtaining Additional Help

You will receive a rubric for each assignment so that you are clear as to the expectations. It is important that you read, reread and check this rubric many times as you work on your assignment so that you know that you are hitting the “target” and mastering the various outcomes.

Students who are late in completing summative assessments will be subject to the UCHS School Based Intervention Plan: I will notify the parents of assessments to be completed and will require that the student attend at scheduled learning intervention time which could happen at noon hour or after school. The intervention will continue until the student has completed the work.

  1. Classroom Expectations and Consequences (Discipline Cycle):
  • Be Respectful

-Practice listening skills in class discussions group work

-Be open to the opinions of others

-Treat technology and other equipment with care

-Offer feedback and suggestions to classmates in a sensitive manner

  • Be Responsible

-Complete all assignments

-Take on their share of work in group assignments

-Observe copyright laws

-Attend class on time

-Bring materials to class, including dictionaries and day planners!

-Be discerning in their choice and use of research materials

  • Choose to learn

-Take an active part in self-directed inquiry learning

-Incorporate media literacy skills in all subject areas

-Reiterate learned content through “broadcast” and podcast presentations for self and classmates

  1. Required Materials
  • Binder with 3 dividers
  • Internet access will be required for the blogging assignments.
  • Personal devices are not required, but they may be used at certain times at the discretion of the teacher. A UCHS permission form must be submitted before such devices can be used during class time.

ELA 8 Course OutlineMs. R. Cey2013-2014