Introduction to english language arts




НазваниеIntroduction to english language arts
страница1/14
Дата конвертации16.02.2013
Размер0.51 Mb.
ТипДокументы
  1   2   3   4   5   6   7   8   9   ...   14
English Language Arts 20-2

Course Developmentfarnsworth_blueprint.jpg


Blueprint Design Document


Table of Contents

INTRODUCTION TO ENGLISH LANGUAGE ARTS...............................................................................4

Minimum Requirements- Text Study......................................................................................................5

Minimum Requirements- Text Creation.................................................................................................5


ENGLISH 20-2 COURSE DEVELOPMENT STATEMENT.......................................................................6

D2L REQUIREMENTS..............................................................................................................................8

MULTIMEDIA.........................................................................................................................................8

INSTRUCTIONAL TIME ALLOTMENT......................................................................................................9

INSTRUCTIONAL STRATEGIES................................................................................................................10

ENGLISH 20-2 CONTENT READING LEVELS............................................................................................10

CANADIAN LITERATURE REQUIREMENTS..............................................................................................10

STUDENT ASSESSMENT.........................................................................................................................11

INFORMATION AND COMMUNICATION TECHNOLOGY OUTCOMES....................................................11

NOTE FROM THE BLUEPRINT AUTHORS................................................................................................11


COURSE DEVELOPMENT MANAGEMENT........................................................................................12

ENGLISH 20-2 COURSE DEVELOPMENT ROLES AND RESPONSIBILITIES................................................12


COURSE DEVELOPMENT TIMELINE.................................................................................................13

Prioritized Curricular Outcomes..........................................................................................................................14


COURSE OUTLINE: ENGLISH 20-2....................................................................................................34

Stage 1 Desired Results..........................................................................................................................................34

Stage 2 Assessment Evidence.............................................................................................................................53

Stage 3 Learning Plan.............................................................................................................................................63

Appendix A Supplement to Stages 2 & 3........................................................................................................76

Works Cited……………………………………………………………………………………………………………………95


ENGLISH 20-2 MODULE 1: My Voice

Module 1, Stage 1: Desired results..........................................................34

Module 1, Stage 2: Assessment Evidence.............................................53

Module 1, Stage 3: Learning Plan...........................................................63



ENGLISH 20-2 MODULE 2: Uncovering Truth

Module 2, Stage 1: Desired results...........................................................38

Module 2, Stage 2: Assessment Evidence..............................................55

Module 2, Stage 3: Learning Plan.............................................................65


ENGLISH 20-2 MODULE 3: Me Vs. the World

Module 3, Stage 1: Desired results..........................................................45

Module 3, Stage 2: Assessment Evidence..............................................58

Module 3, Stage 3: Learning Plan............................................................68



ENGLISH 20-2 MODULE 4: The Distance From Here

Module 4, Stage 1: Desired results...........................................................49

Module 4, Stage 2: Assessment Evidence..............................................61

Module 4, Stage 3: Learning Plan.............................................................71


Introduction to English Language Arts

There are two basic aims of senior high school English language arts.  One aim is to encourage, in students, an understanding and appreciation of the significance and artistry of literature.  A second aim is to enable each student to understand and appreciate language and to use it confidently and competently for a variety of purposes, with a variety of audiences and in a variety of situations for communication, personal satisfaction and learning.

 

Literature allows students to experience, vicariously, persons, places, times and events that may be far removed from their day-to-day experiences.  Literature invites students to reflect on the significance of cultural values and the fundamentals of human existence; to think about and discuss essential, universal themes; and to grapple with the intricacies of the human condition.  By studying Canadian literature, students are able to reflect on citizenship from a Canadian perspective.  The study of Canadian literature within a Canadian context helps students to develop respect for the cultural diversity and common values of Canada.

 

By studying works of literature, students come to understand how text creators use language to produce effects, such as suspense, humour and pathos, and to create multiple layers of meaning.  By studying the craft of text creators, students develop their own creative and cognitive abilities.

 

Language study helps students develop an awareness of the strategies that they use to complete learning tasks successfully and to talk about, write about and represent themselves as learners.  In essence, the study of language enables students to develop metacognition:  it enables them to become more consciously aware of their own thinking and learning processes and to gain greater control of these processes.  Essentially, metacognition involves reflection, critical awareness and analysis, monitoring, and reinvention.

 

Five general outcomes serve as the foundation for the English language arts program.  Students will listen, speak, read, write, view and represent to:


  • Explore thoughts, ideas, feelings and experiences

  • Comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively

  • Manage ideas and information

  • Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication

  • Respect, support and collaborate with others



Introduction to English 20-2

Minimum Requirements: Text Study

Students will study oral, print, visual, and multimedia texts...

ELA 20-2

Extended Texts

Novel

Required

Book-length non fiction

One of the two is required

Feature film

Modern Play

One of the two is required

Shakespearean Play

Shorter Texts

Poetry (including song)

A variety is required

Short Story

A variety is required

Visual & Multimedia Text*

Required

Essay*

Encouraged

Popular Non-Fiction*

A variety is required

*Visual and Multimedia text includes short films, video clips and photographs.

*Popular Nonfiction includes news stories, feature articles, reviews, interviews and other forms of informative and persuasive text, including technical writing.


Minimum Requirements: Text Creation

Students will create a variety of responses...

ELA 20-2

Personal Response

To texts

Required




To contexts

Emphasis Required

Critical/Analytical Response

To literary texts

Required




To other non-print texts

Emphasis Required




To contexts

Required



...using a variety of print and non-print forms

ELA 20-2

Prose

Narrative Forms (Factual and Fictional)

Required

Informative and Persuasive Forms*

Emphasis Required (including proposals)

Poetry




Encouraged

Script




Required

Oral/Visual/Multimedia presentation*




Required

*Informative and Persuasive Forms include essays, commentaries, articles and reviews.


*Oral/Visual/Multimedia presentation includes readers’ theatre, demonstrations and prepared speech


English 20-2 Course Development Statement (A Work in Progress)


Addressing the English 20-2 course content is a long overdue and much anticipated project. The instruction content in the print, while similar to the online in most regards, has not been modified since 2002. The online course materials have had minor modifications over the years since their implementation, but the print assignment booklets have not been updated since 2008. The discrepancy between the online and print is present, as the print course has far more gradables than the online. It would be preferable to move to a one variant version of the course where students are able to have unilateral access to both online and print materials or vary between the two according to their learning needs and preferences. Important to consider is the accessibility and engagement provided by course content. Instruction needs to be simplified in quite a few areas, and further attention needs to be spent in providing different modalities of learning for students (as per Universal Design for Learning) as well as creating a meaningful and engaging learning experience for a realistic definition of the 21st Century Learner in the context of an English 20-2 course.


Renewed emphasis will be placed on areas of critical thinking and problem solving, creativity and innovation, social responsibility, communication, meaningful concepts of digital literacy and digital citizenship, collaboration and leadership, lifelong learning, self-direction, personal management, as well as cultural, global and environmental awareness. This is not meant to be a province-pleaser, but rather it is meant to strengthen the knowledge, skills and experience of students who have highly relevant/variable needs and learning expectations.


The aim of the course is to create a relevant and meaningful experience for the more practical, pragmatic and/or completely variable English 20-2 student, hereby increasing enrolment, encouraging completion rates, streamlining the course to the needs of a multimodal learner, while maintaining the integrity of curricular expectations.


Significant Changes: The English 20-2 course will ideally move in the direction of being 4 modules in length, with two workbooks representing the work for each module (8 workbooks in total). These work books will be smaller than the modules previously asked of students, and will have the instruction and assignment spaces imbedded in one place (tear out pages like the English 10-1/10-2). The total of gradables has not varied considerably, as now there are 29 gradables. This may change throughout development, but the hope is to keep it around the 30 mark.


There will be increased opportunities for formative assessment and performance assessments. I am planning to aim for 30 gradables and would like to develop a USB and coil resource similar to the English 10-1/10-2 course that will include tutorials, exemplars, and audio-visual versions of the required readings (and more—templates, glossary, etc.)


Both Communicate and Between the Lines 11 (Nelson English) will continue to be both the anthological and student handbook resources for the English 20-2 course, as both include the majority of texts needed, including a large array of Canadian texts. The program of studies mandates that texts used in the course include a third of Canadian authors, and these resources support this mandate well. The modern play will be The Boy in the Treehouse/Girl Who Loved Her Horses by Drew Hayden Taylor (Canadian). This particular pair of plays is wonderful, as they are Aboriginal based plays that are very short and straightforward. Based on the titles, one may assume they are gender oriented, but this is not the case—in fact, the two complement each other nicely in terms of theme. The requirement will not be for students to read both plays, however, but to simply choose one. Other recommended resources may include A Canadian Writer’s Reference (or alternative handbook), thesaurus, and dictionary (hard copy or online resources).


Students will be given a more extensive choice of novels for the course that are arranged on a spectrum according to the reading levels/preferences of students. I am hoping to keep Of Mice and Men by John Steinbeck, Forbidden City by William Bell, and add Z for Zachariah by Robert O’Brien, Before Wings by Beth Goobie, and Hole in My Life by Jack Gantos. I will be adding a graphic novel to the literature in the course, and will provide students with a choice of How I Made it to Eighteen by Tracy White, American Born Chinese by Gene Yang, and Ghost Stories by Jeff Lemire. The idea is that students would do well to have a wide selection of engaging texts to choose from according to their tastes/preferences, as well as to have a good spectrum of subject matter to survey (the best way to think of this, content-wise is “mild”, “medium”, or “spicy”). All new texts introduced will be pre-texted with clear content descriptors and ratings so that parents and schools are aware of any questionable content. The inclusion of the graphic novel(s) is meant to appeal to low literacy readers, as well as visual modalities of reading comprehension versus the single modality of reading text as text. It is also to serve as a method of bridging gaps for students conceptually in preparation for the novel unit. Students will be encouraged to confer with their teacher for advice regarding novel selection and student interests and ability.

  1   2   3   4   5   6   7   8   9   ...   14

Добавить в свой блог или на сайт

Похожие:

Introduction to english language arts iconWith Academic Content Standards in English Language Arts, Mathematics and Science

Introduction to english language arts iconIncorporating the Common Core State Standards for English Language Arts and Literacy

Introduction to english language arts iconIn partial fulfillment of the requirements for the award of bachelor of arts (hons.) Degree in english language

Introduction to english language arts iconCcss for English/Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects

Introduction to english language arts iconA long essay submitted to the department of english, faculty of arts, university of ilorin, ilorin, in partial fulfilment of the requirement for the award of bachelor of arts (B. A) In english

Introduction to english language arts iconLanguage Use By Bilingual Special Educators Of English Language Learners With Disabilities

Introduction to english language arts iconAdvanced level English language: Language Change

Introduction to english language arts iconBooks, Book Reviews & Language Arts

Introduction to english language arts iconLinguistic culture and identity in Russian radio programmes on language
Коучи в обучении”. The author then tells us how he, an English teacher with many years of experience, was perplexed by the word коуч....

Introduction to english language arts iconAp english Language and Composition


Разместите кнопку на своём сайте:
lib.convdocs.org


База данных защищена авторским правом ©lib.convdocs.org 2012
обратиться к администрации
lib.convdocs.org
Главная страница