Language Arts 9 Course Outline
August 30th, 2010 by Mr. D. Sader1. Course Philosophy
The aim of the English Language Arts is to encourage an understanding and appreciation of the importance and artistry of literature in students. It will enable students to use language 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.
In St. Jerome’s Catholic School, the students are invited to look further and develop a more coherent understanding of what language means as both a Christian event and a human event. Facility with language provides us with the ability to express ourselves and our faith in words, and to communicate, listen, and enter into dialogue and true relationships with others. Higher-level thinking skills of inquiring, reasoning and reporting are recognized as particular gifts from God, bringing with them special responsibilities to use such talents for the good of the community. Students are invited to consider how the knowledge, skills and values studied within the language arts curriculum are integrated with other subject areas, including religious education and reflect the Catholic identity of the school.
2. General Outcomes/Themes:
English Language Arts General Outcomes 9 (2000)
Through listening, speaking, reading, writing, viewing and representing the students will:
- explore thoughts, ideas, feelings, and experiences.
- comprehend and respond personally and critically to oral, print and other media texts
- manage ideas and information
- enhance the clarity and artistry of communication
- respect, support and collaborate with others.
3. Assessment
We grade the knowledge the student has acquired based on the program of studies and the skills the student is able to show in articulating his/her knowledge.
A wide range of assessment information is used in the development of a student’s final grade. Individualized assessments provide specific information regarding student progress and overall performance in class. Student assessment may vary from student to student to adapt to differences in student needs, learning styles, preferences, and paces. Not all assignments are used for assessment. Activities that focus on language conventions are integrated in the activities so that grammar, spelling, and puctuation are handled in context and not in isolation. ICT outcomes are infused throughout.
Gradebook Category Weighting
Personal/Creative 30%
- short stories, scripts, narratives, poems, book reviews, book talk, forum posts, online class discussion, blog comments, reading logs, any other personal/creative response to a text
Critical/Analytical 40%
- essays, letters, speeches, debates, reports, character sketches, any other critical or analytical response to a text
Representing 5%
- posters, images, videos, animations, tag clouds, podcasts, surveys, mobiles, dioramas, collages, and any other assorted “blog bling”
Final Exam 25%
- Provincial acheivment test Part A: Writing, Part B Reading
4. Course Work and Evaluation
Quarter 1 18.75% Marks collected from course beginning to 1st report card cut-off
Quarter 2 18.75% Marks collected from 1st report card cut-off to semester break cut-off.
Quarter 3 18.75% Marks collected from semester break cut-off to 3rd report card cut-off.
Quarter 4 18.75% Marks collected from 3rd report card cut-off to final exam.
Achievement Test 25%(Part A: TBA; Part B: TBA)
5. Primary Resources
Crossroads 9, Gage/Nelson Educational Publishing
Novel, TBA
Romeo and Juliet, HBJ
Students will receive only one copy of each text according to the rental agreement. Additional/replacement texts may be purchased through the school office.
Completion of English Language Arts 9 requires the writing of a provincial achievement test.
2011-2012 Grade 9 Curriculum Handbook for Parents: Catholic Version
2011-2012 Senior High Curriculum Handbook for Parents: Catholic Version
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