1. Course Philosophy
The Alberta English Language Arts Program emphasizes lifelong applications of Language Arts skills. Language use reflects the inter-relatedness of the processes of listening, speaking, reading, writing, viewing, and representing. Language is used to communicate understandings, ideas and feelings, to assist social and personal development, and to mediate thought processes. Language expansion occurs primarily through active involvement in language situations. Through writing the student can learn to clarify thought, emotion, and experience, and to share ideas, emotion and experiences with others. Literature is an integrated part of language 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.
2. General Outcomes/Themes:
The study of English language arts enables each student to understand and appreciate the significance and artistry of literature. As well, it enables 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.
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.
The learning outcomes are interrelated and interdependent; each is to be achieved through a variety of listening, speaking, reading, writing, viewing and representing experiences. Senior high school students engage all six language arts as they study texts and as they create their own texts in relevant situations for a variety of purposes and audiences. The classroom community, available resources, peer assistance, cooperation, individual motivation and teacher leadership will all assist growth. The application of computer technology in the writing process is essential for success.
Assessment in all classes will occur on a regular basis. Assessment strategies fit into two broad categories: Assessment FOR Learning(during), and Assessment OF learning(after).
Assessment FOR Learning occurs during instruction and looks like discussion, peer review, student meetings, sharing questions and answers, revision, rewriting, personal reflection. Example assessments during learning: “Start an Online Discussion,” “Hamlet IV,iv Discussion,” “Honour and Certainty,” “Pillars of Character,” “Group Novel Study,” “Story Study Guide.”
Assessment OF Learning occurs midway through or at the end or a unit of instruction and looks like high stakes tests, midterm and final exams, end of unit tests, portfolios. Example assessments after learning: “Applying for a Summer Job,” “Choices Essay,” “Portfolio 10,” “Hamlet: Final Response,” “ELA 30 Final Exam.”
Marks taken during assessments and evaluations will contribute toward the final grade. Each unit or text of study uses various types of evaluation such as exams, assignments, collaborations, presentations. The total number of points of each mark contributes to the course total while the weighting of the final exam contributes to the overall course grade. Late assignments will not be accepted after the report card cut-off dates.
Course Work Total Point Weighting
- 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
- essays, letters, speeches, debates, reports, character sketches, any other critical or analytical response to a text
- posters, photo essay, images, videos, animations, tag clouds, podcasts, surveys, mobiles, dioramas, collages, and any other assorted “blog bling”
Final Exam 25% or course total points.
- Critical/Analytical response to a Focus Question
4. Course Work and Diploma Evaluation
Course Work: 38.5%
School Final Exam 12.5% (Date TBA)
Diploma Exam 50% (Date TBA )
5. Primary Resources
6. ELA 10-1, 20-1, 30-1 versus ELA 10-2, 20-2, 30-2
The ELA 10-1, 20-1, 30-1 course sequence provides an opportunity to study texts with an increased emphasis on critical analysis. Texts studied are often “literary” in nature and relate to cultural and societal issues. These courses are designed for students who aspire to careers that require a broader application of skill to a generalized level.
The ELA 10-2, 20-2, 30-2 course sequence provides for the study of texts at a variety of levels of sophistication to meet the needs of students who are more diverse in terms of aspirations and abilities. Texts studied often have specific applications to careers or daily living. The courses focus on developing effective communication strategies and supporting students in enhancing their skills for text study and text creation.
Both ELA 30-1 and 30-2 serve as prerequisites for a senior high school diploma; however, not all post-secondary institutions accept ELA 30-2 for entry. In general, students who plan to attend a post-secondary institution need to familiarize themselves with the entry requirements of the institution and the program they plan to enter.
Completion of English Language Arts 30-1 or 30-2 requires the writing of a provincial diploma examination.