with Mr. Trueman
Course Outline and Expectations
Welcome to Language Arts! Our LA class this year will focus on giving you many opportunities to inform, refine and share your writing skills for a wide variety of purposes and audiences. We will read from many different styles of texts and learn how you can use tips and tricks from professionals to improve the effectiveness of your own storytelling.
We will connect to the Alberta Program of Studies as you listen, speak, read, write, view, and represent to:
- 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.
Classroom Expectations:
Below is a tentative outline of our year. It may change, but our awesome learning will not!
Unit
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Primary Focus
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Timeline
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Getting Started
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September
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Writer’s Log:
Collecting thoughts, opinions, and ideas from a wide variety of information sources.
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In this year-long discovery, you will use idea feeds (news articles, photos, your suggestions, literature, etc.) to fill a writer’s log with your own reflections. The intent is to use these entries as the raw material from which your skills can be expanded and improved.
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Ongoing
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Reporter, Extraordinaire!
How can we effectively share information to fit a style, purpose and need?
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In this unit, you will examine and practice a variety of news sharing methods, recognizing the strengths and limitations of each type. The end goal will be to have you create news stories in a variety of styles, matching your writing to mentor texts.
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September- October
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Word Up: From Text- to Script- to Performance
What does it take to create a performance from a written text?
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In this take on Reader’s Theater, you will examine the role of producers, directors and performers to transform written word to performance. Students will examine a variety of media and compare/contrast the effectiveness of their delivery of written word. You will take on these multiple roles and deliver a series of performances from written text, (including “radio-theater,” live- stage, and vodcast performances.)
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November- December
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Beyond Words: Poetry Slam!
The Power of Language to seek, share, and comment on the world around us.
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In this unit, you will examine poetry for 3 purposes: 1) You will examine the effectiveness of figurative language to share messages with others. 2) You will examine styles of poetry and choose styles for audience and purpose. 3) You will examine how messages can be interpreted differently depending on word and performance choices.
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January-
February
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Literature Circles:
How can we speak to a common theme by investigating a variety of literature?
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You will join small groups to investigate a class-wide theme through your group’s chosen novel. You will learn how to hold successful discussions and use evidence from your novel to add to class discussions and discoveries.
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February-
March
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The Graphic Novel:
How do text creators send effective visual messages to their readers?
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Besides words, how do text creators send messages to you? You will examine this question using the principles and elements of design to uncover the influence of graphic novel forms on message and meaning.
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April
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Letters From the Heart and Mind:
Uncovering the Art and Influence of Written Communication
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You will trace the history of letter writing, recognizing the role of letters in history to connect people across space and, in some instances, time. You will use your new-found knowledge to write letters which serve the same purposes as those letters from before the Digital Age.
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May-
June
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Review
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What are the big take-aways from your learning this year? You will consolidate your learning with evidence from your portfolio.
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June
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If you lost it, were absent for it, or your dog or little sister ate it... check out our classroom blog:
Materials:
The following supplies are required for Language Arts:
Language Arts binder
(may be combined with Social Studies)
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Pencil case
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There may be occasions where special materials are required.
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Homework Policy (Subject to teacher’s discretion.)
- Most assignments will be given a reasonable amount of time for you to finish your work in class. Any work not completed within the given time is expected to be completed for homework.
- If you are absent from school, you are expected to take the initiative and, depending on the circumstances, ask for assignments before you leave or request make-up work for the time you were gone. Always check our class blog for homework updates. Either way, you are expected to complete all class work you have missed on your own time.
- In general, all group and/or oral presentations must be completed on the assigned dates; no late presentations will be permitted.
- Unless otherwise stated, all assignments are to be ready for the BEGINNING of class.
Marks & Assessment:
Homework
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0%*
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*Completion noted with a ✔
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General Outcome 1:
Exploring Thoughts, Ideas, Feelings & Experiences
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10%
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These weightings reflect the relative significance of each general outcome in relation to the Program of Study as a whole.
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General Outcome 2:
Comprehend & Respond Personally & Critically to Text
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29%
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General Outcome 3:
Manage Ideas & Information
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29%
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General Outcome 4:
Enhance Clarity & Artistry of Communication
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24%
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General Outcome 5:
Respect, Support & Collaborate with Others
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8%
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A variety of formal and informal assessments will be used. Some of these include (but are not limited to) exams, projects, writing pieces, portfolios, presentations, quizzes, etc. You will also be taught and encouraged to accurately self-assess your work as much as possible – this will help you to discover how YOU learn best, and help you to improve the quality of your work as well.
Assessments that do not have an assigned mark will be reported in PowerSchool under the appropriate General Outcome with the following codes:
PROF
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Proficient
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Achievement meets grade level expectations. Student demonstrates achievement independently.
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PROG
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Progressing
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Achievement inconsistently meets grade level expectations. Student requires support in some areas.
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BEG
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Beginning
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Achievement does not yet meet grade level expectations. Student requires ongoing support.
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