Ms. Messervey’s Grade Twelve Class Syllabus

The essential graduation learnings from the Public Schools Program are: aesthetic expression, citizenship, communication, personal development, problem solving, and technological competence. In essence within this English classroom, students are to develop cognitively, affectively, and socially. Students should acquire the knowledge, attitudes, and skills necessary for them to continue as thinking, learning, and valued members of society. After this course you should be able to:

* study and give detailed accounts of complex and sophisticated texts and issues

* be perceptive and analytical in making sophisticated adult judgements

* be critical readers of literary texts

* be critical viewers

* express yourself precisely when writing for often complex purposes

* be capable editors of your own and other's writing

* communicate confidently and effectively in the formal style and language required for some situations

* demonstrate control of language processes.

The aim of this course is to make you stronger, more effective thinkers and communicators in: writing, reading, speaking, viewing, and showing. The English specific curriculum outcomes from the Nova Scotia Department of Education English Language Arts Curriculum Guide are as follows:

• Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

-examine others’ ideas and synthesize what is helpful to clarify and expand on their own understanding

-ask discriminating questions to acquire, interpret, analyse, and evaluate ideas and information

-articulate, advocate, and justify positions on an issue or text in a convincing manner, showing an understanding of a range of viewpoints

-listen critically to analyse and evaluate concepts, ideas and information

• Students will be expected to communicate information and ideas effectively and clearly to respond personally and critically.

-interact in both leadership and support roles in a range of situations, some of which are characterized by complexity of purpose, procedure, and subject matter

-adapt language and delivery for a variety of audiences and purposes in informal and formal contexts, some of which are characterized by complexity of purpose, procedure, and subject matter

-respond to a wide range of complex questions and directions

-reflect critically on and evaluate their own and others’ uses of language in a range of contexts, recognizing elements of verbal and non-verbal messages that produce powerful communication

• Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

-consistently demonstrate active listening and concern for the needs, rights, and feelings of others

-demonstrate how spoken language influences and manipulates, and reveals ideas, values, and attitudes

-address the demands of a variety of speaking situations, making critical language choices, especially of tone and style

-express individual voice, enabling them to remain engaged, but be able to determine whether they will express themselves or remain silent

• Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

-select texts to support their learning needs and range of special interests

-read widely and experience a variety of literary genre and modes from different provinces and countries, and world literature from different literary periods

-articulate their understanding of ways in which information texts are constructed for particular purposes

-use the cueing systems and a variety of strategies to construct meaning in reading and viewing complex and sophisticated print and media texts

-articulate their own processes and strategies in exploring, interpreting, and reflecting on sophisticated texts and tasks

• Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

-access, select, and research, in systematic ways, specific information to meet personal and individual learning needs

-use the electronic network and other sources of information, in ways characterized by complexity of purpose, procedure, or subject matter

-evaluate their research processes

• Students will be expected to respond personally to a range of texts.

-make informed personal responses to increasingly challenging print and media texts and reflect on their responses

-make connections between their own values, beliefs, and cultures and those reflected in literary and media texts

-analyse thematic connections among texts and articulate an understanding of the universality of many themes

-demonstrate a willingness to explore diverse perspectives to develop or modify their points of view

-articulate and justify points of view about texts and text elements

-interpret ambiguities in complex and sophisticated texts

• Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.

-critically evaluate the information they access

-show the relationships among language, topic, purpose, context, and audience

-note the relationship of specific elements of a particular text to elements of other texts

-describe, discuss, and evaluate the language, ideas, and other significant characteristics of a variety of texts and genres

-respond critically to complex and sophisticated texts

-examine how texts work to reveal and produce ideologies, identities, and positions

-examine how media texts construct notions of roles, behaviour, culture, and reality

-examine how textual features help a reader and viewer to create meaning of the texts

• Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning and to use their imagination.

-use writing and other ways of representing to explore, extend and reflect on their experiences with and insights into challenging texts and issues, the writing processes and strategies they use, their achievements as language users and learners, the basis for their feelings, values, and attitudes

-use note-making strategies to reconstruct increasingly complex knowledge

-explore the use of photographs, diagrams, storyboards, etc., in documenting experiences

-make effective choices of language and techniques to enhance the impact of imaginative writing and other ways of representing

• Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

-produce writing and other forms of representation characterized by increasingly complexity of thought, structure, and conventions

-demonstrate an understanding of the ways in which the construction of texts can create, enhance, or control meaning

-make critical choices of form, style, and content to address increasingly complex demands of different purposes and audiences

-evaluate the responses of others to their writing and media production

• Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness.

-apply their knowledge of what strategies are effective for them as creators of various writing and other representations

-use the conventions of written language accurately and consistently in final products

-use technology effectively to serve their communication purposes

-design texts that they find aesthetically pleasing and useful

-demonstrate a commitment to the skilful crafting of a range of writing and other representations

-integrate information from many sources to construct and communicate meaning

CLASS PROCEDURE AND FORMAT

A. You must come to class on time, prepared and with your work completed.

B. You should come with a willingness to express your reactions,

questions and views with others.

C. You should show patience and tolerance with differing views

expressed by other participants in class discussion. You are

to debate issues with a non-attacking manner.

D. Try your best because as our motto says "To try is to succeed!"

COURSE EVALUATION

Oral Presentation and Participation - 10%

Essays - 30%

Tests - 30%

Writing Folder - 10%

Class Assignments - 20%

Essays will be marked on the following criteria taken from the NSE:

Thought and Detail:

Excellent ( 9-10) – Insightful ideas are supported by carefully chosen evidence and/or details.

Proficient (7-8) – Thoughtful ideas are supported by appropriate evidence and/or details OR conventional ideas are supported by carefully considered evidence and/or ideas.

Satisfactory (5-6) - Relevant ideas are supported by purposely chosen evidence and/or ideas.

Limited (3-4) - Superficial ideas are weakly supported.

Poor (1-2) - Unsupported generalities and details do not develop the topic/theme.

Organization:

Excellent (9-10) - The introduction is skilfully constructed to provide direction for the reader and/or to provoke further reading. The controlling idea/theme is sustained and developed in a clear, purposeful manner. The closing is related thoughtfully and effectively to the idea/theme.

Proficient (7-8) - The introduction is successfully constructed to provide direction for the reader. The controlling idea/theme is focused and generally sustained. The development of the idea/theme is clear and coherent. The closing is related effectively to the idea/theme.

Satisfactory (5-6) - The introduction is constructed to provide a general direction for the reader. The focus of the controlling idea/theme is clear, but coherence may falter. The closing is related functionally to the topic.

Limited (3-4) - The introduction, if present, is related in a minimal way to the rest of the written piece. A focused idea/theme is lacking or is not maintained. The ideas are not clearly developed. The closing, although present, is not functional in that it does not unify the whole or only vaguely relates to the opening.

Poor (1-2) - The introduction, if present, is not functional in that it neither relates to nor controls the rest of the composition. A controlling idea is lacking. The topic is not developed or is developed incoherently. The closing, if present, is either inappropriate or unconnected.

Matters of Correctness:

Excellent (5) - This writing demonstrates confident control of correct sentence construction, usage, grammar, and mechanics.

Proficient (4) - This writing demonstrates competent control of correct sentence construction, usage, grammar, and mechanics.

Satisfactory (3) - This writing demonstrates control of the basics of sentence construction, usage, grammar, and mechanics.

Limited (2) - This writing demonstrates faltering control of correct sentence construction, usage, grammar, and mechanics.

Poor (1) - This writing demonstrates lack of control of correct sentence construction, usage, grammar and mechanics.

Matters of Choice:

Excellent (5) - Choices contribute to a skilful composition. Diction is precise and specific. Syntactical structures are effective and polished. Stylistic choices contribute to a fluent and confident composition.

Proficient (4) - Choices contribute to a considered composition. Diction is specific and effective. Syntactical structures are generally effective. Stylistic choices contribute to a competent composition.

Satisfactory (3) - Choices contribute to a conventional composition. Diction is adequate but may be lacking is specificity. Syntactical structures are generally straightforward, but attempts at more complex structures may be awkward. Stylistic choices contribute to a clear composition.

Limited (2) - Diction is imprecise and/or inappropriate. Syntax is frequently awkward and/or immature. The writing may be vague, redundant, and/or unclear. An inadequate repertoire of language choices contributes to a limited composition.

Poor (1) - Diction is overgeneralized and/or inadequate. Syntax is confusing and uncontrolled. The writing is unclear. Lack of language choices contributes to a poor composition.

MATERIALS

Dictionary, Thesaurus, Two Binders, Diskette

ASSIGNMENT/PROJECT FORMAT

White unlined paper, Blue/Black ink or typed, Pages numbered, Double-spaced, Inch margins, Title page or appropriate information top left or right corner (Name, Date, Course, Instructor’s name)

Papers must be handed in on the day specified or will not be accepted unless they come in with an excusable absence signed by the parent or guardian. Students who do not hand in assignments (assessments) will be sent to the Intervention Room on the next day either during their preparation period or their lunch to complete the assignment.