English 10
Course Outline
Teacher: Ms. K. Thornton
Phone: 780-836-3397
Email: [email protected]
There are two basic aims of senior high school English language arts. One aim is to
encourage 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.
Through a variety of listening, speaking, reading, writing, viewing and representing
experiences, five interrelated learning outcomes are to be achieved in English.
General Learning Outcomes:
1. Explore thoughts, ideas, feelings and experiences
2. Comprehend literature and other texts in various forms, and responding to
such texts personally, critically and creatively
3. Manage ideas and information
4. Create a variety of text forms, and enhance the clarity and artistry of
communication
5. Respect, support and collaborate with others.
Through thematic and literary genre studies, students are encouraged:
 to develop an appreciation for literature,
 to become confident in various forms of written expression, and
 to listen and speak with understanding and confidence.
Through exposure to various forms of literature and other media in the various
genres, students are encouraged:
 to improve their ability to think clearly, both orally and in non-written form, and
 to listen, view and read with discrimination.
COURSE CONTENT
Text creation/Writing
 Students will create a variety of RESPONSES…
Personal Response to texts and to contexts
Critical/ Analytical Response to literature, print and non-print texts
Critical/ Analytical Response to contexts
 Students will use a variety of PRINT and NONPRINT FORMS…
Prose- Narrative Forms (Factual and Fictional)
Prose- Informative and Persuasive (includes essays, commentaries, articles
and reviews)
Poetry and Script
Oral/Visual/ Multimedia Presentation (presentations, demonstrations and
prepared presentation/speech)
 Students will gain experience in Diploma Exam Preparation…
Personal Response to texts
Critical/ Analytical Response to literary texts
Multiple choice
Text Study/Reading:
 Students will study ORAL, PRINT, VISUAL, and MULTIMEDIA TEXTS…
Extended Texts:
- Novel and/or book length nonfiction
- Feature Film OR modern play
- Shakespearean Play
Shorter Texts:
- Variety of poetry (including song)
- Variety of short stories
- Visual and Multimedia Text (includes short films, art,
video clips and photographs)
- Variety of essays
- Popular Nonfiction (news stories, feature articles,
interviews, and others forms of informative and persuasive
text, including technical writings)
Text study may include the following:
Anthologies:
Novel Study:
Film Study/Modern Drama:
Shakespearean Drama
COURSE EXPECTATIONS:
Sightlines 10
To Kill a Mockingbird/Crabbe
Forrest Gump
Romeo and Juliet
Success in English Language Arts requires an “exploratory” mind. Understanding,
connecting with, responding to and “owning” texts – those of other text creators and
those student-created will be given major emphasis through the course. As a result, ELA
students should demonstrate the following:
Attitude:
♦ Approach the various texts you will encounter – whether you are
reading, viewing, writing, listening, speaking or representing –
with intent to discover their significance and artistry.
♦ Approach the various texts you will create with a desire to share
your own significant insights, artistry and open mind.
♦ Self-discipline and perseverance are important.
Preparedness:
♦ Come to class fully prepared (with textbook, notes, writing
implements, completed assignments) and on time.
♦ Unexcused absences and lates will be addressed according to
school procedures. Remember: if you are absent, you are
responsible to bring a signed note from your parents, excusing
your absence.
Plagiarism:
♦ While it is recognized that written work often involves reference
to the ideas of other writers and researchers, honestly and integrity
require that such references be clearly noted. Students who are
found to be guilty of plagiarism will not receive credit on the
assignment that has been plagiarized. Parents and administration
will also be informed of the incident.
Plagiarism exists when:
- The work submitted or presented was done, in whole or in part, by an individual other
than the one submitting or presenting the work
- Parts of the work, or a whole work, are taken from another source without reference to
the original author
- Students who copy text and paste material from an Internet source, or make minimal
changes and claim such as their original work
COURSE EVALUATION:
A wide range of assessment is used in the development of a student’s final grade and may
vary from student to student to adapt to differences in student needs, learning styles,
preferences and paces. As a result, not all students will be graded similarly and a teacher
reserves the right to make changes to a student’s grade structure/calculation. It should
also be noted that not all assignments are used to determine the final grade. Throughout
the term, assessment is cumulative and individualized assessments provide specific
information regarding student progress and overall performance. Although every effort
will be made to accommodate students who have missed assignments, exams, etc. (due to
excused absences), it is the student’s responsibility to complete these tasks by the
assigned due date or to arrange appropriate alternate submission dates.
COURSEWORK ASSESSMENT:
Written Response
25%
Including Critical/ Analytical responses
Personal/ Creative responses
Performance Response
25%
Collaborative tasks
Presentations
Tests
20%
Final Mark Calculation:
- Course work 70%
- Final exam 30%
ASSIGNMENTS:
♦ Format
All assignments must be neat and easy to read. When using a word processor, use left
justification and choose a standard font (e.g. Times New Roman 12 pt.). Print in black
ink on plain white 8 ½” by 11” paper. When handwriting, write neatly in blue or black
ink on lined paper. Double spacing is required for both typed and handwritten
assignments. Include on the first page, in the upper right hand corner (header), your
name and, the teacher’s name, the course name and number, and the due date. Create a
creative title, and centre it at the top of your response.
♦ Rewrites
Rewrites are possible on some assignments. The rewrite must make substantial revisions,
and not be simply a correction of mechanical errors. Students may be asked to highlight
the changes made and reasons for these changes on the original assignment. In order to
have the rewrite remarked, students must meet with me before rewriting, and submit the
original assignment and scoring guide. The mark may be calculated as an average of the
original mark and the rewrite mark; in some cases, the assignment may receive only the
second mark, depending on the quality of the revisions.
♦ Use of technology
Students are encouraged to word process assignments. In case of technology failure,
students are able to meet the deadline by handing in USB key and draft work, including a
note from a parent or guardian stating the problem or technical difficulty. Emailed
assignments will also be accepted in such cases. In any event, a final draft in appropriate
format should be handed in as soon as possible.