Simmonds Spring 2014
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- Guiding Question
- Multi-Genre Theme Unit
- Hard-line Assignments
- English 111 / 112 Essential Learnings
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The course is structured around both the NB Provincial Curriculum and Anglophone East School District Essential Leanings with a focus on a guiding question. A strong emphasis on an authentic and relevant exploration of ideas, opinions, and diversity is encouraged. In this course there is an immense focus and value placed on reading in order for you to develop as proficient, life- long readers inside and outside of the classroom. Therefore, twenty percent of class time will be spent reading. Throughout the course you will be required to conference with me during independent reading time. This will provide you with the opportunity to share your reading style, strengths and challenges, discuss reading strategies, and eventually increase and challenge complexity. Guiding Question: What is literacy? What is advanced literacy? How is literacy changing? What forms of literacy will be most important in the future and which forms will be less important than they have been in the past? Second Semester Outline:
Assessment A variety of formative and summative evaluations will be used to assess your achievement of the essential learnings for English 112 in accordance with the provincial reading and writing standards. These assessments may include: quizzes, tests, presentations, various assignments, etc. You must put a great deal of effort into this course. Your attendance at mandatory extra help may, at times, be required. As with all courses, daily attendance and a mature, positive attitude are expected. Late or incomplete assignments will not be tolerated. Extra help is available as needed – all you have to do is ask! Hard-line Assignments These are major assignments that are summative in nature and measure a variety of course outcomes. Failure to complete a hard-line assignment will result in the student not demonstrating enough proficiency of the course outcomes and will result in a student receiving an incomplete in that course. There will be 3 of these assignments given in this course. Although some summative assessments in a course have been deemed to be “Hard-line”, it is important to understand that ALL assessments are mandatory. Due dates are set well in advance and students have plenty of time to complete these assignments. If a student fails to pass the assignment in on time they have one week to receive any needed interventions. This will also allow the teacher to contact home to inform the parents that this major assignment is overdue. If after a week has passed and the student has still not completed his/her assignment, the student is immediately suspended for one day so that the assignment can be completed. Any further disciplinary action will be at the discretion of the administration. English 111 / 112 Essential Learnings 1. Students will deliver a competent oral presentation to a specific audience that conveys opinions, feelings, and ideas and considers opposing points of view. Presentations will be supported with appropriate research if necessary. (S/L) 2. Students will listen critically to evaluate ideas and to identify ambiguities and unsubstantiated statements. (S/L) 3. Students will be able to recognize and distinguish between personal and critical expression of literature, information, media and visual texts and – using a variety of media or other ways of representing – select an appropriate response according to purpose and audience. (R/V) 4. Students will respond both personally and critically to (as well as recognize the structure, genre, style and cultural diversity of) short fiction, non-fiction, novels, drama, poetry, and other texts of appropriately complex academic merit and substance. (R/V) 5. Students will be able to select, interpret, and combine information from a variety of sources and then synthesize and incorporate this research into a logically developed and coherent written argument. (W/R) 6. Students will demonstrate a level of sophistication beyond a basic command of English language conventions in spelling, punctuation, sentence structure, and paragraphing. This should include precise language, transitional devices, parallel structure, and sentence combining. (W/R) 7. Students will be able to identify and articulate a thesis or argument in specific texts as well as develop their own thesis or argument using references as required. (W/R) 8. Students will demonstrate advanced note-making strategies (i.e. Cornell, annotations) (W/R) www.csimmonds.pbworks.com colleen.simmonds@nbed.nb.ca Directory: file -> fetch fetch -> 11 th Lit Semester 1 Final Study Guide!!! fetch -> Industrial Revolution Inventors fetch -> Analysis for Galveston Hurricane of 1900 fetch -> The Illuminators (Team 2) 1900 Galveston Hurricane Cycle a team Assignment fetch -> Team csi-utb ruth Reyes Jose Ferrer fetch -> Galveston Hurricane of 1900 Cycle a-teacher as a Problem Solver fetch -> Is Climate Change Starting a New Dust Bowl? Cycle A fetch -> What makes a storm a hurricane fetch -> The 1950s were the "Happy Days" because it was a time of economic prosperity, technology development, new entertainment, new fashion and family growth. The 1950s was a great time fetch -> Sputnik and The Dawn of the Space Age Download 10.67 Kb. Share with your friends:
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