English 122 is structured around the NB English Language Arts curriculum and the Provincial Achievement Standards with a focus on a self-articulated essential question and a multi-genre theme unit. A strong emphasis on an authentic and relevant exploration of ideas, opinions, and diversity is encouraged. As such, students will be introduced to and will foster an understanding and commitment to the 6 C’s of education. These include collaboration, citizenship, critical thinking, character, communication and creativity.

There is great emphasis is placed on reading in order for you to develop as proficient, life- long readers inside and outside of the classroom. Therefore, independent reading at specified times during instructional hours is required. Throughout the course you will be required to conference with me about your self-selected novels.

Semester Outline:

The course is not divided into units but is designed to scaffold your learning, thinking, reading and writing. There is an immense focus and value placed on self-evaluation and self-directed learning. As such, you will be exposed to the following:

  • A brief exploration of the theme of a shared human experience using a variety of different texts including both print and visual. Our goal for this exploration will include critically thinking about this theme but also to lay the ground work for self-assessment. You must learn to articulate your strengths as readers and writers and areas that require additional focus.
  • The formulation of your own essential question (in relation to the ideas generated while reading your self-selected novel and mentor texts read and/or viewed in class).
  • An exploration of a variety of different texts (fiction / non-fiction/ visual/ media, etc.) that allow you to address your essential question.
  • An exploration of a variety of different writing styles including transactional (a minimum of two pieces), expressive (a minimum of one), transactional with a research focus (a minimum of one), lyrical and poetic (a minimum of one), and visual and multi-media (a minimum of one).
  • Mini Lessons (focus on different genres of writing, mechanics of writing, voice, ideas, organization, etc.)
  • Independent reading of self-selected novels/books – ongoing.

15-20% of class time will be spend reading your independent novels, as per the provincial standards. It is also expected that you will read 20-30 minutes per day outside class time.

Assessment

A variety of formative and summative evaluations will be used to assess your achievement of the curriculum outcomes for English 122 in accordance with the provincial reading and writing standards. These assessments will included Rich Performance Tasks (conversation, observations, and products) and theStudent Evidence of Learning Folder. Please note that because of the nature of self-directed learning, you will design a significant portion of the assessments.

Triangulation of Data

Triangulation is a process by which a teacher collects and verifies evidence about student learning; this evidence is collected from three sources. These sources are the students, teacher, and sample work or conversations, observations and products, respectively.

Conversations may take place as students enter the classroom or in the halls of the school between classes. To learn how students think they are progressing in class, a teacher may use statement or exit cards. Observations take place during class time, while students are involved in individual, pair or group work. The teacher circulates around the room and observes student learning. Observations can be documented using a checklist or anecdotal notes. Products refer to tangible materials created by students, such as tests, tasks or projects. This evidence of student learning should then be compared or triangulated with the evidence found in observations and conversations.

Regular attendance is a must in order to effectively assess

both conversations and observations.

Harrison Trimble Attendance Policy:

Checkpoint 1: 5 days absent – subject teacher will record absences and file

Checkpoint 2: 10 days absent – subject teacher will record absences and send to administration

Checkpoint 3: 15 days absent – subject teacher will record absences and send to administration

17 days absent: student will be removed from the course

Extra Help: ______or by appointment

New Brunswick English Language Arts Outcomes

GCO 1: Students will speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences.

GCO 2: Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Students will be able to interact with sensitivity and respect, considering the situation, audience and purpose.

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

GCO 6: Students will be expected to respond personally to a range of texts.

GCO 7: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

GCO 8: Students will be expected to use writing, and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

GCO 10: Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

*GCO = General Curriculum Outcome