Contact Information

Room 233

bonnert@fsd38.ab.ca

Course Objectives; To develop an ability to

communicate with increasing

maturity, logic, and clarity in both

written and verbal forms.

To increase the ability to listen,

speak, view, read, write, and represent in a logical, coherent,

and clearly defined manner.

To relate literary (and other

mediums) experiences to own

personal experience and to

broaden knowledge of own cultural heritage through the

enjoyment of literature; to respond

personally to a variety of texts.

To develop the ability to make

informed critical responses to

literature (and other mediums)

through understanding and appreciation of form, structure,

and style.

To use writing and other forms of

representation to: explore, clarify,

and reflect on thoughts, feelings,

experiences, and learning; to use

imagination.

To create texts collaboratively and

independently, using a variety of

forms for a range of audiences and

purposes.

ENGLISH 30-1 Mr. Bonner | C & D Block | Fall 2017

COURSE DESCRIPTION:

“Through literature, students learn to explore possibilities and consider options for themselves and human kind. They come to find themselves, imagine others, value difference, and search for justice. They gain connectedness and seek vision. They become the literate thinkers we need to shape the decisions of tomorrow.” Judith Langer

English 30-1 is a literature based,

academic English class intended for

those students who plan to attend

university.

“There are two basic aims of senior high school

English Language Arts. One aim is to

encourage, in students, 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 for communication, personal

satisfaction and learning.”

- Program of Studies, Alberta Learning

The ELA 30-1 program is

Units will center on a genre and skills will be

taught through a variety of activities and resources. The time designated to any one unit may vary, depending on the number and type of skills and activities to be integrated into that theme. However, in any one genre, the six essential strands: listening, speaking, reading, writing, viewing, and representing.

ASSESSMENT BREAKDOWN

Critical Writing30%

Personal Writing20%

Reading Comrehension

20%

Text Creation & Response

15%

Representing & Presenting

15%

ABSENCES:

— It is the student’s responsibility to

determine whether any evaluative

activity has been missed.

— If a student is excusably absent

from class on days during which

an assignment, quiz, examination

or other evaluation activity occurs,

the student shall be given the

opportunity to make up the missed

work through either the original or

replacement work if the following

conditions are met:

If a student is absent, a parent

must call the school to

indicate the reason for the

absence.

In the case of a missed test,

the student must provide a

note from home explaining

the absence.

If a student misses a final

exam, an alternative writing may be granted, if the reason

for the absence is legitimate.

A legitimate absence is one

caused by illness (supported

by a Doctor’s note), or for

bereavement or other serious

family matter. The parent

must discuss the absence with

the teacher or an

administrator.

LATES:

— I expect that you will arrive to

class on time. If you are late for

any reason, you will knock on the

door and wait outside until it is

convenient for me to allow you to

enter the classroom.

— Repeat lates will result in

disciplinary action.

MAJOR WORKS:

F.S. Fitzgerald W.Shakespeare T. Williams A. Miller

If Time

FILM TEXTS:

G. Ross F. Coppola W. Allan K. Branagh

THEMATIC UNITS:

UNIT 1: ILLUSIONS VS. REALITY (MULTI-GENRE #1) 3 WEEKS

— TEXTS: Pleasantville, “Horses of the Night” (M. Laurence), “How to Write with Style” (K. Vonnegut), “Miss Brill” (K. Mansfield), various other texts as required and writing exemplars of PERTs.

— Focus Form: Critical/Personal Commentaries (CPU)

A

WHAT IS LOVE? BABY DON’T HURT ME. 3 WEEKS

— Texts: A Streetcar Named Desire, various other texts as required.

— Multiple Essay Style Symposium (A M.E.S.S. of Writing), a variety of essays: Narrative, Descriptive, & Analogy.

— Focus Form: Essay Set-up, Oral Presentation

C

THREADS IN A WEB (MULTI-GENRE #2) 2 WEEKS

— Texts: “On the Rainy River” (T. O’Brien),

— “Boys & Girls” (A. Munro), various other texts as required.

B

LIKE A MOUSE IN A MICROWAVE 3 WEEKS — Texts: Othello, various other Shakespearean Excerpts and related

texts.

— Focus Form: Creative Writing A “THE BOWS FROM WHICH YOUR CHILDREN AS LIVING ARROWS ARE SENT FORTH” 2 WEEKS — Texts: Death of a Salesman, The Godfather, various other texts

as required. — Focus Form: Critical Essay

B I DREAM A DREAM OF DAYS GONE BY 2 WEEKS — Texts: The Great Gatsby, various other texts as required.

— Focus Form: Annotations B

UNIVERSAL UNDERSTANDINGS

The course will be centered around the following universal themes of literature.

UNDERSTANDING A –THE RESPONSIBILITY FOR OTHERS.

UNDERSTANDING B– UNDERSTANDING THE CONSEQUENCES OF

OUR EXPERIENCES

UNDERSTANDING C– THE INTERCONNECTEDNESS OF THE HUMAN

EXPERIENCE

BEHAVIOURAL/ACADEMIC EXPECTATIONS

— I expect that you will attend class everyday, prepared to work, with a writing utensil, an organized binder, and any other supplies or textbooks that are being used for the unit being studied.

— Food may be used responsibly, but I reserve the right to disallow food if garbage, or allergies, become an issue.

— Attendance will be taken daily; in the case of an absence, it is the responsibility of the student to complete and submit any missed assignments.

— I expect that you will treat your teacher and fellow classmates with respect. Everyone has a right to be heard and to learn in a secure environment.

— I expect that you will treat the property of the school and the property of others in a proper manner.

— I expect you to always do your best. This means that you will participate in all activities involved in this class, including listening and viewing activities, and you must hand assignments in, on time and complete. I expect you to do well—and I know that you will.

— I expect that at no times will anything impair our ability to communicate (cell phones, MP3 players, hats, etc.) and reserve the right to

confiscate the item if it becomes an issue.

EARNED ZERO POLICY:

— If excusably absent on the due date, the assignment is due the day you return to school.

— If absent when the assignment is given, you are still responsible for the due date, unless away for an extended time, then an extension shall be given.

— The following assignment policy will apply to the class: o Assignments submitted on the due date – Will be marked in as timely a

fashion as possible (typically 2-3 weeks or less, depending on the size/type of assignment). These assignments will be given a rubric, and formative feedback.

o Assignments submitted within 2 weeks from the due date – Will be marked as other assignments allow (these are not the priority, and the only timeline that can be assured is prior to the end of the semester). Students will receive no formative feedback.

o Assignments submitted after 2 weeks from due date – Will be awarded a zero, unless special arrangements are made at the discretion of the teacher. This is known as an assignment “Dead Date.”

MAPLEWOOD & COURSE

WEBSITE: Maplewood provides information about your grades and attendance. It can be accessed at the above link or by following the links on the school’s webpage (fchs.fsd38.ab.ca). Assignments and handouts can be found on-line: website.

COURSE DOCUMENTS bonnerfchs.weebly.com

BEHAVIOR PLAN (DISCIPLINE

CYCLE):

If your behavior is unbecoming of a mature young adult, the following will happen:

1. Verbal warning and/or conference

with teacher

2. Notification of parent/guardian

3. Conference with parent/guardian

4. Written referral/administrative action

Failure to complete all major course work will

result in MANDITORY FLEX until work is

completed.

CHEATING:

— Providing or using unauthorized assistance, such as:

Copying another’s work (including plagiarism) Telling others what is on a test Presenting another’s ideas as your own Taking notes/aids into a test situation

— May result in the student(s) receiving a zero (0), or students will be

asked to complete an alternative assignment for a maximum of 50% of the original mark, and being referred to administration.

EXTENSIONS:

Extensions on assignments will only be considered if a student makes arrangements at least one (1) day prior to the due date. An accompanying signature/note from a parent indicating the circumstances of the extension would be welcomed.

ASSIGNMENT EXPECTATIONS: — Sloppy or illegible work WILL

NOT be accepted. If I can’t read it, I can’t grade it.

— You forget your name, I will not mark it until it is claimed.

— Every single assignment, over a single page, must have a proper title page.

E Pf S L P

The student has demonstrated excellent achievement of grade level expectations. The student demonstrates a subtle and thorough understanding. • a comprehensive grasp of the subject matter;

• an ability to make sound critical evaluation of the material given;

• a very good capacity for original, creative, and/or logical thinking;

• an excellent ability to organize, to analyze, to synthesize, to integrate ideas, and to express thoughts fluently.

The student has demonstrated basic achievement of grade level expectations. The student demonstrates an adequate and general understanding.

• an acceptable basic grasp of the subject material;

• a general familiarity with the relevant literature and techniques;

• an ability to develop solutions to moderately difficult problems related to the subject material;

• a moderate ability to examine the material in a critical and analytical manner.

The student has demonstrated strong achievement of grade level expectations. The student demonstrates an in-depth and well-developed understanding. • a substantial knowledge of the subject matter;

• a solid familiarity with the relevant literature and techniques;

• some capacity for original, creative, and/or logical thinking;

• a good ability to organize, to analyze, and to examine the subject material in a critical and constructive manner.

The student is not meeting grade level expectations. The student demonstrates limited and insufficient understanding.

• a familiarity with the subject material;

• some evidence that analytical skills have been developed;

• some familiarity with the relevant literature and techniques;

• attempts to solve moderately difficult problems related to the subject material and to examine the material in a critical and analytical manner, which are only partially successful.

Unit tests, quizzes,

and plagiarized work

can never be

rewritten.

Excellence

Poor

Proficient Satisfactory

Limited

RECOMMENDATION FOR SUCCESS: ELA 30-1 is a rigorous course, and the expectations on the Diploma Examination are high. Students entering the class with a mark from the pre-requisite course of below 65%, historically struggle with the intense expectations demanded in both the class and upon the Diploma Examination.

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