gnauss.hrsbteachers.ednet.ns.cagnauss.hrsbteachers.ednet.ns.ca/sites/gnauss.hrsbtea… · Web viewEnglish 12 G. Nauss. The English 12 program provides students with a variety of learning

English 12 G. Nauss

The English 12 program provides students with a variety of learning opportunities to improve literacy, (reading and writing) skills, personal development and responsibility in addition to the skills necessary for success in other courses.

The activities, from various types of reading and writing and assorted speaking and listening assignments, will offer students opportunities to achieve the learning outcomes required. Clearly, students are expected to develop competence in all areas of English Language Arts – including areas of difficulty, but there will be chances for students to excel in their areas of strength.

Success in English 12Success in English 12 depends on various factors. Obviously attendance is extremely important. Students will be rewarded for being in class on time and will be penalized for repeated lateness. Work will be penalized if it fails to meet assigned deadlines. There will be circumstances for late work. Work should be passed in on time. There is a direct correlation between time spent on work/assignments and a student’s final grade.

Further, it is important for students to understand their responsibilities for learning and doing the coursework required. Each student has unique learning styles and needs and students are encouraged to understand themselves and to find the best means they can to meet the course requirements, work with maximum effort and achieve their full potential. For example, a student who may read a bit slower must not use this as an excuse for incomplete reading assignments but instead set aside extra time to complete the reading.

To add, it is very important to stay organized. Keep binders and folders organized and dated. English 12 is a demanding course and it is important to realize that there is always something to do and to make good use of your class time.

Modules of Learning

The learning modules for English 12 may vary from other English 12 classes depending upon the composition of the class and availability of materials. That is, the exact sequence of units cannot

be established for certain. However, the following may lend some idea into the units intended for study. The controlling idea for modules of study is "The Ambiguity of Good and Evil".

Inquiry into Human Behvaviour: Some time will be devoted for study into the short story. Students will be able to examine 5 main elements of the short story and apply them to stories read. Students will examine character and the psychology of behaviour, i.e., who are the characters and why do they act they way the do?

The Student is expected to meet the following outcomes for this unit.

Speaking and Listening

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

1.1 Examine others’ ideas and synthesize what is helpful, to clarify and expand on their own understanding

1.2 Ask discriminating questions to acquire, interpret, analyze, and evaluate ideas and information.

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

1.4 Listen critically to analyze and evaluate concepts ideas and information

2. Students will be expected to communicate information and ideas affectively and clearly, and to respond personally and critically.

2.1 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.

2.2 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.

2.3 Respond to a wide range of complex questions and directions.

2.4 Reflect critically on and evaluate their own and others’ use of language in a range of contexts, recognizing elements of verbal and non-verbal messages that produce powerful communications.

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

3.1 Consistently demonstrate active listening and concern for the needs, rights, and feelings of others.

3.2 Demonstrate how spoken language influences and manipulates and reveals ideas values and attitudes.

3.3 Address the demands of a variety of situations, making critical language choices, especially of tone and style.

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

Reading and Viewing

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

4.1 Select texts to support their learning needs and range of special interests

4.2 Read widely and experience a variety of literary genre and modes from different provinces and countries, and world literature from different literary periods.

4.3 Articulate their understanding of ways in which information texts are constructed for particular purposes.

4.4 Use the cueing systems and a variety of strategies to construct meaning in reading and view complex and sophisticated print and media texts.

4.5 Articulate their own processes and strategies in exploring, interpreting, and reflecting on sophisticated texts and tasks.

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

5.1 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

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

6.1 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.

Analyze 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.

6.2Articulate and justify points of view about texts and text elements.

Interpret ambiguities in complex and sophisticated texts.

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

7.1 Critically evaluate the information they access.

7.2 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 others significant characteristics of a variety of texts and genres.

7.3 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, behavior, culture, and reality.

Examine how textual features help a reader and viewer to create meaning of the texts.

Writing and Other Ways of Representing

GCO 8: Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

8.1 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

8.2 Use note-making strategies to re-construct 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.

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

9.1 Produce writing and other forms of representation characterized by increasing complexity of thought, structure, and conventions.

9.2 Demonstrate an understanding 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.

9.3 Evaluate the responses of others to their writing and media production.

GCO 10: 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.

10.1 Apply their knowledge of what strategies are effective for them as creators of various writing and other representations.

10.2 Use the conventions of written language accurately and consistently in formal products

10.3 Use technology effectively to serve their communication purposes.

Design texts that they find aesthetically pleasing and useful

10.4 Demonstrate a commitment to the skillful crafting of a range of writing and other representations.

10.5 Integrate information from many sources to construct and communicate meaning.

The Enemy Within/A Discovery of One's Inner Self: These units will delve into the novel itself and the themes it contains. Assignments will vary from responding/comprehension to short paragraphs and longer essays. In all likelihood, there will be at least two novel studies during the semester.

The Student is expected to meet the following outcomes for this unit.











2.4 Reflect critically on and evaluate their own and others’ use of language in a range of contexts, recognizing elements of verbal and non-verbal messages the produce powerful communications.






Reading and Viewing









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







3.2 Articulate and justify points of view about texts and text elements.












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


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



8.3 Make effective choices of language and techniques to enhance the impact of imaginative writing and other ways of representing.





Evaluate the responses of others to their writing and media production.








Pride, Personal Integrity, and Principles of Conduct: This will focus primarily on the works of Arthur Miller (The Crucible) and William Shakespeare (Hamlet). Students will read the work, view video interpretations, engage in class discussions, study the speeches and discuss ideas raised in the play. A brief history of the theatre will be examined as part of this unit. Further, we will study what has shaped If time permits, another play will be studied, (most likely “Inherit the Wind”) (To Be Announced)

The Student is expected to meet the following learning outcomes for this unit.

















Reading and Viewing











6.1Make connections between their own values, beliefs, and cultures and those reflected in literary and media texts.



Articulate and justify points of view about texts and text elements.














Their experiences with and incites 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















10.5 Integrate information from many sources to construct and communicate meaning

Reflections of the Human Condition: This will investigate some of the major types of poetry as well as the techniques of sound and imagery used in poems. Students will read a wide variety of poems. Both written and oral discussion, presentations and a project may be required. Some examples of poems for study will be haiku, lyric poetry and free verse.

The Student will be expected to meet the following outcomes for this unit.
















Reading and Viewing















6.2 Articulate and justify points of view about texts and text elements.














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
















Students will be expected to read at least 4-6 novels during the semester. 3-4 will be from the course itself but outside reading is also required. Reading is done predominantly outside school but time will be provided periodically in class. Each novel will have different activities associated with it; some involving discussion, creative work, analytical work and some may involve computers and the Internet. Students are reminded to learn, use and remember any terminology specific to studying literature.

Writing will be expected of students and will take a variety of forms from sentence and paragraph answers to book reports and essays. The central focus will be the skill of essay writing. Students will learn the structure of the analytical and research essays and will be

expected to write them correctly showing depth of thought, accuracy, fullness of supporting facts, focus and organization, expression and the mechanics of spelling and punctuation. In addition, you will learn the accepted method of footnotes/endnotes and bibliography, (APA format) utilized at CP Allen High School. While your student handbook may show you how these are done, your teacher’s handouts/notes are your best example.

Materials

The following materials are required for ENG 11 and should be brought to class daily.

1. a three-ring binder with ample loose-leaf2. a duo-tang3. pens and pencils4. 5 dividers5. Novels or other texts that are assigned to you

6. Colored pencils

7. Ruler

8. Fine tipped black marker

9. Other items you will be asked to bring to class (to be announced)

Students should also be sure they have their logon names and passwords to use the school’s computers. Any Internet permission forms must be completed.

Assessment: Assessment strategies to be employed in this course may include but are not limited to the following:

Anecdotal Records Observations Class Participation

Written Commentaries Presentations Written Assignments

Independent Novel Study Projects/Reports Group Work

Tests/Quizzes Essays Seminar Presentations

Rubrics/Checklists Work Samples Peer/Self Assessment

Evaluation

Evaluation in ENG12 takes on a number of forms. Students are evaluated in a variety of ways both individually and in groups, so that students have the opportunity to excel in areas of strength. Marks are assessed approximately according to the following format:

EvaluationReading and Viewing 35%Speaking and Listening 20%Writing and Representing 45%Final Exam 20%Total 100%

READING WRITING SPEAKING & LISTENING

We will be exploring the strategies we use as we read so we can sharpen these skills and get the most out of what we read, as well as learn ways to use note making and annotation to understand texts for academic purposes.

We will do this through a variety of text types, both

We will look at writing as a craft-- an art and process we learn to do well through practice, reflection, and sharing.

We will write for a variety of purposes, including writing as a way to develop improved writing skills and to interact with texts.

This aspect of English 12 will encourage you to become an effective listener and to recognize both what people are saying as well as how they say it, and how that combination impacts the message they communicate.

You will also learn to speak more effectively in both formal and informal

assigned and self-selected.

You should come to class every day prepared to read independently.

We will focus on learning how to write about literature in a way that demonstrates your personal and critical insights.

situations. This includes class discussions and interactions presentations, performances, and other classroom activities.

Certain assignments will be placed in one category and certain ones will be placed on more than one because of their nature and the outcomes they cover. I'll let you know. It will not be unusual for an assignment to be broken down into two parts or even three from time to time and have the mark moved (by categories) into as many as three places.

Please note: A “term one/interim” report card will be produced; however, this result will be a snapshot only of a student’s progress. There will be one grade worth 70% of your final mark assigned at the end of the semester. Therefore: 1.The Full Semester’s Work will be calculated at 80%

2. Your Final Exam will be worth 20%

Homework

Homework is required on a regular basis and may consist of small one-night assignments or longer, larger assignments. Since you will know the dates of major assignments and projects, it is advised that you do your course work regularly. Eleventh hour cramming or completion of work often is neither beneficial to the student’s performance or an indication of a student’s best work. It is expected that assignments will be turned in on the date they are due. Regular homework completion helps ensure a student’s success in the course. Further, there are specific guidelines and procedures for formative and summative assessments that are not submitted on

their respective due dates.*** Late assignments will be dealt with at the discretion of the teacher and the ARR room.

Classroom Expectations Discmans and cell phones are to remain off and out of sight during class. Throwing of objects (paper, pens, etc.) will not be tolerated at any time. No food or drink other than water is to be consumed in class. If students are talking during an assignment that requires discussion they are to quiet

down immediately when announcements come in through the PA. Students will be assigned a seat. When asked to move by the teacher, they must

immediately comply without complaint or argument. Students should not lay their heads on the tops of their desks. Students who are ill may

visit the health center. No writing on desktops. Makeup is not to be applied during class. Lip lubricant should not be shared. Garbage should be placed in a recycling bin (paper), or garbage can, not left on the floor,

behind objects or underneath desks. Students are expected to arrive and be seated prior to the bell to begin class. Regular bathroom visits are not allowed. Students who have a medical reason for

frequent bathroom visits are asked to bring a note from home or from a doctor. There are appropriate times to leave a classroom, use common sense.

Students are asked to please slide their chairs under their seats before they leave the class to remain in their seats until the bell rings.

Inappropriate language is not allowed. I will be available at noon, (when I am not on duty) for extra help, by appointment. You

may also make arrangements to see me at 8:15 on a given morning, by appointment. STUDENTS AND TEACHERS SHOULD TREAT EACH OTHER WITH RESPECT

AND COURTESY. ADOPTING AND USING GOOD MANNERS IS A VERY IMPORTANT LIFESKILL!

Important Assignments:

Major assessments:

At least 2 formal essays based on literature

Formal oral project/presentations

Written commentaries/analyses

Key Passage Analysis, Summative Novel Assessment, Portfolio/Graphic Project, Test

Formative Assessments:

In-class assessments, including homework

Practice assessments that are skills-based which instruct to major assessments

On-going minor assignments (Group and individual)

Some assignments may change depending on class progress through respective units, time constraints and student interest. I will let you know.

Mr. Nauss’ Specific Assignment Policies –Also check HSRB Student Assessment and Evaluation Procedures (Code C.007) on the HRSB website.

Assignment Policy (A variety of assignments make up a major part of your grade)

Assignments are due at the beginning of class on the due date. After this, acceptance of late work is up to my discretion. Have your work done on time! A legitimate absence from the entire school day is the rare exception to this policy; however, I would expect you to e-mail me an attachment of the assignment to prove that it has been completed by the due date. If you are in school for any part of the day, it is your responsibility to get your assignment to me or pass it in to the main office. I may not ask for papers after the due date. It is your responsibility to make sure I receive your assignments.

(If you are legitimately absent, assignments are due the next school day.)

YOU WILL ALWAYS BE GIVEN AMPLE TIME TO COMPLETE ASSIGNMNETS.

YOU WILL HAVE DIFFICULTY WITH THIS COURSE IF YOU DO NOT COMPLETE ASSIGNMENTS AND HAND THEM IN ON TIME. THERE ARE NO MAKE-UP ASSIGNMENTS.

Assignment Format

UNLESS YOU ARE DIRECTED TO DO OTHERWISE, ALL ASSIGNMENTS MUST BE WORD-PROCESSED AND DOUBLE SPACED. I would also ask the students’ in-class work be double-spaced.

You will be expected to word process all homework assignments and follow the prescribed format given for the assignment.

I will be expecting a paper copy of all assignments. You can purchase print credits from the school if you are having printer problems at home.

Include a correctly formatted cover page for all assignments. This course will use M.L.A. format.

Presentations must be “ready to go” on their assigned day. A mark of 0% will be given to students who elect not to make their “scheduled presentation”. Problems concerning completion of the work for these assignments must be worked out at least a week in advance, and most certainly NOT on the scheduled day.

Electronic Assignments

If you are unable to print an assignment and get it to me on the required due date, I expect that you will send the assignment to me via e-mail ( [email protected] )

You are still required to provide me with a paper copy of your assignment. I will not mark electronic versions of assignments. The e-mailed attachment simply proves that you have completed the assignment on time.

If I do not receive a paper copy on the day assigned, or the new negotiated date, the assignment will receive 0%. This will impact directly your summative evaluation

In keeping with point 1.4.1 from the HRSB Assessment Policy/Procedure that states:

Students will be provided with multiple opportunities to demonstrate their understanding of the outcomes including: quizzes, tests, guided responses, essays, personal reflections, film studies, creative projects, presentations, and unit studies. Throughout the semester, students may feel they have not successfully demonstrated their understanding of particular outcomes and would like another opportunity to do so. Students need to make arrangements in accordance with the assessment and evaluation policy in a timely manner in order to obtain this opportunity.

English requires commitment to achieve the outcomes. Students are responsible for accepting responsibility and ownership for their own learning through active involvement in the assessment and evaluation process in order to discover how they learn best and to understand exactly where they are in relation to the defined curriculum outcomes.

In order for students to take advantage of the second opportunity for an assessment he or she must demonstrate a commitment to learning the material with which they struggled. No small part of this is attending class and extra help sessions to cover the material in question.

CP Allen’s PFI, (Planning for Improvement) goal is to improve student’s critical thinking skills. To this end, all assignments will be engineered with the purpose of helping students achieve improvement in this area.

English 12 is an academic course intended for students whose goals include post-secondary study. This course strives to meet the outcomes prescribed by the Public School Program (PSP) for Nova Scotia. Specific curriculum outcomes are available on mine or the school web-site.

My web-site is a useful resource for this course. It is linked to the school web-site. You should print a copy of the M.L.A. writing guide.

My e-mail address is [email protected] Make sure you have a username, password, and IMP e-mail access.

Overview of topics/genres:

1. Oral Presentations (formal and informal)

2. Short Prose – Prose non-fiction ( Echoes 12, The Arch of Experience, or Literary Experiences )

3. Novel (s): 1-2 in-class (TBA) and possibly one individual choice.

4. Shakespearean Tragedy ( Hamlet or MacBeth)

5. Poetry (analysis of various types of poems with an ultimate focus on a select few, or one poet)

6. Writing (various styles and purposes)

7. Writing mechanics (grammar, spelling, vocabulary, etc.) Often done diagnostically.

Attendance Policy (see your student hand-book for details)

Regardless of the reason for your absence, it is 100% up to you to make up missed work. This means getting the notes and assignments from the previous day and arriving back in class prepared. Absence is usually not a legitimate excuse for being unprepared. A parent or guardian must call the school to excuse your absence [832-8970]. Be aware of the tardy policy for this school.

Homework/ Assigned Readings—***THERE IS ALWAYS SOMETHING TO WORK ON. JUST BECAUSE SOMETHING IS NOT DUE THE NEXT SCHOOL DAY DOES NOT MEAN THAT YOU HAVE NO HOMEWORK! DO NOT PROCRASTINATE.

***Reading and review should be a daily habit.***

Assignment Recovery Room—If a student does not complete a formative assessment they will be referred to the ARR room, where they will have an opportunity to complete the work during their lunch hour. If they do not report to ARR they lose the opportunity to complete the work. This will have an impact on their summative assessment.

A note on plagiarism --

Academic fraud occurs when a person borrows the intellectual property of another individual such as information or data from books, magazines, newspapers, the Internet, music or educational disks or audio/visual disks and does not give them the appropriate credit they deserve as resources. Careers have been ruined over this sort of thing and it is considered a form of stealing. To avoid academic fraud (plagiarism) document your sources. As Diane Hacker in A Canadian Style Manual suggests, “you must cite all quotations, summaries, and paraphrases as well as any facts or ideas that are not common knowledge. In addition, you must be careful to put quotation marks and to express all paraphrases and summaries in your own words.” (138).

The consequences for academic fraud are as follows:

1. The work will not receive a mark. The student may get another chance to demonstrate the skills expected from the assignment. However, the student will lose their exemption privileges.

2. The student will be referred to the Principal for subsequent disciplinary action, at the principal’s discretion.

Absenteeism

It is expected that students attend all classes. If students are legitimately absent, it is expected that parents/guardians will phone the school within three days of the student’s absence. Failure by parent/guardian to do this will warrant a call home pursuant to the C.P. Allen student handbook information concerning attendance.

Lates

Students are expected to report to class on time. Student will be recorded late if they are not in class before the second bell. A student arriving late with an invalid excuse will be asked to obtain a late slip from the office and may be marked absent for the day.

Tests and Quizzes

Students are expected to write all tests. If a student is absent on the day of a test with the parents’/guardians’ permission, the test may be made up or excused depending on circumstances. There will be no make up tests once a student has written the test the first time.

Missed Time

Students are 100 % responsible for all work and assignments missed during their absence.

Important Note

As of February 5, 2007 all assignments must be submitted on "hard copy" (paper). Assignments submitted electronically will not be accepted.

PFI

CP Allen's PFI goal is to improve student's critical thinking skills. Assignments/Assessments are geared toward this end.

Documents

gnauss.hrsbteachers.ednet.ns.cagnauss.hrsbteachers.ednet.ns.ca/sites/gnauss.hrsbtea… · Web viewEnglish 12 G. Nauss. The English 12 program provides students with a variety of learning