.../ EN 991 = Semester Two COURSE DESCRIPTION The central purpose of this course is to extend students’ growth in all communication arts. Reading, writing, listening, discussing, speaking, using language, understanding media, using technology, and employing research skills will be applied to help students enhance their abilities to become creative and critical thinkers. Language Arts B.11/12.1 B.11/12.2 B.11/12.3 C.11/12.1 C.11/12.2 C.11/12.3 D.11/12.1 D.11/12.2 E.11/12.1 E.11/12.2 E.11/12.3 E.11/12.4 E.11/12.5 F.11/12.1 Key Learning Targets Create substantial pieces of proficient writing to effectively communicate with different audiences for a variety of purposes, including literary analyses. Apply the writing process to create and critique writing composed in a variety of situations. Edit and critique writing for clarity and effectiveness. Use advanced presentation skills on self-selected and assigned topics. Evaluate oral messages for accuracy, logic and usefulness. Summarize and evaluate the validity and relevance of ideas, arguments, hypotheses and evidence presented in a discussion. Identify and analyze the history, origin and usage of English words and phrases. Compare and analyze the use of symbol systems and expressions in other cultures’ languages. Use advanced computer skills to assist in the acquisition, organization, analysis and communication of information. Develop and apply criteria to evaluate various media messages. Develop and present...
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...studied.Produce a selection of fluent and coherent writing which develops, sustains and structures ideas.Create and deliver a fluent and coherent oral textRespond critically to significant connections across texts | ExternalInternalInternalInternal | 46 (part of portfolio)3 4 (part of portfolio) | Key Content Areas | Learning intentions and outcomes | In studying visual texts, students will cover: * Director’s intentions and purposes * Stylistic conventions and their impact on meaning * Contextualization of literature * Key literary aspects such as characterization, setting, structure, film techniques and cinematography * Analytical and creative writing | By the end of this unit, students will be able to: * Develop ideas in a coherent and sophisticated manner * Critically analyse a visual text * Appreciate the different understandings that viewers can bring to a text * Understand and appreciate the director’s craft and its impact upon readers. * Collect and use evidence to support ideas * Write creatively in response to a text * Write log entries about a text with regard to an overarching theme | Key Competencies | Thinking | * Think deeply about concepts such as morality, ethics, societal expectations, social hierarchy, human behaviour and the human condition in relation to texts studied. * Think how the viewer is positioned and manipulated to consider...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...[pic] Reading Program Action Plan John Rhine Northcentral University Language Arts and Reading ED 7005 Dr. Little January 09, 2015 Abstract Reading comprehension among students in today’s society is of high importance. The ability to be college ready in reading and writing categories is a need that many students struggle with at the college level. This paper will focus on an action plan to alleviate those needs and allow for students to be better prepared for future challenges in reading and writing that await them. This paper will address deficiencies, challenges, and strategies to improve the literacy program at Anywhere ISD in Anywhere, Texas. Reading Program Action Plan A reading program plan should be determined by meeting the needs of the students it plans to serve (Ediger, 2010). In determining an action plan for meeting the students of my school there are several key factors I have to evaluate. School funding issues are prevalent in every state in America and in order for this to be effective funding issues need to be established. For the sake of argument this reading program action plan is built on the assumption that funding is not an issue but student success is of more importance. This action plan will focus on 8th grade students at Anywhere ISD in Anywhere, Texas. Based upon data, two thirds of 8th graders read below grade level (Martello, Martello, Modder man, Peterson, & Pan, 2013). Gunning (2013) suggests ten principles in implementing a successful...
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...1.1 Analyse how types of assessment are used in lifelong learning Assessments should be a regular process; it might not always be formalised, but you should be observing what your students are doing, asking questions and reviewing their progress throughout their time with you (Gravells 2012). It Is a way of finding out if learning has taken place .It enables to ascertain whether the student has gained the required skills, knowledge and attitudes needed at a given point towards their programme of learning. Assessment is not another term for evaluation: assessment is of the students whereas evaluation is of the program. Assessment is specific towards student’s achievements and how they can improve. Assessment are internally or externally set. Assessment types There are three types of assessment used in lifelong learning sector depending upon the subject and the requirements. They are Initial Assessment, Formative Assessment and Summative Assessment. Initial Assessment This is the formal way of ascertaining student’s prior skills and knowledge of the subject to be taken and whether they have any specific needs. Initial assessments will help to identify any particular aspects which may otherwise go unnoticed and also ensuring equality and diversity are met. Initial assessment will give information regarding about students, for example, any specific assessment requirements or needs they may have, their learning style or any further training and support their need. ...
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... I. PHILOSOPHY AND RATIONALE Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1. Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures. II. GUIDING PRINCIPLES The K-12 Language Arts and Multiliteracies Curriculum...
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...Instructor: Dr. Peggy Bilbruck Email: pbilbruck@ssu.edu (inquiries will be responded within 24-36 hours). For any urgent technical problems with Moodle, contact the SSU-Moodle Administrator: ssumoodle@ssu.edu Office Hours: Wednesdays on Moodle from 11 – 12 pm ONLINE TIME ESTIMATE: This course requires four (4) hours of online activities every week on Moodle plus an additional 8 hours (minimum) of homework per week. COURSE DESCRIPTION This course provides an introduction to graduate business studies focusing on the applied business research and communication skills necessary to be successful in both an academic MBA program and the current economic environment and workplace. It covers information literacy, research and research methodologies, oral and written communication skills as well as critical thinking, problem solving and decision-making paradigms. As designed, the course will familiarize students with the tools necessary for the successful presentation of theories and concepts as they apply to real world managerial scenarios including business decision-making. Prerequisite: None Prerequisite(s): None Co-requisite(s): None What is an Online Course? This is an online course so we will not be meeting physically. Instead course hours will be satisfied using a variety of online synchronous and asynchronous methods. For synchronous meeting time, we will meet online through Moodle as specified during the scheduled office hours above. For asynchronous...
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...Introduction to Sociology SOC 110 Catalog Description: As an introductory survey of sociology, it is designed to give a broad overview of the field of sociology. It focuses on all aspects of society, culture, social interaction, institutions, group processes, social control, diversity and inequality based on race, ethnicity, class, gender, etc., and the causes and nature of social stability and social change. As a three hour credit course, SOC110 provides the equivalent of 45 hours lecture or classwork. Students are expected to complete an additional 90 hours in homework, study time and completion. (3 credits) Course Objectives: 1. Students will be able to analyze and explain how groups, societies, and cultures address human needs and concerns. 2. Students will be able to describe the importance of cultural unity, diversity, and globalization (NCCS Standards 1.1 and 1.9). 3. Students will be able to understand sociological concepts and apply them in describing the interactions among individuals, groups and institutions (NCCS Standards 1.5 and 1.6). 4. Students will be able to identify and analyze historical change in social institutions, the organization of power, and social movements (NCCS Standards 1.2 and 1.6). 5. Students should be able to explain and apply modes of inquiry drawn from the social sciences in the examination of persistent issues and social problems. Competencies: ▪ The student should be able to define important sociological concepts...
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...Bringing together creativity and literacy POSTED IN CREATIVE LITERACY We all know that literacy is the ability to read and write but the definition of creative is a little harder to define: it can be the ability to solve problems or being able to use your imagination. Bringing creativity and literacy together can be a powerful tool in teaching, writes Tonya Meers Creativity is characterised by originality and expressiveness, so it can mean making something or it can be something new and innovative. Sir Ken Robinson has said that “Creativity is about working in a highly focused way on ideas and projects, crafting them into their best forms and making critical judgements along the way.” Bringing creativity and literacy together can be a powerful tool in teaching. It allows children to be active in literacy, from acting out plays through characters that they’ve made themselves or through making props. It allows children to explore their imaginations. Getting involved in a story re-enforces the learning and can also teach practical skills, for example, working with templates or basic sewing. Children are naturally creative, if you stop and listen to them they often are natural storytellers. They love to make things up and will very often have imaginary worlds they will refer to. They also love to get involved in making things, giving them a sense of achievement. If they are engaged they will learn more, so it’s about harnessing their ability to soak up information...
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...TDSB e-Summer School 2015ENG4UE: English University PrepCourse Outline | Teacher: | Contact Information: Adobe Connect Tutorial Time: A regular time will be set up following our first week of classes and we will have Adobe Connect meetings every day. Course Description This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace. Assessment and Evaluation To promote student success, ongoing formative assessment and feedback will be given to students. As required by the Ministry of Education, students will be assessed in the four areas of the achievement chart. The chart below provides percentages for each category. The chart below provides the strands under each assignment will be evaluated. All evaluations are expected on the due date, however, they will be also accepted up and until the ultimate due date at 11:59pm. Given...
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...teachers.ocps.net/denise.hernandez COURSE DESCRIPTION & OBJECTIVES English IV: British Literature is a vocabulary-intensive study of reading, writing, speaking, research, and critical thinking. You will learn to read fiction and non-fiction in a meaningful way as a means to improve both your written and verbal expression. All lesson plans will be firmly based on Florida’s Sunshine State Standards and East River High School’s Benchmarks for Language Arts IV. Students will also further study and practice writing skills, sentence patterns skills, grammar and usage skills, vocabulary skills, and oral communication skills. Students will be expected to participate actively, so that they may master these essential skills that are vital to succeed in the future. FLORIDA SUNSHINE STATE STANDARDS For Language Arts (English), the Florida Department of Education has revised certain standards and benchmarks for the 2011-12 school year. Students should accomplish these standards and benchmarks during his / her studies. The Language Arts curriculum has been broken down into six major strands: 1 = Reading Process 2 = Literary Analysis 3 = Writing Process 4 = Writing Applications 5 = Communication 6 = Information & Media Literacy Supplies: Notebook paper (College Ruled) Blue or Black ink pens (No other colors or metallic colors are allowed) Highlighters (4 different colors) Post-it Notes Plastic Paper Covers 1 three ring binder with 5 dividers is a must so that notes and assignments...
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...CHAPTER I INTRODUCTION 1.1 Context Nowadays, in UCSI University, scholars need to learn another language besides their own mother tongue. They will like to learn English language which is the second language we can learn. As a language, there are a lot of skills which we must learn, such as, reading, writing, listening and speaking. What actually reading is? Reading means the action or skill of reading written or printed matter silently or aloud. Moreover, it is also mean as the process of constructing meaning from written texts. Hence, it is not a skill that students must learn separately from other processes. Reading skill combines many complex activities include categorizing, building key terms and concepts for a subject, measuring one’s reaction to a subject, making new connections, abstracting, figuring out significance and developing arguments. In learning English Foundation subjects, there are some reasons for us to read. By reading books, we might become an interesting person. This happens because we can use information that we get from books or magazine to impress ourselves to friends or future employers. Besides, reading also can help us to learn how to write correctly. In this case, we will get good grades and also can impress our future boss who will promote us because we can express ourselves 3 correctly. The next reason for reading is to help us in developing our imagination to write many excellent stories. For doing some event, we also...
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...Approaches to Classroom Research with English Language Learners Patricia A. Duff University of British Columbia Address: Department of Language & Literacy Education University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4 Canada Courier: 2034 Lower Mall Road University of British Columbia Vancouver, BC V6T 1Z2 Canada Qualitative Approaches to Classroom Research 2 ABSTRACT This chapter provides an overview of recent qualitative research in classrooms examining English language learners (ELLs). I first present common features of qualitative research and review debates regarding research paradigms in the social sciences and humanities. I also discuss the role of triangulation and capturing participants’ insider or emic perspectives in qualitative research and highlight various data collection methods and ways of combining macro-level and micro-level analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with directions for future qualitative research. Introduction Over the past 2 decades, research in language education, as in other academic disciplines, has...
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...engagement. The traditional lecture-only format is losing its prevalence in the classroom, as it is replaced with mixed delivery methods which utilize group discussion, dyadic work, and peer review, to name a few, all of which minimize lecturing. In-class participation has become increasingly important with millennial generation students who demand more interaction from their classroom experience (Allred & Swenson, 2006; Howe & Strauss, 2000). In particular, Tony VN. Figuera of Mindanao Times (2006) stated that the inability of students to argue in class and their phobia for oral exams are only two of the discrepant behaviors that educators observe in school. This attitude of not being able to communicate also extends to the failures of the students to develop writing skill. It is for this purpose that this study was conducted. Most of the people said that if a student is active in oral communication, he is passive in writing. However, with the theory of Tony VN. Figuera, the researchers would like to know which presumption is consistent, accurate and factual. We...
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