ELA Senior 3 Scope and Sequence

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ELA Senior 3 Scope and Sequence by Mind Map: ELA Senior 3 Scope and Sequence

1. Advertising/Bias/Censorship/World News

1.1. Outcomes

1.1.1. GLO2: 1/12

1.1.1.1. SLO's

1.1.1.1.1. Respond to Texts (2.2)

1.1.2. GLO3: 7/13

1.1.2.1. SLO's

1.1.2.1.1. Plan and Focus (3.1)

1.1.2.1.2. Select and Process (3.2)

1.1.3. GLO4: 4/14

1.1.3.1. SLO's

1.1.3.1.1. Enhance and Improve (4.2)

1.1.3.1.2. Present and Share (4.4)

1.1.4. GLO5: 1/8

1.1.4.1. SLO's

1.1.4.1.1. Encourage, Support, and Work with Others (5.1)

1.2. Description

1.2.1. This unit builds on the group work and research skills from the previous unit. This unit will focus on the issues of bias and censorship in advertising and world news. Students will utilize the skills of: writing, researching, time management, organization, etc to locate a piece of world news or an advertisement and: 1. assess the validity in its statement 2. look for biases 3. search for contradicting views 4. write/produce a piece of news/advertisement that could show the opposite point of view. Students will then present their own article/advertisement to the class in a presentation explaining their decisions regarding bias, censorship, etc.

1.3. Skills/Able to Demonstrate

1.3.1. Students will be able to work as a group, examine pragmatic texts for information and evaluate the information given. Students will also be able to research and write their own news article of advertisement.

1.4. Building Forward

1.4.1. This unit allows for students to begin to build a class community through examining the different perspectives and the impact that those perspectives have on our world. This unit also allows students the opportunity to show off their own strengths: writing, researching, time management, organization, etc. This unit builds the skills that will be focused on in the next unit.

1.5. Summative Assessment

1.5.1. The summative assessment for this unit will be the original news article/advertisement that students create to support a certain bias or to censor a certain viewpoint. This assignment will be open to podcasting (radio ads), videocast (commercials) as well as traditional pen and paper written responses.

1.5.1.1. When students engage with a text for pragmatic purposes, their intent is to gain information or other perspectives.

1.6. Length

1.6.1. 13 Classes

1.6.2. September 26th to October 13th

2. Pragmatic Text Study/research

2.1. Outcomes

2.1.1. GLO1: 3/9

2.1.1.1. SLO's

2.1.1.1.1. Discover and Explore (1.1)

2.1.1.1.2. Clarify and Extend (1.2)

2.1.2. GLO2: 4/12

2.1.2.1. SLO's

2.1.2.1.1. Use Strategies and Cues (2.1)

2.1.3. GLO3: 5/13

2.1.3.1. SLO's

2.1.3.1.1. Plan and Focus (3.1)

2.1.3.1.2. Organize, Record, and Evaluate (3.3)

2.1.4. GLO5: 3/8

2.1.4.1. SLO's

2.1.4.1.1. Encourage, Support, and Work with Others (5.1)

2.2. Description

2.2.1. This unit is the first "real" unit in which students will be required to examine a pragmatic text and then do research and write their own pragmatic text on the subject of their research.

2.3. Skills/Able to Demonstrate

2.3.1. Students will be able to work as a group, examine pragmatic texts for information and evaluate the information given. Students will also be able to research and write their own pragmatic text collaboratively.

2.4. Building Forward

2.4.1. This unit allows for students to begin to build a class community through group work and through a connection between group members (choosing a collective subject area to research that they all agree upon). This unit also allows students the opportunity to show off their own strengths: writing, researching, time management, organization, etc. This unit builds the skills that will be focused on in the next unit.

2.5. Summative Assessment

2.5.1. The summative assessment for this unit will be the collaborative presentation (powerpoint, prezi, mindmeister) on the topic area chosen by each unit.

2.5.1.1. When students engage with a text for pragmatic purposes, their intent is to gain information or other perspectives.

2.6. Length

2.6.1. 10 Classes

2.6.2. September 12th to 23rd

3. Short Stories/Fables

3.1. Outcomes

3.1.1. GLO1: 2/9

3.1.1.1. SLO's

3.1.1.1.1. Discover and Explore (1.1)

3.1.1.1.2. Clarify and Extend (1.2)

3.2. Description

3.2.1. This is a short introductory unit in which students will examine short stories and/or fables, give personal responses, opinions, understandings, attitudes, ideas and then build on these through class discussion allowing for an opening to enjoy course materials.

3.3. Skills/Able to Demonstrate

3.3.1. Students should be able to differentiate between genres/styles that they personally like or dislike and give a logical explanation. Students should also be able to listen to peer/teacher opinions and way those against their own to make decisions about literature.

3.4. Building Forward

3.4.1. This unit opens the class up to the possibility of appreciating and (hopefully) enjoying at very least a certain genre/style of writing, which can be leveraged later in the semester to open students up to other genres/styles/forms of writing/reading.

3.5. Summative Assessment

3.5.1. The assessment for this unit will be an opinion piece in which students will be required to back up their opinion on a genre/style of literature using the appropriate vocabulary and logical reasoning such as:

3.5.1.1. Identify prior knowledge, interests, experiences, and attitudes that may shape the meaning they construct from texts

3.5.1.2. Compare their responses, inferences, and interpretations with those of others

3.5.1.3. Examine the various techniques that make texts effective

3.5.1.4. Explore their own responses to the issues and ideas addressed in texts

3.6. Length

3.6.1. 3 Classes

3.6.2. September 7th to 9th

4. Words for a Powerful World

4.1. Outcomes

4.1.1. GLO1: 7/9

4.1.1.1. SLO's

4.1.1.1.1. Discover and Explore (1.1)

4.1.1.1.2. Clarify and Extend (1.2)

4.1.2. GLO2: 9/12

4.1.2.1. SLO's

4.1.2.1.1. Use Strategies and Cues (2.1)

4.1.2.1.2. Respond to Texts (2.2)

4.1.2.1.3. Understand Forms and Techniques (2.3)

4.1.3. GLO3: 5/13

4.1.3.1. SLO's

4.1.3.1.1. Plan and Focus (3.1)

4.1.3.1.2. Select and Process (3.2)

4.1.3.1.3. Organize, Record, and Evaluate (3.3)

4.1.4. GLO4: 6/14

4.1.4.1. SLO's

4.1.4.1.1. Generate and Focus (4.1)

4.1.4.1.2. Enhance and Improve (4.2)

4.1.4.1.3. Present and Share (4.4)

4.1.5. GLO5: 5/8

4.1.5.1. SLO's

4.1.5.1.1. Encourage, Support, and Work with Others (5.1)

4.1.5.1.2. Develop and Celebrate Community (5.2)

4.2. Description

4.2.1. This unit focuses on the power of language and the way in which it impacts our daily life and our global life as Canadians. This unit is the final culminating unit of the year that touches on and displays all of the major sections of the previous units.

4.3. Skills/Able to Demonstrate

4.3.1. With this knowledge, students are powerful citizens, able to influence Canadian society creatively and critically: they will listen, view, read, speak, represent and write with strength and resonance, their own voices powerful in a life that-so heavily influenced by the use of language-is filled with potential.

4.4. Building Forward

4.4.1. This is the final culminating unit to the semester and will leave the students with a skill set that can be built onto and strengthened throughout Grade 12 finally being tested in the provincial exam.

4.5. Summative Assessment

4.5.1. Creative Writing: 1. pick genre 2. complete writing variables and rough draft 3. peer and teacher conferencing 4. self-editing of rough draft 5. completion and submission of final draft.

4.6. Length

4.6.1. 24 Classes

4.6.2. December 22nd to February 2nd

5. Novel Study: The Breadwinner

5.1. Outcomes

5.1.1. GLO1: 2/9

5.1.1.1. SLO's

5.1.1.1.1. Discover and Explore (1.1)

5.1.1.1.2. Clarify and Extend (1.2)

5.1.2. GLO2: 4/12

5.1.2.1. SLO's

5.1.2.1.1. Understand Forms and Techniques (2.3)

5.1.2.1.2. Respond to Texts (2.2)

5.1.3. GLO4: 5/14

5.1.3.1. SLO's

5.1.3.1.1. Enhance and Improve (4.2)

5.1.3.1.2. Attend to Conventions (4.3)

5.1.4. GLO5: 3/8

5.1.4.1. SLO's

5.1.4.1.1. Develop and Celebrate Community (5.2)

5.2. Description

5.2.1. This unit builds on the examining of aesthetic texts from the previous unit. This unit will focus on the global community, bias and censorship as we read through the breadwinner. Students will utilize the skills of: writing, researching, time management, organization, comprehension, and understanding to analyse the literary devices and connection to world events that The Breadwinner uses to tell it's story. Students will read the novel on an individual basis but will have designated group meeting times throughout the unit to discuss their ideas and hear other's opinions. These will then be culminated into a final essay written describing the way in which the story showcases the theme of bias, censorship and a connectivity to current world events along with student's personal connection to the themes and story.

5.3. Skills/Able to Demonstrate

5.3.1. Students will be able to understand and recognise literary devices in a novel context and see the connections between those literary devices and the impact that it has on the readers perspective of the events of the novel. Connecting with the ideas of bias and censorship in the novel and the broader connection between units.

5.4. Building Forward

5.4.1. This unit allows for students to further build a class community through examining the different perspectives and the impact that those perspectives have on our world. This unit also allows students the opportunity to show off their own strengths: writing, researching, time management, organization, comprehension and undersrtanding. This unit builds the skills that will be focused on in the next unit.

5.5. Summative Assessment

5.5.1. The summative assessment for this unit will be an essay on the effects of bias and censorship in our world, using examples from The Breadwinner and it's literary devices/story to back up the students arguement.

5.5.1.1. When students engage with a text for pragmatic purposes, their intent is to gain information or other perspectives.

5.5.1.2. When students engage with a text for an aesthetic purpose, their intent is to find an emotional investment with the text and explore it.

5.6. Length

5.6.1. 24 Classes

5.6.2. November 21st to December 22nd

6. Poetry

6.1. Outcomes

6.1.1. GLO1: 2/9

6.1.1.1. SLO's

6.1.1.1.1. Discover and Explore (1.1)

6.1.2. GLO2: 3/12

6.1.2.1. SLO's

6.1.2.1.1. Respond to Texts (2.2)

6.1.2.1.2. Understand Forms and Techniques (2.3)

6.1.3. GLO3: 1/13

6.1.3.1. SLO's

6.1.3.1.1. Organize, Record, and Evaluate (3.3)

6.1.4. GLO4: 5/14

6.1.4.1. SLO's

6.1.4.1.1. Generate and Focus (4.1)

6.1.4.1.2. Enhance and Improve (4.2)

6.2. Description

6.2.1. This unit focuses more on the aesthetic side of the English language while still building on the skills that have been utilized through the previous units. Students will examine several poetic devices such as simile, metaphor, voice, tone, theme, and structure through several examples of differing styles of poetry. There will be a free writing time at the beginning of every class that will give students the opportunity to explore and strengthen their skills in these areas. The summative assessment will be a spoken word/slam poetry performance day, where students will present their own poetic pieces to the class.

6.3. Skills/Able to Demonstrate

6.3.1. Students will be able to work as a group, examine aesthetic texts for techniques and forms and evaluate the effectiveness of those techniques and forms. Students will be able to describe several poetic devices listed in "Description" and use them in their own original poetic pieces.

6.4. Building Forward

6.4.1. This unit allows for students to begin to build a class community through examining the different perspectives and the impact that those perspectives have on our world through a different lens. Students will use the skills of finding and validating information to fuel their poetry, by locating topics and viewpoints that they find a strong personal connection to. This unit also allows students the opportunity to show off their own strengths: writing, researching, time management, organization, etc. This unit builds the skills that will be focused on in the next unit.

6.5. Summative Assessment

6.5.1. The summative assessment for this unit will build on the summative assessment for the last unit: the original news article/advertisement that students create to back a certain bias or to censor a certain viewpoint. This will be done through taking the information that they have recently been immersed in and shifting the viewpoint to an aesthetic perspective, allowing students to connect on a more personal level and strengthen the community that has been fostered thus far in the classroom.

6.5.1.1. When students engage with a text for pragmatic purposes, their intent is to gain information or other perspectives.

6.6. Length

6.6.1. 22 Classes

6.6.2. October 17th to November 17th