English Language Arts A30 Course Outline

English Language Arts A30 is organized into two units:

Unit I – Canadian Perspectives: Distinct and Rich (Define the Individual, Negotiate the Community; Celebrate the Glorious, Acknowledge the Scandalous; Shift Centres, Blur Margins; Understand Beliefs, Initiate Action)Before and throughout our nationhood, Canada’s diversity has been a source of pride and pain, strength and struggle. The wealth of worldviews represented in Canada challenges us, individually and collectively, to define ourselves not just as individuals, but as a nation unique among other nations. Though we live in different regions, work at different endeavours, and experience different customs, lifestyles, and ways of knowing, we strive to live together to honour all the voices and perspectives that make this country great. Through our literature – in all its forms – we explore the issues that influence Canadian culture and Canadian identity. What does it mean to be Canadian? What sort of people are we? How do we express and convey our identity as a people? What are our values, and how do we demonstrate them within and beyond our borders? How do our visual, oral, print, and multimedia texts reveal what it means to be Canadian? How does diversity benefit Canada and Canadians?

Unit II–Canadian Landscapes: Diverse and Dynamic (Natural and Constructed; Psychological and Physical; Historical and Contemporary; Personal and Societal)

Canada boasts a vast and varied landscape that inspires awe within and beyond its borders. Its geography, climate, resources, and seasons shape both the people who live here and the nation itself. The importance of place and its influence cannot be underestimated. Indeed, our history, art, and literature reflect the prominent role of the land in people’s relationships and interactions. The landscape, however, is not singular. Indeed, the Canadian landscapes are many: natural and constructed; psychological and physical; historical and contemporary; social and personal. In this unit, we explore how these landscapes are revealed through the texts of our peoples. How has this vast land shaped individuals, cultural groups, and nations of people within Canada? How do the landscapes in which we live influence our thinking, our ways of being, and our interactions with others? How and why is the understanding of landscape changing


Students will have frequent opportunities to speak, listen, write, read, represent, and view in various situations, for different purposes and audiences. They also need to be aware of the strategies they use to construct and communicate meaning.

Whether speaking, listening, writing, reading, representing, or viewing, skillful learners make deliberate use of the learning strategies that will serve their purposes.

Students are encouraged to use language purposefully and effectively as they process information, make decisions, solve problems, and think creatively and critically.  As students explore Canadian culture, and literature, they will also develop competence in understanding and using language. (Adapted from the Saskatchewan ELA Curriculum Guide)


According to the Saskatchewan Evergreen Curriculum, the minimum guide for ELA A30 resource selection includes:

Short Stories – 3 intensive, 2 extensive             Novel – 1 intensive, 1 extensive

Essays – 3 intensive, 3 extensive                       Play – 1 intensive, 1 extensive

Poems –  5 intensive, 5 extensive

*Note: an “intensive” selection is one that is studied in some detail for a specific purpose.  We will be using literature circles this semester for our intensive novel study.  Students will have a variety of Canadian novels to choose from, and will work in small groups to study and explore the novel with their peers. As well as the novel study the students will also study

the play Only Drunks and Children Tell the Truth by: Drew Hayden Taylor. The “Extensive” novel study is intended for application of previously learned strategies and/ or personal enjoyment.  A large part of “extensive” study will be covered through the supplementary reading program.



Evaluation, which will focus on both process and product, will consist of oral and written assignments, as well as tests.  Students will be expected to complete both individual and group assignments.  Students are also expected to participate in all class discussions and the supplementary reading project.




Process/ Product                                                                       60%

(compose and create, comprehend and respond, assess and reflect)

Major Essays (2 essays 7.5% each)                                            15%

Final Exam                                                                               25%


Policies and Procedures

Absences, Tardiness and Dress Code

Please refer to the policy on the school website

The use of Cell phones/ECD’s is prohibited in the classroom, unless specified by the teacher.  Cell phones will be given to the school administration if they are seen or heard.

Late Assignments

Late assignments will be subject to a maximum deduction of 15%.  Weekends count as one day.  It is important for students to keep up to date with daily work and to hand in all assignments on time.  It is the students responsibility to consult me, or a classmate about any work that is missed.

Missed Class Exams or Quizzes

A mark of 0% will be given to any student who misses a scheduled exam unless a phone call has been received by the office from a parent or guardian.  Students who are eligible to write a missed exam will make arrangements with the teacher at the teacher’s convenience.


When students have significant assignments that they have not completed they may be referred to the schools OAR program. Throughout the semester there will be 4 designated OAR days.  During OAR students have an opportunity to complete large assignments that they did not hand in on the designated due date.  Any assignments that are completed during OAR will be graded with the appropriate amount of marks deducted.  If an assignment is completed after the designated OAR session it will receive an NHI0.

Behaviour and Citizenship

All students are requires to display polite, courteous manners towards teachers, office and maintenance staff, as well as towards fellow peers.


Academic Fraud – Academic integrity is a commitment to the fundamental values of honesty, trust, fairness, respect and responsibility.  When this is compromised, plagiarism occurs.  This may involve failure to cite another author’s work, paraphrasing without sufficient acknowledgement, and direct word-for-word copying.  Simply put, students present work done by someone else as if it is their own.  Consequences for this act will be determined by the specific circumstances; however, a student can expect to receive a verbal or

written warning, a partial or full deduction of marks which may include a zero grade for that piece of work, and the expectation that the assignment be redone.

Daily Routines

We begin each class with 10 to 15 minutes of silent reading.  When entering the classroom, please do so in a quiet respectful manner.  All students should be sitting in their seats working on their journal; which will be on the board, prior to the second bell ringing.  Following their journal students are expected to silent read.