Independent Study Option

English Language Arts

The study of the English Language Arts enables students to understand and appreciate language, and to use it confidently and competently in a variety of situations for communication, personal satisfaction, and learning. The Independent Study Option offers the following courses in English Language Arts. Please list the Subject Code, Subject Designation, and the ISO Designation on the application to identify the course(s) required.

Course Name	Subject Code	Subject Designation	ISO Designation
Grade 9 English Language Arts (10F)	0001	10F	001
Grade 10 English Language Arts (20F)	0001	20F	001
Grade 11 English Language Arts: Comprehensive Focus (30S)	0092	30S	000
Grade 11 English Language Arts: Literary Focus (30S)	0093	30S	001
Grade 11 English Language Arts: Transactional Focus (30S)	0094	30S	001
Grade 12 English Language Arts: Comprehensive Focus (40S)	0092	40S	001
Grade 12 English Language Arts: Transactional Focus (40S)	0094	40S	000
Grade 12 English Language Arts: Language and Technical Communications (40S)	0030	40S	000

Each listing of a subject name is followed by a unique 10-digit code made up of three parts:

• Subject code. A 4-digit number that identifies each subject.
• Subject designation. A 3-character code that identifies the grade and level of a course.
• ISO designation. A 3-digit number that identifies the course version.

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Grade 9 English Language Arts (10F) 1 credit (2005)
Course Code 0001 10F 001
Record of Progress ( 52 KB)
This course facilitates the language development of Grade 9 students. The study of the English language arts enables students to understand and appreciate language and to use it confidently and competently in a variety of situations for communication, personal satisfaction, and learning. It is structured as follows:

• Sequence 1: Self and Others
• Sequence 2: The Zine
• Sequence 3: Communities and Culture
• Sequence 4: The Conflicts in Our Lives
• Sequence 5: The Pattern of Story
• Sequence 6: Longer Works
• Sequence 7: Media Literarcy
• Sequence 8: The Showcase Portfolio

At the end of each sequence, students are required to submit some of the work of that sequence plus the sequences assignment(s). Both the student and the Tutor/Marker assess assignment processes and products. Students are required to write a mid-term progress test (after Sequence 2). The test is 4 hours, written in 2-2-hour sessions. Student performance is recorded. At the end of the course, students receive a final mark. That mark is based on the work completed during the course and the mid-term test; and in particular, on the student's demonstration of the knowledge, skills and strategies, and attitudes identified in the specific learning outcomes.

Suggested Resources

• The Little Brown Compact Handbook. (6524) MTBB
• Gage Canadian Dictionary. (6204) MTBB
• Gage Canadian Thesaurus. (6206) MTBB

Textbooks

• Barlow-Kedves, Alice, Carrie Collins, Ian Mills, Robin Pearson, Wendy Mathieu, and Susan Tywoniuk. SightLines 9. (7702) MTBB
• Dawe, Robert, Barry Duncan, and Wendy Mathieu. ResourceLines 9/10. (7703) MTBB

Fiction Novel
Choose one novel from the following list:

• Bell, William. Forbidden City. (21151) MTBB
• Christie, Agatha. The Murder of Roger Ackroyd. (21191) MTBB
• Cormier, Robert. The Chocolate War. (21134) MTBB
• Goolie, Beth. The Lottery. (2767) MTBB
• Harnett, Cynthia. The Wool Pack. (21214) MTBB
• Kaplan, Bess. The Empty Chair. (21148) MTBB
• Little, Jean. Listen for the Singing. (21189) MTBB
• Martel, Suzanne. The King’s Daughter. (21186) MTBB
• Matas, Carol. Jesper. (21180) MTBB
• Sebestyen, Ouida. Words by Heart. (21216) MTBB
• Slade, Arthur. Tribes. (2766) MTBB
• Spinelli, Jerry. Stargirl. (2768) MTBB
• Zindel, Paul. The Pigman. (21197) MTBB

Non-Fiction
Choose one book from the following:

• Frank, Anne. Anne Frank: The Diary of a Young Girl. (21116) MTBB
• Lord, Walter. A Night to Remember. (21126) MTBB

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Grade 10 English Language Arts (20F) 1 credit (2005)
Course Code 0001 20F 001
Record of Progress ( 68 KB)
This course will help facilitate the language development of Grade 10 students. It is structured as follows:

• Sequence 1: Starting with Yourself as a Learner
• Sequence 2: Introducing Yourself to Others
• Sequence 3: Significant People in Your Life: The Influence of Parents
• Sequence 4: Finding Yourself and Your Place in the World
• Sequence 5: The Many Forces That Influence People: Novel Study
• Sequence 6: More Influential Factors in Our Lives: How the Values of Friends and Peers Affect Us
• Sequence 7: Newsmakers of Today: People Who Influence Our World
• Sequence 8: The Showcase Portfolio

At the end of each sequence, students are required to submit some of the work of that sequence plus the sequence assignment(s). Both the student and the Tutor/Marker assess assignment processes and products. Students are required to write a Midterm Progress Test (after Sequence 3). The test is 4 hours, written in two 2 hour sessions. Student performance is recorded. At the end of the course, students receive a final mark. That mark is based on the work completed during the course and the progress test; and in particular, on the student's demonstration of the knowledge, skills and strategies, and attitudes identified in the specific learning outcomes.

Provided Resource (student registrations only)

• Mrs. Bertha's Flowers Audio CD

Novels
Choose two novels from the following list:

• Culleton, Beatrice. April Raintree. (21382) MTBB
• Greenberg, Joanne. I Never Promised You a Rose Garden. (21405) MTBB
• Hemingway, Ernest. The Old Man and the Sea (21418) MTBB
• Hubert, Cam. Dreamspeaker. (60395) MTBB
• Keyes, Daniel. Flowers for Algernon. (21395) MTBB
• Lee, Harper. To Kill a Mockingbird. (21431) MTBB
• Steinbeck, John. Of Mice and Men. (21415) MTBB
• Wyndham, John. The Chrysalids. (21389) MTBB

Suggested Resources

• Gage Canadian Dictionary. (6204) MTBB
• Gage Canadian Thesaurus. (6206) MTBB
  

Textbook

• Dawe, Robert; Duncan, Barry; Mathieu, Wendy. ResourceLines 9/10. (7703) MTBB
• Crane, Mary; Fullerton, Barbara; Joseph, Amanda. Sightlines 10. (8241) MTBB

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Grade 11 English Language Arts: Comprehensive Focus (30S) 1 credit (2001)
Course Code 0092 30S 000
Record of Progress ( 52 KB)
This course will help facilitate the language development of Grade 11 students. It emphasizes the whole range of language uses from pragmatic or practical uses to aesthetic ones. Students explore the use of language for pragmatic purposes: to inform, direct, persuade, plan, analyze, and explain. They also engage with and use language for aesthetic purposes: language that enlightens, fosters understanding and empathy, reflects culture, expresses feelings and experiences, and brings enjoyment. It is structured as follows:

• Sequence 1: My Expectations
• Sequence 2: Reader’s Expectations
• Sequence 3: Writer’s Expectations
• Sequence 4: Family Expectations
• Sequence 5: Societal/Cultural Expectations, Part 1
• Sequence 6: Societal/Cultural Expectations, Part 2
• Sequence 7: “Living Up to Expectations”

At the end of each sequence, students are required to submit all of the work of that sequence plus the sequence assignment(s). Both the student and the Tutor/Marker assess assignment processes and products.

Audio

• The Maltese Falcon. (0092 30S 015) $5.50 plus GST and PST

Drama
Choose one play from the following:

• A Doll’s House. (21528) MTBB
• The Importance of Being Earnest. (21542) MTBB

Novels

• Laurence, Margaret. A Bird in the House. (21574) MTBB

Choose one novel from the following list:

• Bradbury, Ray. Fahrenheit 451. (21587) MTBB
• Braithwaite, Max. The Night We Stole the Mountie’s Car. (21598) MTBB
• Huxley, Aldous. Brave New World. (21575) MTBB
• Lowry, Lois. The Giver. (8681) MTBB
• Waugh, Evelyn. The Loved One. (21594) MTBB

Picture Books

• Laden, N. Private I. Guana: The Case of the Missing Chameleon. (8655) MTBB

Choose one picture book from the following list:

• Martin, Rafe. The Rough-Face Girl. (8679) MTBB
• Steptoe, John. Mufaro’s Beautiful Daughters. (8680) MTBB

Suggested Resources

• Gage Canadian Dictionary. (6204) MTBB
• Gage Canadian Thesaurus. (6206) MTBB

Textbook

• Sebranek, Patrick, Meyer, Verne, and Kemper, Dave. Writers INC: A Student Handbook for Writing and Learning. Wilmington, MA: Write Source, 2001. (72090) MTBB

Video

• VT-0527 Eating Disorders: Profiles of Pain.
  $5.50 plus GST and PST

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Grade 11 English Language Arts: Literary Focus (30S) 1 credit (2008)
Course Code 0093 30S 001
Record of Progress ( 54 KB)
Course Preview ( 256 KB)
This course will facilitate the language development of Grade 11 students. Each sequence contains lessons that lead to the successful completion of learning experience and assignment(s). Students monitor their progress through ongoing self-assessment and Tutor/Marker assessment. It is structured as follows:

• Sequence 1: My Literary World
• Sequence 2: Worlds around Me
• Sequence 3: Entering Other Worlds
• Sequence 4: Entering Still More Worlds
• Sequence 5: Responding to Worlds of Money and Power
• Sequence 6: Creating Worlds of Money and Power
• Sequence 7: My World of Poetry
• Sequence 8: My Literary World on Display

This course provides students with multiple opportunities to engage with and produce a variety of aesthetic texts. It includes an extensive selection of learning resources, ranging from those produced for pragmatic or practical purposes (30%) to those created for aesthetic purposes (70%). Students explore various texts, both those produced by others and those created by themselves.

At the end of each sequence, students are required to submit all the work of that sequence, including the assignment(s). Both students and the Tutor/Marker assess that assignment(s).

Provided Resources (student registrations only)

• 2 separate color prints
• 8 colour prints on CD

Audio

• Cahill, Jane, Chown, Mary Louise, and Stone, Kay. North from Centre. 1996.
  
• Ross, Ian. Joe from Winnipeg. 1998.
  (0093 30S 015) $5.50 plus GST and PST.
  Both titles are sold on one audio CD

Drama

• Rose, Reginald. Twelve Angry Men. London, England: Methuen, 1999. (8885) MTBB

Novel
Choose one novel from the following list

• Erdrich, Louise. The Bingo Palace. (8155) MTBB
• Fitzgerald, F. Scott. The Great Gatsby. (21588) MTBB
• Marlyn, John. Under the Ribs of Death. (21628) MTBB

Suggested Resources

• Gage Canadian Dictionary. (6204) MTBB
• Gage Canadian Thesaurus. (6206) MTBB

Textbook

• Sebranek, Patrick, Meyer, Verne and Kemper, Dave. Writers INC: A Student Handbook for Writing and Learning. Wilmington, MA: Write Source, 2001. (72090) MTBB

Video

• CD-0379 Places Not Our Own. National Film Board of Canada, 1986.
  $5.50 plus GST and PST

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Grade 11 English Language Arts: Transactional Focus (30S) 1 credit (2007)
Course Code 0094 30S 001
Record of Progress ( 55 KB)
This course will facilitate the language development of Grade 11 students. The transactional focus emphasizes the pragmatic uses of language: language that informs, directs, persuades, plans, analyzes, argues, and explains. In attaining the learning outcomes, students engage with and compose texts primarily for pragmatic purposes: to gain information or discern another point of view, to compare and weigh ideas, and to conduct daily transactions.

Because pragmatic communication is audience-specific, students enhance their skills in shaping communication for their audience. They learn the connections of various pragmatic forms and the purpose and effect of these. As listeners, readers, and viewers, they examine the effects of various language techniques and learn to assess information for accuracy, logic, and relevance. As speakers, writers, and representers, they learn to express themselves clearly, logically, and with an intended effect.

The course includes an extensive list of learning resources. It is structured as follows:

• Sequence 1: Getting Acquainted
• Sequence 2: Advertising
• Sequence 3: From Fiction to Fact: Self-Directed Inquiry
• Sequence 4: Television
• Sequence 5: Messages in the Workplace
• Sequence 6: Samples and Reflections (Portfolio)

At the end of each sequence, students are required to submit a section of work plus the sequence assignment(s). Both the student and the Tutor/Marker assess assignment processes and products. Students are required to write a midterm progress test (after Sequence 3). The test is 4 hours, written in two 2 hour sessions. Student performance is recorded. At the end of the course, students receive a final mark. That mark is based on the work completed during the course and, in particular, on the student’s demonstration of the knowledge, skills and strategies, and attitudes identified in the specific learning outcomes that are targeted in each sequence.

Students will record an oral presentation and a speech in audio form, as well as a conversation with their learning partner. They could also record their oral presentation by using a computer and saving the file on a CD-Rom, which they could send to their Tutor/Marker. Other options include mini-cassette records and video cameras.

Novels
Choose one book from the following list:

• Bradbury, Ray. Fahrenheit 451. (21587) MTBB
• Callaghan, Morley. Such is My Beloved. (21619) MTBB
• Camus, Albert. The Plague. (21874) MTBB
• Fitzgerald, F. Scott. The Great Gatsby. (21588) MTBB
• Hershey, John. Hiroshima. (21511) MTBB
• Huxley, Aldous. Brave New World. (21575) MTBB
• Knowles, John. A Separate Peace. (21611) MTBB
• Kogawa, Joy. Obasan. (21603) MTBB
• Marlyn, John. Under the Ribs of Death. (21628) MTBB
• Orwell, George. Animal Farm. (21570) MTBB
• Shields, Carol. The Stone Diaries. (21615) MTBB
• Stillitoe, Alan. The Loneliness of A Long Distance Runner. (5880) MTBB
• Waugh, Evelyn. The Loved One. (21594) MTBB
  or
• Student's own choice approved by Tutor/Marker.

Suggested Resources

• Gage Canadian Dictionary. (6204) MTBB
• Gage Canadian Thesaurus. (6206) MTBB

Textbook

• Sebranek, Patrick, Meyer, Verne and Kemper, Dave. Writers INC: A Student Handbook for Writing and Learning. Wilmington, MA: Write Source, 2001. (72090) MTBB

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Grade 12 English Language Arts: Comprehensive Focus (40S) 1 credit (2007)
Course Code 0092 40S 001
Record of Progress ( 42 KB)
The purpose of this course is to faciliate the language development of Grade 12 students. It is structured as follows:

• Sequence 1: Using Language to Delight
• Sequence 2: Using Language to Inform
• Sequence 3: Using Language to Experiment and Extend
• Sequence 3A: Using Language to Persuade
  or
  
• Sequence 3B: Using language to Challenge
• Sequence 4: Using Language to Manipulate
• Sequence 5: Using Language to Share and Celebrate

Students monitor their progress through ongoing self-assessment and Tutor/Marker assessment.

This course provides students with multiple opportunities to engage with and produce a variety of texts, both pragmatic or practical and aesthetic or literary. It includes an extensive selection of learning resources, ranging from those produced for pragmatic or practical purposes (50%) to those created for aesthetic purposes (50%). Students explore various texts, both those produced by others and those created by themselves.

At the end of each sequence, students are required to submit selected work of that sequence, including the assignment(s). Both students and the Tutor/Marker assess the assignment(s). Students are also required to write a midterm progress test (after Sequence 2). The Tutor/Marker records student performance on assessments and the progress test. Sequence 5: Using Language to Share and Celebrate enables students to reflect on their work in the course and assess their progress and achievement.

Provided Resource (student registrations only)

• colour prints

Audio

• Morrison, Toni. Nobel Lecture
• The Shadow
  (0092 40S 010) $5.50 plus GST and PST
  Both titles are sold on one audio CD
  

Novel

• Orwell, George. Nineteen Eighty-four. (21861) MTBB

Picture Books

• Sendak, Maurice. Where the Wild Things Are. Harper Collin Publishers, 1991 (8979) MTBB
  
• Wiesner, David. Tuesday. New York: Clarion Books, 1991 (8980) MTBB

Suggested Resources

• Gage Canadian Dictionary. (6204) MTBB
• Gage Canadian Thesaurus. (6206) MTBB

Textbook

• Sebranek, Patrick, Meyer, Verne and Kemper, Dave. Writers INC: A Student Handbook for Writing and Learning. Wilmington, MA: Write Source, 2001. (72090) MTBB

Videos

• CD-0094 or VT-0094 Employability Skills Portfolio
• CD-0745 or VT-0745 Concerto Grosso Modo
• DV-0049 Dogs in Concert
  $5.50 each plus GST and PST

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Grade 12 English Language Arts: Transactional Focus (40S) 1 credit (2003)
Course Code 0094 40S 000
Record of Progress ( 49 KB)
The purpose of this course is to facilitate the language development of Grade 12 students.

In the Transactional Focus, students develop and refine a range of knowledge, skills and strategies that help them function effectively in various communities. The Transactional Focus emphasizes the pragmatic uses of language: language that informs, directs, plans, persuades, analyzes, argues, and explains. In attaining the learning outcomes, students engage with and compose texts primarily for pragmatic purposes: to gain information or descern another point of view, to compare and weigh ideas, and to conduct daily transactions. The Transactional Focus addresses a variety of informal and formal uses of language, ranging from informal conversations to formal presentations; from discussions to formal interview; from note taking, data gathering, and representation to illustrated reports.

Because pragmatic communication is audience-specific, students enhance their skills in shaping communication for their audience. They learn the connections of various pragmatic forms and the purpose and effect of these. As listeners, readers, and viewers, they examine the effects of various language techniques and learn to assess information for accuracy, logic, and relevance. As speakers, writers, and representers, they learn to express themselves clearly, logically, and with an intended effect. Through a wide range of projects and learning experiences, students learn to use and interpret a variety of oral, print, and other media texts, to manage data and information effciently and to plan and work collaboratively.

The course includes five sequences of study focusing on various aspects of the theme of "influences." Each sequence involves a number of earning experiences. It is structured as follows:

• Sequence 1: Influences and Self
• Sequence 2: Influences and Other
• Sequence 3: Local and Global Community Influences
• Sequence 4: Reminiscences
• Sequence 5: Using Language to Share and Celebrate (Portfolio)

At the end of each sequence, students are required to submit some of the work of that sequence plus the sequence assignment(s). Both the student and the Tutor/Marker assess assignment processes and products. Students are required to write a midterm progress test (after Sequence 2). The test is 4 hours, written in two 2 hour sessions.

Audio

• Haas, Maara. The Green Roses Kerchief. (0094 40S 010) $5.50 plus GST and PST

Memoirs
(Note: The beginning of each of these memoirs is included in the Text section at the end of Sequence 4 for the students to read before making their selection)

Choose one from the following list:

• Albom, Mitch. Tuesdays with Morrie (9323) MTBB
• Gildener, Catherine. Too Close to the Falls (9324) MTBB
• McCourt, Frank. Angela's Ashes: A Memoir. (8688) MTBB
• Mexlekia, Nega. Notes from the Hyena's Belly: Memories of My Ethiopian Boyhood. (8684) MTBB
• Toews, Miriam. Swing Low: A Life. (8686) MTBB (reprint)

Suggested Resources

• Gage Canadian Dictionary. (6204) MTBB
• Gage Canadian Thesaurus. (6206) MTBB

Textbook

• Sebranek, Patrick, Meyer, Verne and Kemper, Dave. 2001.
  Writers INC: A Student Handbook for Writing and Learning. Wilmington, MA: Write Source, 2001. (72090) MTBB

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Grade 12 English Language Arts: Language and Technical Communications (40S) 1 credit (2004)
Course Code 0030 40S 000
Record of Progress ( 60 KB)

Note: This couse can serve as the sole Grade 12 English Language Arts credit for students enrolled in the Senior Years Technology Education Program or the Mature Student Diploma. This course can be used as a Grade 12 optional credit towards other Manitoba high school diplomas.

The purpose of this course is for students to explore what technical communication is, how important technical communication is to everyday life, and how technical documents are designed and organized in unique and creative ways. Students will have the opportunity to incorporate their own ideas and thoughts into tasks and assignments, and to build a foundation of skills that will be valuable for post-high school life. It is structured as follows:

• Sequence 1: Expectations and Explorations
• Sequence 2: What is Technical Communication?
• Sequence 3: Writing with the Diamond-Writer©
• Sequence 4: The Language of Technical Communication
• Sequence 5: Layer One of the Creation/Innovation Pyramid©: Base of Knowledge
• Sequence 6: Layer Two of the Creation/Innovation Pyramid©: Product Concept
• Sequence 7: Layer Three of the Creation/Innovation Pyramid©: Prototype
• Sequence 8: Layer Four of the Creation/Innovation Pyramid©: Marketing
• Sequence 9: The Me Files Personal Portfolio

Each sequence contains a number of lessons that lead to the successful completion of learning experiences and assignments. Students are required to write a midterm progress test (after Sequence 4). The test is 3 hours, and may require some supplies.

Evaluation is based on

Achievement of Learning Outcomes	50%
Progress Test (after Sequence 4)	15%
Tech Project	25%
Me Files Personal Portfolio	10%
Total	100%

Provided Resources

• Manitoba Moose Pamphlet
• Aboriginal Peoples Television Network Poster

Suggested Resources

• Access to a computer for word processing is recommended
• Books, magazines or Internet access to complete some assignments

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