Teacher Mediated Option

English Language Arts

Grade 9 English Language Arts (10F) 1 credit (2005)
This course facilitates the language development of Grade 9 students. The study of 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 Literacy
• Sequence 8: The Showcase Portfolio

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

Reference Books

• 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 book from the following:

• Bell, W. Forbidden City. (21151) MTBB
• Martel, S. The King’s Daughter. (21186) MTBB

Non-Fiction
Choose one book from the following:

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

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Grade 10 English Language Arts (20F) 1 credit (2005)
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

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 instructor assess assignment processes and products. 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.

Novels

• Steinbeck, J. Of Mice and Men. (21415) MTBB
• Bly, David. The McIntyre Liar. Order from Hutterian Brethren Book Centre, Box 40, MacGregor, MB R0H 0R0. Phone: (204) 252-5132 Fax: (204) 252-2381 Email: orders@hbbookcentre.com

Reference Books

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

Textbooks

• Dawe, Robert, Barry Duncan, and Wendy Mathieu. ResourceLines 9/10. Don Mills, ON: Addison-Wesley, 1990. (7703) MTBB
• Crane, M; Fullerton. B; Joseph, A. SightLines 10. (8241) MTBB

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Grade 11 English Language Arts: Transactional Focus (30S) 1 credit (2007)
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 the 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 5: Messages in the Workplace
• Sequence 6: Samples and Reflections (portfolio)

At the end of each sequence, students are required to submit a selection of work plus the sequence assignment(s). Both the student and the instructor assess assignment processes and products. 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.

Novel
Choose one novel 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
• Sillitoe, Alan. The Loneliness of A Long Distance Runner. (5880) MTBB
• Waugh, Evelyn. The Loved One. (21594) MTBB

or student's own choice approved by the Instructor.

Reference Books

• 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) MTTB

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Grade 12 English Language Arts: Transactional Focus (40S) 1 credit (2003)
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 discern 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 interviews; 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 efficiently 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 learning experiences.

The five sequences are:

• 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 instructor assess assignment processes and products.

Memoir
Choose one novel 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
• Mezlekia, Nega. Notes from the Hyena's Belly: Memories of My Ethiopian Boyhood. (8684) MTBB
• Toews, Miriam. Swing Low: A Life. (8686) MTBB (reprint)

Reference Books

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

Textbook

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

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