Students also create texts in a variety of forms and media. Google Earth, search the place names, image search. Keating, In Q, Suli Breaks–note some of the qualities of effective spoken communication: Each student will create oral texts, print texts, visual texts and multimedia texts in each course in senior high school English language arts. You are expected to write a thoughtful, well-developed essay in which you synthesize your thinking about both the topic and your interpretation of your text. Balancing needs and wants.
Is Miller making a point by having the stage walls transparent? Text Study and Minimum Requirements: Students will also acquire employability skills: If done, start browsing through the Shakespeare Online site: By continuing to use this website, you agree to their use.
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Music and sound effects that are selected to accompany a dramatic monologue, a dialogue or a readers’ theatre presentation may be sla in that they set a mood and convey an atmosphere. It is designed to provide the foundation for original literary analysis.
If all groups are finished, you can continue to watch the film version. Staff Collaboration–no classes for students. Through written response to literature, students come to appreciate the ways in which literature engages the imagination, conveys human experience and comments tppics the human condition. As students study texts in oral, print, visual and multimedia forms, they use a variety of strategies to determine the what of a text – the content that is being presented by the text creator.
Portfolio Critical/Analytical Essay Topics — Cochrane High School
Many of the text types that are listed may be presented through various media. Listening, reading and viewing also enable students to explore and consider new perspectives and to gather and verify information, identify areas for further inquiry or research, and develop support for rla.
Multimedia texts include demonstrations and oral presentations, videos and films, graphic novels and cartoon strips, plays, drum dancing, and Internet Web sites. Possible essay topics include: Identify the specific page to which you are referring and, ideally, copy key tppics and phrases from the text to strengthen your response.
What impressions do you have of the characters? There are, however, important differences between the two course sequences. When beginning the task of text creation, students assess context: The English Language Arts The senior high school English language arts program highlights six language arts – listening, speaking, reading, writing, viewing and representing.
Representing is also manifested in print. Students use inquiry or research findings for a variety of purposes.
They experiment with language and forms of expression to continually expand the horizon of opportunities that language learning offers to them as they consider new perspectives and form new understandings.
Consider layout choices, style devices, diction choices, syntax choices either before or after you write –what impressions are your choices creating? Senior high school students engage all six language arts as they study texts and as they create their own texts in relevant situations for a variety of purposes and audiences. Since the ELA, course sequence provides a more in-depth study of text in terms of textual analysis, students who aspire to 301 that involve the development, production, teaching and study of more complex texts need to register in this course sequence.
Within certain contexts in each course, student mastery of spelling, punctuation and capitalization, usage, grammar, and sentence construction is expected. If you need to re-screen the first half of the film, you can do so here: What seems to be suggested by the relationships between these characters? Through talk and conversation, students make observations, ask questions, generate hypotheses, make predictions and form opinions. They also learn to appreciate the artistic quality of language and how language may engage both mind and spirit.
One aim is to encourage, in students, an understanding and appreciation of the significance and artistry of literature. To find out more, including how to control cookies, see here: Making toipcs between two unpleasant options.
Metaphorical poems –consider your poem as if it was written by easay else, and complete a more formal version of annotation By learning and incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency.
Yet other specific outcomes are developed over all three levels and are exit outcomes for the third course in the sequence.
Resources to support:
The required minimum proportion of Canadian texts studied is one third of all texts studied in each course. Form a short analytical paragraph based on one of the topics we have discussed–see instructions on PDF: In each senior high school English language arts course, it is expected that a significant proportion of texts that elw study will be Canadian texts.
As they collaborate with others, students demonstrate that they understand and employ group processes.