PREFACE: USING THIS INTEGRATED
RESOURCES PACKAGE
This Integrated Resource
Package (IRP) provides basic information teachers will require in order to implement
the English Language Arts 11 and 12 curriculum. This document supersedes the English Language Arts 11 and 12 Integrated Resource Package. The information contained in this IRP is
also available via the Ministry web site: http://www.bced.gov.bc.ca/irp/irp.htm
. The following paragraphs provide brief descriptions about each section of
the IRP.
The Introduction
The Introduction provides
general information about English Language Arts 11 and 12, including special features
and requirements. It also provides a rationale for teaching English Language Arts 11 and 12 in BC schools.
English Language Arts 11 and 12
Curriculum
The provincially prescribed
curriculum for English Language Arts 11 and 12 is structured in terms of curriculum organizers.
The main body of this IRP consists of four columns of information for each organizer.
These columns describe:
- provincially prescribed
learning outcome statements
- suggested instructional
strategies for achieving the outcomes
- suggested assessment
strategies for determining how well students are achieving the outcomes
- provincially recommended
learning resources
Prescribed Learning
Outcomes
Learning outcome statements
are content standards for the provincial education system. Prescribed learning
outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and
attitudes for each subject. They are statements of what students are expected
to know and be able to do in each grade. Learning outcomes are clearly stated
and expressed in observable terms. All learning outcomes complete the stem:
"It is expected that students will . . . . ". Outcome statements have
been written to enable teachers to use their experience and professional judgment
when planning and evaluating. The outcomes are benchmarks that will permit the
use of criterion-referenced performance standards. It is expected that actual
student performance will vary. Evaluation, reporting, and student placement
with respect to these outcomes depend on the professional judgment of teachers,
guided by provincial policy.
Suggested Instructional
Strategies
Instruction involves the
use of techniques, activities, and methods that can be employed to meet diverse
student needs and to deliver the prescribed curriculum. Teachers are free to
adapt the suggested instructional strategies or substitute others that will
enable their students to achieve the prescribed learning outcomes. These strategies
have been developed by specialist and generalist teachers to assist their colleagues;
they are suggestions only.
Suggested Assessment
Strategies
The assessment strategies
suggest a variety of ways to gather information about student performance. Some
assessment strategies relate to specific activities; others are general. These
strategies have been developed by specialist and generalist teachers to assist
their colleagues; they are suggestions only.
Provincially Recommended
Learning Resources
Provincially recommended
learning resources are materials that have been reviewed and evaluated by BC
educators in collaboration with the Ministry of Education according to a stringent
set of criteria. These resources are organized as Grade Collections. A Grade
Collection is the format used to organize the provincially recommended learning
resources by grade and by curriculum organizer. It can be regarded as a "starter
set" of basic resources to deliver the curriculum. These resources are
typically materials suitable for student use, but they may also include information
primarily intended for teachers. Teachers and school districts are encouraged
to select those resources that they find most relevant and useful for their
students, and to supplement these with locally approved materials and resources
to meet specific
local needs.
The recommended resources
listed in the main body (fourth column) of this IRP are those that either present
comprehensive coverage of the learning outcomes of the particular curriculum
organizer or provide unique support to specific topics. Further information
about these recommended learning resources is found in Appendix B.
The Appendices
A series of appendices provides
additional information about the curriculum, and further support for the teacher.
- Appendix A
lists the curriculum organizers and the prescribed learning outcomes for each
grade for the curriculum.
- Appendix B
consists of general information on learning resources as well as Grade Collection
organizational charts and annotations for the provincially recommended resources.
New resources are evaluated and added to the Grade Collections on a regular
basis.
- Appendix C
contains assistance for teachers regarding provincial evaluation and reporting
policy. Prescribed learning outcomes have been used as the source for samples
of criterion-referenced evaluations.
- Appendix D
acknowledges the many people and organizations that have been involved in
the development of this IRP.
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| Curriculum
Sub-Organizer as seen on the World Wide Web |
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Grade
and
Curriculum Organizer |
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Internal
links to each
section of the document |
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| Prescribed
Learning Outcomes |
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PRESCRIBED
LEARNING OUTCOMES
It is expected
that students will develop repertoires of skills and strategies
to use as they anticipate, predict, and confirm meaning while reading,
viewing, and listening.
It
is expected that students will:
- consciously
use and evaluate a wide variety of strategies before, during,
and after reading, viewing, and listening to increase their
comprehension and recall
- describe
and apply appropriate strategies for locating and using information
from a variety of print and non-print sources
- use efficient
note-making and note-taking strategies
- explain
the effects of a variety of literary devices and techniques,
including figurative language, symbolism, parody, and irony
To
view the prescribed learning outcomes for Comprehend and
Respond (Strategies and Skills) in other grades click on
an icon below.
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Navigational Links
to similar sub-organizers
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| Suggested
Instructional Strategies |
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SUGGESTED
INSTRUCTIONAL STRATEGIES
Through the use
of diverse and challenging materials students learn to adapt reading,
listening, and viewing strategies to specific purposes. Students
anticipate, predict, and confirm meaning as they work with written,
oral, and visual materials.
- Instruct
students in how to take dash-form and standard-outline-form
notes from pieces of non-fiction writing. Explain how to use
these notes to summarize the main ideas and use their own language
to develop précis. Provide a choice of non-fiction and prose
selections to summarize using this strategy.
- With the
class, discuss and generate a list of literary terms. Provide
students with definitions of these terms and have them develop
a chart to be displayed in the class. During a literature study,
have students record all the literary elements they can identify
as they read. Have students work in small groups to share what
they have discovered about the dynamics of these elements in
the piece of literature. Ask each group to choose three literary
elements and report to the class on their impact on the quality
and power of the piece.
- Provide
material on a single topic for reading, viewing, and listening.
Ask students to work in groups to generate several questions
about the material and research the answers. Ask groups to challenge
other groups with their questions and then to discuss the strategies
they used to locate the information.
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| Suggested
Assessment Strategies |
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SUGGESTED
ASSESSMENT STRATEGIES
In order to demonstrate
their strategies and skills, students need to work with challenging
materials and tasks. When an activity is relatively easy, students
may not be aware of the strategies they use. It is only when a task
poses some challenge that students consciously draw on the skills
and strategies they have developed and are able to describe what
they did.
- Assess
students' knowledge of skills and strategies in a variety of
independent and group contexts, looking for evidence that they
can:
- describe
problems when they have difficulty
- suggest
appropriate strategies or approaches
- consider
their purpose and the nature of the problems in choosing
approaches
- persist,
trying different approaches when one is not effective
- objectively
analyse what worked and how they can apply what they've
learned to new situations
- After students
have studied literary terms and elements, check on their knowledge
by asking each student, in turn, to offer one piece of information
or an example from the reading or writing selections. Continue
until no one can think of another example or piece of information.
This activity can be done as a literature bee or relay in which
students drop out when they cannot contribute a new piece of
information.
- Have students
keep ongoing lists of skills and strategies they are developing,
along with examples of how and when they have used each one.
From time to time, they can review the lists and comment on
strategies that they:
- frequently
use for specific kinds of tasks
- rely
on for a wide variety of tasks
- do
not find particularly useful
- have
difficulty using effectively
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| Provincially
Recommended Learning Resources |
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RECOMMENDED
LEARNING RESOURCES
 Print
Material
- Coast To
Coast
- Discovering
Poetry
- Family
Issues
- Far and
Wide
- Global
Matters
- Horizons
- Inside
Stories for Senior Students
- Nineteenth
Century Short Stories
- Notes on
a Prison Wall
- On The
Edge
- The Oxford
Dictionary of Current English
- The Prentice
Hall Reader
- The Prose
Reader
- Reflections
- Searchlights
- The Stolen
Party
- Stories
from Asia
- The Storyteller
- Tracing
One Warm Line
- The Way
We Word
- What A
Writer Needs
- World Literature
- World Literature,
Signature Edition
- Worlds
in Small
- Your Voice
and Mine
 Video
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the Ministry of Education Home Page. |
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©
Copyright 1996. All Rights Reserved. Standards Department.
Maintained by: English Language
Arts Coordinator
Revised: October 28, 2002
BC
Ministry of Education Home Page
