Writing 2203 September 1, 2016 Level of Instruction Senior High Curriculum Overview: Writing 2203 is an optional English language arts course designed to accommodate a wide range of student interests and abilities. It offers students an opportunity to explore both writing and creating as a means of personal expression as well as a method of communication. Students will learn to adapt their writing for specific purposes and audiences. This course emphasizes the characteristics of effective writing with an additional focus on writing creatively through a variety of forms and genres. The emphasis throughout the course is on the improvement and refinement of students writing through extended practice. Writing is viewed as a process involving a range of strategies. Students are expected to demonstrate a commitment to the crafting of a range of writing and to use technology to effectively serve their communication purposes. Curriculum Documents English 2203: A Curriculum Guide (2014) Foundation for the Atlantic Canada English Language Arts Curriculum; K-12 (1999) Authorized Resources Expressions (iSkills) McGraw Hill Ryerson (student and teacher text) Digital eBook (Newfoundland and Labrador iLiteracy Resource Site www.nlilit.ca) (teacher resource) Page 1 of 4
Write Like This, Kelly Gallagher (teacher resource)
Project Media, Emond Montgomery Publications (teacher text and resource) Writing 2203: A Curriculum Guide (2014) Write Traits Advanced Level I Supplementary Resources N/A Assessment (Assessment and Evaluation Policy) See appropriate document. Note: 1. All evidence of learning shall be considered when determining a students final grade. Averaging shall not be used as a sole indicator of a students level of attainment of the course outcomes. 2. Homework and student behavior (except where specified in Provincial documents) shall not be given a value for assessment. 3. To ensure student achievement of the outcomes, teachers are expected to use a variety of assessments from the following internal data sources: Formal and informal observations (anecdotal records, checklists, etc.) Written responses (learning logs, journals, blogs, etc.) Projects (long and short term) Research (brochures, flyers, posters, essays, graphic organizers) Student presentations (seminars, speeches, debates, discussions) Peer assessments Self-assessments (exit and entrance cards, learning inventories, yes/no activities, learning contracts) Conferencing (questioning, ongoing records, checklists, etc.) Digital evidence (web page, blog, PowerPoint, Prezi, interactive white board) Portfolios Individual and group participation (demonstrations, interviews, questioning, role play, drama) Page 2 of 4
Work samples (investigations, learning logs, journals,
blogs)
Assessment and Evaluation Plan:
A growth portfolio / work collection of each student's writing production is mandatory and will be weighted as follows: Growth Portfolio / Work Collection . .100% When assigning a portfolio grade for reporting purposes, teachers should weight the components as outlined below: Expressive Writing
25%
Transactional Writing
25%
Poetic Writing
25%
Media
25%
Note: This course is not subject to any formal examinations.
Table of Specifications: (if applicable). N/A Resource Links: English Language Arts Writing 2203 Curriculum Guide http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/eng2203 /Writing_2203_July30_2014.pdf Professional Learning Site, Department of Education https://www.k12pl.nl.ca/ Page 3 of 4
Foundation / Framework Document
http://www.gov.nl.ca/edu/k12/curriculum/documents/english/english .pdf Other