English 11 AdvancedEnglish 11 Advanced

Graduated from Sackville High School Attended Mount Saint Vincent University; Bachelor

of Arts (Honours) in English & History Completed a Master of Arts in English at Queen’s

University (in Kingston, Ontario) Returned to Hfx and MSVU, completed an

Education degree This is my 10th year at MHS (including my student

teaching). Currently, pursuing a Master’s of Education in

Leadership (degree #4)

About Me… Ms. MacDonald

• Food - no food in this room. You may drink water.• Cell phones and electronics• Electronics off and away unless explicit permission is

granted. This includes cell phones, gaming devices and MP3 players.

• Be in class on time and prepared • Use your break wisely – don’t ask to go to the

bathroom/get drinks or food during the first part or the last part of class

• If the final bell rings and you aren’t in class, you are late.

General Expectations

English 11 Advanced is “is intended for students

whose goals include postsecondary academic study.”

It leads into either English 12 Academic or English 12 Advanced Placement

According to the College Board, ``students choosing AP English Literature and Composition should be interested in studying literature of various periods and genres and using this wide reading knowledge in discussions of literary topics.``

Course expectations…

This course leads into Academic or AP English

12, which has a required provincial exam that is valued at 30% of a student’s final mark. Therefore, this exam cannot be exempted.

A student’s final mark= 75% Course Work 25% Final Exam

Overall Evaluation Scheme

You have access to your grades –

USE POWERSCHOOL!! Your mark is divided into 3

categories: Reading and Viewing (35% of course

work grade) Speaking and Listening (25% of

course work grade) Writing and Representing (40% of

course work grade)

Outcomes based assessment…

Formative versus Summative Formative Assessment is feedback

driven, and will use letter feedback. B – Beginning to understand/demonstrate A – Almost able to

understand/demonstrate G – Got it! Clearly able to

understand/demonstrate Summative Assessment will have a

numbered rubric/evaluation attached

Different Types of Assessment…

Lorraine Hansberry’s A Raisin in the Sun

(modern drama) Charlotte Bronte’s Jane Eyre (historical novel) William Shakespeare’s Midsummer Night’s

Dream (Shakespearean drama) Elie Wiesel’s Night (memoir) Plus an Independent Reading Selection

Tentative List of Course Texts

• Expected behaviours...This is an advanced level course!• My policy for late assignments (Late assignment forms)

• My website is a resource for you• You are warned: I do not mark electronic copies nor will I

print them off for you….• If you do email me, ensure that you received a

response. • Students are expected to come to each class prepared.

This includes bringing binder, paper and pens as well as any texts assigned at that particular time in the course.

Expectations of students

Your responsibilities, under the law….

24 (1) It is the duty of a student to (a) participate fully in learning opportunities; (b) attend school regularly and punctually; (c) contribute to an orderly and safe learning environment;

(d) respect the rights of others; and (e) comply with the discipline policies of the school and the

school board. (2) Students are accountable to their teachers for their

conduct while under their teachers' supervision. (3) Students may participate in decisions that affect their

schools through representation on school advisory councils or committees in accordance with school board policy.

(4) It is the right of students to be informed of their educational progress on a regular basis. 1995-96, c. 1, s. 24.

A teacher’s responsibilities under the law… TEACHERS Duties 26 (1) It is the duty of a teacher in a public school to (a) respect the rights of students; (b) teach diligently the subjects

and courses of study prescribed by the regulations that are assigned to the teacher by the school board; (c) implement teaching strategies that foster a positive learning environment aimed at helping students achieve learning

outcomes; (d) encourage students in the pursuit of learning; (e) monitor the effectiveness of the teaching strategies by analyzing outcomes achieved; (f) acknowledge and, to the extent reasonable, accommodate differences in learning styles; (g) participate in individual-program planning and implement individual program plans, as required, for students with special

needs; (h) review regularly with students their learning expectations and progress; (i) conduct such assessments and evaluations as are necessary to document student progress; (j) administer such evaluation and assessment instruments as required by the school board or by the Minister; (k) take all reasonable steps necessary to create and maintain an orderly and safe learning environment; (l) maintain appropriate order and discipline in the school or room in the teacher's charge and report to the principal or other

person in charge of the school the conduct of any student who is persistently defiant or disobedient; (m) maintain an attitude of concern for the dignity and welfare of each student and encourage in each student an attitude of

concern for the dignity and welfare of others and a respect for religion, morality, truth, justice, love of country, humanity, equality, industry, temperance and all other virtues;

(n) attend to the health, comfort and safety of the students; (o) report immediately to the principal the existence of any infectious or contagious disease in the school or the existence of

any unsanitary condition in the school buildings or surroundings, and perform such duties as are from time to time prescribed by or under the Health Protection Act;

(p) take all reasonable steps to secure full and regular attendance at school of the students under the teacher's supervision; (q) keep accurate attendance records and report absent students to the principal as prescribed by the regulations; (r) communicate regularly with parents in accordance with policies established by the school board; (s) keep such records as are required by the school board or the Minister and permit the inspection of those records by the

board, the superintendent or superintendent's representative, the principal, the supervisor and the Minister or Minister's representative or, upon their request, provide the records to them;

(t) assist in the development and implementation of the school improvement plan; (u) maintain their professional competence; (v) serve, to the extent reasonable, on committees established within the school to improve student achievement and success; (w) implement programs and courses as prescribed by the public school program; and (x) perform such other duties as are prescribed by this Act or the regulations.

3. Students will be expected to interact with sensitivity

and respect, considering the situation, audience, and purpose.

•  consistently demonstrate active listening and concern for the needs, rights, and feelings of others

• demonstrate how spoken language influences and manipulates, and reveals ideas, values, and attitudes

• address the demands of a variety of speaking situations, making critical language choices, especially of tone and style– express individual voice, enabling them to remain

engaged, but be able to determine whether they will express themselves or remain silent

Respect isn’t just an expected behaviour; it is an outcome for this

course…

“You are expected to respect the

classroom, your peers and any other visitors to this classroom. Students are not expected to agree with everything they read or hear in this classroom. They are, however, expected to consider and respect the rights and opinions of the other individuals who inhabit this space.”

Other rules may be decided upon as necessary.

Here is your very first writing assignment…… Letter of Introduction

Outcome 8.1: Students will use writing and other ways of representing to

record and assess their language and learning achievements

Feelings about writing & feelings about reading Anything that’s difficult for you about writing &/or reading Things about writing (and reading) that you did last year – or

the year before – that were successful or that you liked Things about writing (and reading) that you did last year – or

the year before – that you didn’t like or weren’t successful Goals you have for yourself in English this year What you expect of me as your English teacher Important information about you/Anything else you want to

share Also include what text(s) you read for the summer reading  I am the primary audience for this letter. This is due by the

end of class.

Write a letter of introduction, telling me about yourself and how you feel about reading and/or

writing. Please include your view on the following points: