The following resource includes "I Can Statements" that students should be able to achieve at the end of ELA 20.

This assignment is intended to display your understanding of the novel that you have chosen. Written work should be typed (12pt font) and double-spaced. You will have some class time to work on this assignment, but it is sometimes difficult to book computer time that will accommodate our schedule. Please plan ahead. You may choose a book from any of the senior ELA sections, but I would prefer if you tried to find a novel in the ELA 20 section before looking elsewhere.

Topics are mildly controversial and therefore tend to be higher interest to grade 11 students.  They are responsible for researching various opinions/practices/laws in Canada and internationally and analyzing/critiquing the content prior to writing a cohesive paper containing both expository information and objectively stated conclusions.

These rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

For this assignment, students were asked a series of open-ended questions relating to the Civil Rights Movement. Students scanned QR Codes, which took them directly to the assignment. The prompts allowed students to think critically, while investigating what the Civil Rights Movement was, and predict how the events in To Kill a Mockingbird would have been different if the Civil Rights Movement had occurred prior to the setting of the book.  While researching, students were only allowed to use Sweet Search, a site that searches for only credible sources. Questions included: Who was Martin Luther King Jr? What was the Civil Rights Movement? Using specific examples from To Kill a Mockingbird, consider how the portrayal and treatment of African American people may have been different if the Civil Rights Movement had occurred before the events in the novel took place. 

A complete outline of ELA 20, including: themes, questions for deeper understanding, must do lists, outcomes and I can statements.

A complete outline of the ELA 20 course including: themes, questions for deeper understanding, "must do" lists, outcomes, and I Can statements.

These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

First, we studied fairytales and fractured fairytales. We learned about the elements of each story and compared them. During the learning process students were practicing a variety of reading comprehension strategies: predicting, inferring, compare and contrast, main idea, theme etc. After learning about all the elements of fractured fairytales my students took their shot at writing them. They were split into partners based on the fairytale that they wanted to fracture. Then they had to work through the five stages of the writing process. First, the partners had to plan their fractured fairytale. They were given the choice of what kind of graphic organizer to use to begin their planning and brainstorming. They had to plan their plot, setting, problem and solution. Then the students worked through the rough draft, editing and revising stages of the writing process. Throughout those phases they were completing self-assessment checklists to keep on track with their work. Lastly, they wrote a good copy of their fractured fairytale and illustrated it. This also included a cover page and a back page. The back page included a teaser to hook the reader.

These rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

Practice using the viewing guide with one or two videos first, following the lesson steps below. This may be done every second or third day. Once students feel comfortable with the viewing process, a summative viewing guide can be completed by the students for grading.

This Your Curriculum at a Glance document
was developed to provide a complete outline of the Saskatchewan ELA 4 curriculum including: unit themes, questions for deeper understanding, must do
lists, outcomes and I can statements. This document should be shared with
students for transfer of responsibility opportunities.

In this writing mini unit we developed our Persuasive Writing Skills moving towards being able to write a
Before
- Discussion of prior knowledge of persuasive writing
During
- Watched a SMART exchange video on persuasive writing
- Reviewed understanding of and practiced doing some persuasive exercises
- Read various examples of persuasive writing and noted the differences and similarities. (Also, noting the variety of writing dress-ups; so that we can hear the persuasive words.)
- Co-constructed criteria for the writing process of persuasive writing.
- Students created their own persuasive paragraph writing examples.
- Learned how to improve so the writing incorporated the specific writing strategy and dress-ups so that the listener, reader could hear the conviction of being persuaded.
- Students then chose one of their samples to create a power point presentation for class.
After
- Analyzed the writing using the criteria together as a class. Using the feedback we will created another piece of persuasive writing. The final goal: moving towards the five paragraph essay process/product.

These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.

In my Grade 5 ELA class, we are learning about the persuasive techniques that advertisers use to entice you to buy their products or use their services. We spent a few classes watching TV commercials and viewing print ads and identifying the persuasive techniques that the advertisers used. The students were then placed into small groups (2-3 people) and were asked to choose a product or service that they will try to sell. They were asked to create any props, backdrops, posters, etc. that would help to advertise their product or service. They also had to keep in mind that different target audiences will require different persuasive techniques. My goal for my 21st Century Competencies work is to learn how to use imovie and then teach the students so that they can create an actual TV commercial in order to advertise their product or service.

These 4 point rubric exemplars were developed to provide a consistent and common resource that aligns with the Saskatchewan curriculum and provide opportunities for transfer of responsibility between educator and student. These rubrics are designed to be edited by educator and student.