Whether at home, in school, or in society, we all face conflicts, challenges, and issues. Although these conflicts, challenges, and issues develop for many different reasons, they force us to make choices if we are to do the right thing. Doing the right thing is always a challenge. Is it better to do the right thing and fail or do the wrong thing and succeed? By considering how others have dealt with similar conflicts, challenges, and issues, we can learn how to do the right thing. By reflecting on the conflicts, challenges, and issues and the choices that we have, we can face and address life and the world around us. This resource includes lesson plans for outcomes regarding comprehend and respond, compose and create, assess and reflect.

The following resources are included:
- Criteria for a good poster
- Criteria for a good brochure
- Criteria for a good poem
- Criteria for a good personal narrative
- "I Can" statements
- Overview of writing components
- Writing qualities checklist
- Writing strategies checklist

One of the outcomes of Grade 9 English Language Arts requires you to read a variety of information texts including expository essays, historical accounts, news articles, and scientific writing. This project will allow you to make choices about what and how you read. This will also help us to practice a second outcome which requires you to use before, during and after reading strategies.

The unit is organized around five focus questions with sample lessons and suggested resources included. (Time allocations given are approximations only. Teachers can choose to spend more or less time on each lesson depending on the needs and interests of their students.)

The following are resources in regards to love, loyalty and relationships .They help provide a deeper understanding, what it means to be loyal, to be in love, etc.

ELA 9 A/B curriculum overview.
Document contains an overview of suggested units and themes, questions for deeper understanding, 'must do' writing tasks, and popular reading choices.

The class is introduced to the Six thinking Hats concept orally through an explanation that people think in different ways; these are represented through various colored hats. This tool was created by Edward de Bono in his book '6 Thinking Hats'. 

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.

Your blog project is intended to serve several purposes and fill many objectives:
Purposes:
-To express your response to the sub-units and literature
-To relate the unit and literature topics to literature / movies / music that suits your own personality and tastes
-To share these with an audience – your peers
-To compose writing in an authentic setting
-To develop a voice in your writing
-To link to websites and sources with related materials
Objectivess
-Revise and polish compositions
-Share and present compositions
-Write engaging introductions
-Develop ideas, rather than just restate them.
-Demonstrate coherence and smooth writing using transitions
-Organize ideas in multi-paragraph compositions
-Compose suitable endings
-Analyze and evaluate each other’s writing
-Write for variety of purposes:
-Reflect, clarify, explore ideas
-Express understanding
-Express self
-Create and entertain

Foundational stories are ways of making sense of life, of examining our past, of understanding our present, and of envisioning our future. Fate and destiny may play a role in our lives. Wherever we go, we meet life’s challenges. As we meet those challenges, we develop the qualities that enable us to grow, and we anticipate other critical challenges we may encounter. Challenges benefit both society and each individual; for without challenges, neither society nor the individual can move forward. Every challenge a society encounters provides opportunities for that society to examine issues, to foster the exchange of ideas, and to explore ways to rise to the challenge. The challenges we encounter lead us to examine our existence and to make decisions that shape our society and ourselves. The world influences us, and we, in turn, influence the world. The following documents include a unit plan for challenges.

The following rubric covers Comprehend and Respond- Organization and Technique.
The following rubric covers evaluation and goal setting.
The following rubric covers criteria necessary for a multi-media presentation.
The following rubric covers the criteria necessary for a good comic strip.
The following rubric covers criteria necessary for students to be able to present information using non-print aids, adapt production techniques and analyze and convert information to different forms.
The following rubric covers the criteria for a "Successful Talk".
The following rubric covers the criteria necessary for writing a personal narrative essay.
The following rubric covers the criteria for writing an inquiry report.
The following rubric covers the criteria for writing a historical persona essay.
The following rubric covers the criteria for writing a good review.
The following rubric covers the criteria for writing a legend.
The following rubric covers comprehension and response.
The following rubric covers the criteria for a good listener response.
The following rubric covers comprehension and response- critically responding.
The following rubric covers literature circle assessment.
The following is an Independent Novel Study outline.

In explorations that engage our mind, body, and spirit, we find joy and fulfillment. Life is filled with mysteries from the extraordinary to the common. The human brain, for example, is a fascinating yet mysterious subject. Its endless capabilities, such as storing memories and imagining possibilities within and beyond this world, continue to amaze and confound us. We wonder how memory shapes us, and we speculate on the role of destiny in our lives. Our memories are significant to who we become. For centuries, humans have searched for answers to life’s mysteries; even now, as we explore and ponder these mysteries, we discover and encounter different ways of knowing (natural, traditional, scientific, aesthetic, religious, mystical) or explaining those mysteries. We seek answers from nature, environment, science, faith, traditions, etc. On our quest for answers, we journey into worlds unknown: worlds within, worlds beyond, and worlds remembered.
This unit is divided into four sub-themes:
-The Joys of Mind, Body, and Spirit
-The Mysteries of the Human Brain and Imagination
-Mysteries of this World and Beyond
-The Fantastic

A complete outline of the ELA A10 course including: themes, questions for deeper understanding, 'must do' lists, outcomes and I can statements.

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.

You Speak Canadian, eh! Assignment:
Students work together to come up with their own "Canadianisms" and make a skit.
What is the Canadian Indentity? Assignment.
Students answer questions on what it means to be Canadian, Canadian stereotypes, etc.
Canadian Bacon: A Canadian Film
Canadian Bacon is a comedy that makes fun of the Canadian and American relationship, as well as their culture or better yet our stereotypes. This film was directed by Michael Moore, the same director who created Bowling for Columbine and Fahrenheit 9-11.
Purpose of viewing:
-To collect examples that will add to your understanding of what you believe the Canadian Identity to be.
-To identify the intended audience and the message Michael Moore wanted to achieve
-To make personal connections to the film as a Canadian.

This resource includes I Can statements that cover:
- View, listen, read, comprehend, and respond to a variety of grade-appropriate First Nations, Metis, Saskatchewan, and Canadian texts that address identity, social responsibility, and social action.
-View and evaluate critically information and ideas obtained from First Nations, Metis, Saskatchewan, and Canadian visual and multimedia texts, including an advertisement, news broadcast, poster, and film.
-Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate literary and informational texts created by First Nations, Metis, Saskatchewan, and Canadian speakers and authors from various communities.
-Read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Metis, Saskatchewan, and Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture.
-Create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action.
- Create and present visual and multimedia representations including using photographs to explain a range of contemporary course-related perspectives or landscapes.
- Present and express a range of ideas and information in formal (including a panel presentation and a business or community meeting) and informal (including discussions and collaborative work) situations for differing audiences and purposes.
- Create a variety of informational (including an inquiry / research paper and an editorial) and literary (including a real or invented narrative and a literary criticism essay) texts that are appropriate to a variety of audiences and purposes including informing, persuading, and entertaining.
- Assess own work for precision, clarity, and artistry.
-Reflect on personal growth and successes in language learning and consider the role and importance of language learning when developing personal goals and plans as a self-directed, curious, self-appraising, and open-minded learner.

Now it is your turn to analyze a poem. The purpose of this assignment is to connect poetry (the written) with photos (the visual). Each student will select one poem from the list and create a power point presentation (or some similar format; prezi etc.) using various photos to highlight the theme(s), content, and context of the poem. Each student will be required to present his/her ideas to the class.

A complete outline, reading comprehension strategies rubric and bibliography for ELA A30. As well, student rubrics for A30.1-A30.3 and a context grid are included.

A complete outline of the ELA A30 course including: themes, questions for deeper understanding, "must do" lists, outcomes, and I Can statements.