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Communication Plans

ELA / Core French Communication Plans


Ridgecliff Middle School – 2011-2012

English Language Arts 7 (ELA 7) Communication Plan

Mr. Bill Hughes – Classroom # 2057 – E-mail: HughesWJ@staff.ednet.ns.ca

“The English Language Arts curriculum engages students in a range of experiences and interactions with a variety of texts designed to help them develop increasing control over language processes, use and respond to language effectively and purposefully, and understand why language and literacy are so central to their lives.” (from Atlantic Canada English Language Arts Curriculum: Grades 7-9, 1998 p.5)

General Curriculum Outcomes:

Students will be expected to:

Speaking and Listening

  • speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
  • communicate information and ideas effectively and clearly, and to respond personally and critically.
  • interact with sensitivity and respect, considering the situation, audience, and purpose.

Reading and Viewing

  • to select, read, and view with understanding a range of literature, information, media, and visual texts
  • interpret, select, and combine information using a variety of strategies, resources, and technologies.
  • respond personally to a range of texts.
  • respond critically to a range of texts, applying their understanding of language, form, and genre.

Writing and Other Ways of Representing

  • use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning; and to use their imagination.
  • create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
  • use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness.

Supplies:

Students would have received a supply list in June.  They should confirm that they have the following supplies necessary for Grade 7 English Language Arts:

  • 1 binder
  • Looseleaf
  • 3 duotangs
  • Pens (blue or black)
  • Dictionary
  • Novel (for daily silent reading)
  • Pencils

Classwork:

Students will participate in a variety of planned units and workshops throughout the year to work toward achieving the required outcomes of the Grade 7 English Language Arts curriculum. Units and Topics to be Covered: Short Stories, Novel Study, Media, Drama, Poetry, Research, Persuasive Writing, Book Reports, Public Speaking/Debate, Journaling, Autobiography etc.

Assessment:

Major assignments will be formally assessed incorporating a cross-section of the 3 strands of the English Language Arts curriculum: writing and representing, reading and viewing and speaking and listening. All formal pieces of assessment will be evaluated using a rubric, or another kind of explanatory protocol, which prior to the commencement of the assignment will define exactly how the student is to be evaluated and will also be attached to the returned work in order to indicate what was done in order to meet the outcome(s) or what may be done to better meet the outcomes on the next attempt. Otherwise, students will receive informal feedback as to their progress on an on-going basis.  In order to allow students to demonstrate their strengths and improve upon their developmental skills, a variety of assessment tools will be used including, but not limited to: class activities, assignments, projects, writing tasks, journal entries, tests, observations, oral presentations, self assessments, peer assessments, rubrics, and checklists.  There may also be a major evaluation at the end of the year, intended to allow students to bring all of the skills learned and worked-on throughout the year together in a terminal assessment

Students and parents/guardians should be made aware that anytime a major assignment, project, test etc. is returned to students it is expected that the student will bring it home in order to keep parent(s)/guardian(s) aware of their progress. If you provide your email address below, when deemed necessary, an email will be sent out to touch base with concern to either academics or behaviour. In the instance where a student has missed a class, or number of classes, for any variety of reasons, they’ll be expected to check their personal classroom file in order to pick up any missing handouts or any returned work, and should consult with a classmate or the teacher in order to obtain any missing notes.
For grade seven students, grades assigned are as letters:

 

A

Student consistently demonstrates achievement of the expected learning outcomes addressed during the current reporting period. The student's work may exceed program expectations.

B

Student demonstrates achievement of most of the expected learning outcomes addressed during the current reporting period. The student's work meets program expectations.

C

Student demonstrates achievement of some of the expected learning outcomes addressed during the current reporting period. The student's work approaches program expectations.

D

Student rarely demonstrates achievement of the expected learning outcomes addressed during the current reporting period.   The student's work does not meet program expectations.

Classroom Expectations:
Classroom expectations have been developed with input from students and the teacher. They’re predicated on and reflect the emphasis placed on the Positive Effective Behaviour Supports (PEBS) matrix for hehavioural expectations, mandating respect for self, others, learning and environment.
Successful ELA 7 students:
  • Attend class regularly as indicated in the school attendance policy, and on time.
  • Get a school computer account (username and login) ASAP
  • Participate fully in each assignment, task and activity while supporting and cooperating with their peers and welcoming the opportunity to work with a variety of people, in a variety of groupings
  • Take risks within the context of each activity
  • Use and share their talents and skills within the context of each activity while respectfully recognizing the differences that may exist between themselves and their peers.
  • Use the school breaks for their intended purpose (locker visits to get necessary materials and supplies, washroom, snacks, drinks, socializing etc.)
  • Demonstrate the skills of commitment, concentration and focus at a high level.

Assignments:

Students are expected to complete all assigned work by the due date. Late assignments will only be accepted if: (a) an extension has been requested by written request or email (prior to the due date) for a valid reason (b) the assignment has not already been marked and returned to the class.

Final Copy / Good Copy of Assignment:

Students are responsible for ensuring that Mr. Hughes acknowledges the submission of any major assignment prior to placing it in the requested submission area with their name, class, assignment title, date, teacher’s name and ‘level of difficulty’ on the assignment (ranked 1-10) in the top right-hand corner.

Communication:

Please do not hesitate to ask any questions or express any concerns, whether by phone (876-4381 Ext. 135), email (HughesWJ@staff.ednet.ns.ca) or by contacting to set-up a meeting.  If an email address is provided, I will be sure to forward any necessary communication (individual or group), particularly prior to launching my classroom website in early-mid September.

Student Signature: _____________________                  Email Address: ________________________

 

Parent/Guardian Signature: __________________         Email Address: ________________________


English Language Arts 8 (ELA 8) Communication Plan

Mr. Bill Hughes – Classroom # 2057 – E-mail: HughesWJ@staff.ednet.ns.ca

“The English Language Arts curriculum engages students in a range of experiences and interactions with a variety of texts designed to help them develop increasing control over language processes, use and respond to language effectively and purposefully, and understand why language and literacy are so central to their lives.” (from Atlantic Canada English Language Arts Curriculum: Grades 7-9, 1998 p.5)

General Curriculum Outcomes:

Students will be expected to:

Speaking and Listening

  • speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
  • communicate information and ideas effectively and clearly, and to respond personally and critically.
  • interact with sensitivity and respect, considering the situation, audience, and purpose.

Reading and Viewing

  • to select, read, and view with understanding a range of literature, information, media, and visual texts
  • interpret, select, and combine information using a variety of strategies, resources, and technologies.
  • respond personally to a range of texts.
  • respond critically to a range of texts, applying their understanding of language, form, and genre.

Writing and Other Ways of Representing

  • use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning; and to use their imagination.
  • create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
  • use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness.

Supplies:

Students would have received a supply list in June.  They should confirm that they have the following supplies necessary for Grade 8 English Language Arts:

  • 1 binder
  • Looseleaf
  • 1 Duotang
  • Pens (blue or black)
  • Dictionary
  • Novel (for daily silent reading)
  • Pencils

Classwork:

Students will participate in a variety of planned units and workshops throughout the year to work toward achieving the required outcomes of the Grade 8 English Language Arts curriculum. Units and Topics to be Covered: Short Stories, Novel Study, Media, Drama, Poetry, Research, Persuasive Writing, Book Reports, Public Speaking/Debate, Journaling, Autobiography etc.

Assessment:

Major assignments will be formally assessed incorporating a cross-section of the 3 strands of the English Language Arts curriculum: writing and representing, reading and viewing and speaking and listening. All formal pieces of assessment will be evaluated using a rubric, or another kind of explanatory protocol, which prior to the commencement of the assignment will define exactly how the student is to be evaluated and will also be attached to the returned work in order to indicate what was done in order to meet the outcome(s) or what may be done to better meet the outcomes on the next attempt. Otherwise, students will receive informal feedback as to their progress on an on-going basis. In order to allow students to demonstrate their strengths and improve upon their developmental skills, a variety of assessment tools will be used including, but not limited to: class activities, assignments, projects, writing tasks, journal entries, tests, observations, oral presentations, self assessments, peer assessments, rubrics, and checklists.  There may also be a major evaluation at the end of the year, intended to allow students to bring all of the skills learned and worked-on throughout the year together in a terminal assessment

Students and parents/guardians should be made aware that anytime a major assignment, project, test etc. is returned to students it is expected that the student will bring it home in order to keep parent(s)/guardian(s) aware of their progress. If you provide your email address below, when deemed necessary, an email will be sent out to touch base with concern to either academics or behaviour. In the instance where a student has missed a class, or number of classes, for any variety of reasons, they’ll be expected to check their personal classroom file in order to pick up any missing handouts or any returned work, and should consult with a classmate or the teacher in order to obtain any missing notes.
For Grade 8 students, grades assigned are as letters:

 

A

Student consistently demonstrates achievement of the expected learning outcomes addressed during the current reporting period. The student's work may exceed program expectations.

B

Student demonstrates achievement of most of the expected learning outcomes addressed during the current reporting period. The student's work meets program expectations.

C

Student demonstrates achievement of some of the expected learning outcomes addressed during the current reporting period. The student's work approaches program expectations.

D

Student rarely demonstrates achievement of the expected learning outcomes addressed during the current reporting period.   The student's work does not meet program expectations.

Classroom Expectations:
Classroom expectations have been developed with input from students and the teacher. They’re predicated on and reflect the emphasis placed on the Positive Effective Behaviour Supports (PEBS) matrix for hehavioural expectations, mandating respect for self, others, learning and environment.
Successful ELA 8 students:
  • Attend class regularly as indicated in the school attendance policy, and on time.
  • Get a school computer account (username and login) ASAP
  • Participate fully in each assignment, task and activity while supporting and cooperating with their peers and welcoming the opportunity to work with a variety of people, in a variety of groupings
  • Take risks within the context of each activity
  • Use and share their talents and skills within the context of each activity while respectfully recognizing the differences that may exist between themselves and their peers.
  • Use the school breaks for their intended purpose (locker visits to get necessary materials and supplies, washroom, snacks, drinks, socializing etc.)
  • Demonstrate the skills of commitment, concentration and focus at a high level.

Assignments:

Students are expected to complete all assigned work by the due date. Late assignments will only be accepted if: (a) an extension has been requested by written request or email (prior to the due date) for a valid reason (b) the assignment has not already been marked and returned to the class.

Final Copy / Good Copy of Assignment:

Students are responsible for ensuring that Mr. Hughes acknowledges the submission of any major assignment prior to placing it in the requested submission area with their name, class, assignment title, date, teacher’s name and ‘level of difficulty’ on the assignment (ranked 1-10) in the top right-hand corner.

Communication:

Please do not hesitate to ask any questions or express any concerns, whether by phone (876-4381 Ext. 135), email (HughesWJ@staff.ednet.ns.ca) or by contacting to set-up a meeting.  If an email address is provided, I will be sure to forward any necessary communication (individual or group), particularly prior to launching my classroom website in early-mid September.

Student Signature: _____________________                  Email Address: ________________________

 

Parent/Guardian Signature: __________________         Email Address: ________________________


Core French 8 / français de base 8 Course Outline

Mr. Hughes -- E-mail: HughesWJ@staff.ednet.ns.ca

“The English Language Arts curriculum engages students in a range of experiences and interactions with a variety of texts designed to help them develop increasing control over language processes, use and respond to language effectively and purposefully, and understand why language and literacy are so central to their lives.” (from Atlantic Canada English Language Arts Curriculum: Grades 7-9, 1998 p.5)

General Curriculum Outcomes:

Students will be expected to:

Communication:

  • Communicate effectively in French, both oraly and in writing, and to interact appropriately in a variety of situations that relate to their needs and interest.

Culture

  • Demonstrate an appreciation and understanding of francophone cultures, while comparing them with their own culture, as well as an appreciation and understanding of Canada’s multicultural reality.

General Language Education

  • Choose and implement strategies to facilitate their communication in French and improve their learning.

Language

  • Recognize and use in context elements of the linguistic code, orally and in writing, to facilitate their communication in French.

Supplies:

Students would have received a supply list in June.  They should confirm that they have the following supplies necessary for grade seven English Language Arts:

  • 1 binder
  • Looseleaf
  • 3 duotangs
  • Pens (blue or black)
  • Dictionary
  • Novel (for daily silent reading)
  • Pencils

Classwork:

Students will participate in a variety of planned units and workshops throughout the year to work toward achieving the required outcomes of the Core French curriculum.

Assessment:

Major assignments will be formally assessed incorporating a cross-section of the 4 strands of the Core French curriculum: communication, culture, general language education and lanague. All formal pieces of assessment will be evaluated using a rubric, or another kind of explanatory protocol, which prior to the commencement of the assignment will define exactly how the student is to be evaluated and will also be attached to the returned work in order to indicate what was done in order to meet the outcome(s) or what may be done to better meet the outcomes on the next attempt. Otherwise, students will receive informal feedback as to their progress on an on-going basis. 

In order to allow students to demonstrate their strengths and improve upon their developmental skills, a variety of assessment tools will be used including, but not limited to: class activities, assignments, projects, writing tasks, journal entries, tests, observations, oral presentations, self assessments, peer assessments, rubrics, and checklists.  There may also be a major evaluation at the end of the year, intended to allow students to bring all of the skills learned and worked-on throughout the year together in a terminal assessment

vStudents and parents/guardians should be made aware that all work returned to students is expected to be brought home for review in order to keep parent(s)/guardian(s) aware of their progress. In the instance where a student has missed a class, or number of classes, for any variety of reasons, they’ll be expected to check their personal classroom file in order to pick up any missing handouts or any returned work, and should consult with a classmate or the teacher in order to obtain any missing notes. Parents and students are also encouraged to make use of their Parent/Student Portal login which will enable them to acknowledge past-due assignments, grades and attendance. Access will be made available when a username and password is provided at school in mid-late September.
For Grade 8 students, grades assigned are as letters:

 

A

Student consistently demonstrates achievement of the expected learning outcomes addressed during the current reporting period. The student's work may exceed program expectations.

B

Student demonstrates achievement of most of the expected learning outcomes addressed during the current reporting period. The student's work meets program expectations.

C

Student demonstrates achievement of some of the expected learning outcomes addressed during the current reporting period. The student's work approaches program expectations.

D

Student rarely demonstrates achievement of the expected learning outcomes addressed during the current reporting period.   The student's work does not meet program expectations.

Classroom Expectations:
vClassroom expectations will be developed with input from students and the teacher. It will reflect the emphasis placed on the Positive Effective Behaviour Supports (PEBS) matrix for hehavioural expectations, mandating respect for self, others, learning and environment.

Successful Core French 8 students:

  • Attend class regularly as indicated in the school attendance policy, and on time.
  • Get a school computer account (username and login) ASAP
  • Participate fully in each assignment, task and activity while supporting and cooperating with their peers and welcoming the opportunity to work with a variety of people, in a variety of groupings
  • Take risks within the context of each activity
  • Use and share their talents and skills within the context of each activity
  • Use the school breaks for their intended purpose (locker visits to get necessary materials and supplies, washroom, snacks, drinks, socializing etc.)
  • Demonstrate the skills of commitment, concentration and focus at a high level.

Assignments:

  1. Students are expected to complete all assigned work by the due date. Late assignments will only be accepted if: (a) an extension has been requested by email (prior to the due date) for a valid reason (b) the assignment has not already been marked and returned to the class.

Final Copy / Good Copy of Assignment:

  1. Students are responsible for submitting all work into the requested area with their name, class, assignment title, date, teacher’s name and ‘level of difficulty’ on the assignment (ranked 1-10) in the top right-hand corner.

Communication:

  1. Please do not hesitate to ask any questions or express any concerns, whether by phone or email.  If an email address is provided, I will be sure to forward any necessary communication (individual or group), particularly prior to launching my classroom website in early-mid September.

Student Signature: _____________________                  Email Address: ________________________

 

Parent/Guardian Signature: __________________         Email Address: ________________________

 

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