Organizing an English Language Arts Program

The use of thematic units permits a broadening of pedagogical concerns in English studies beyond those of genres, periods, and particular authors and works. The thematic approach reflects a concern with the personal growth of the reader/writer versus an emphasis on specific literary works as objects worthy of study for their own sake (Goldbort, 1991, p. 72).

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Organizational Approaches

Traditionally, English language arts programs have been organized in one or more of the following ways:

aspects of language (e.g., dialect) or of writing (e.g., the paragraph)
genres (e.g., novel) or subgenres (e.g., science fiction) of literature
chronology of language or literary history documenting periods in Canadian, British, and world literature
student experiences (e.g., issues and interests of adolescents)
thematic or topical units (e.g., courage).

Each organizational method has advantages and disadvantages.

Secondary Level students find thematic units appealing when they engage their interests and connect with themes based on real-life, personal issues that they face or major social issues that concern them. A thematic organization helps students put language learning into the larger context of discovering the "connectedness of things" (Boyer, 1995, p. 17). In addition, thematic units:

allow a natural integration of speaking, listening, writing, reading, representing, and viewing
allow for interdisciplinary study
accommodate a wide range of literary and other resources (Tchudi, 1982, pp. 83-84).

Language use and language learning are fostered when learners are engaged with stimulating ideas, issues, and themes that are meaningful to them.

By grade ten, students are still learning to distance themselves from egocentric responses to language and literature (Gambell 1990, p. 48). English Language Arts A10 and B10, therefore, address the adolescents and their society.

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English Language Arts A10

English Language Arts A10 (ELA A10) is organized around themes that are of interest to adolescents and that focus on self, society, and what it means to be human. In this course,

language processes are integrated
language provides the foundation for all learning, including the study of literature and other forms of communication
students use language to learn, think, and communicate effectively and to understand the functions and forms of language.

Sample themes suggested in this curriculum are:

Canadian Frontiers and Homeland--Journeys and Discoveries
(Possible sub-themes include Roots and Identity, Traditions and Celebrations, Beliefs and Search for Meaning, Cultural Encounters)

Challenges--Opportunities and Obstacles
(Possible sub-themes include Quests and Adventures, Courage and Leadership, Struggle and Achievement, Conflict and Search for Peace)

The Unknown--Hopes and Fears
(Possible sub-themes include Mystery and Suspense, The Unexplained, Fantasy and Science Fiction, The Future).

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English Language Arts B10

English Language Arts B10 (ELA B10) is an issue-oriented course which is organized around the human concerns facing contemporary society. In this course,

language processes are integrated
students explore personal and societal questions
students are encouraged to use language purposefully and effectively as they process information, make decisions, solve problems, and think creatively and critically
interdisciplinary and cross-curricular studies are encouraged.

Sample units suggested in this curriculum are:

Decisions--Action or Apathy
(Related issues include Life Pressures, Values, Consequences, Career Decisions, Apathy versus Action)

Environment and Technology--Reality and Responsibility
(Related issues include Survival, Disasters, Animal Rights, Urban and Rural Issues, Ecology and Technology)

Equality--Pain and Pride
(Related issues include Judging Others, Rights and Responsibilities, Inequalities, Racial Tensions and Justice and Fairness).

In order to provide students with a range of experiences without giving the language processes or literary selections a superficial treatment, it is suggested that teachers plan a minimum of two units for each course. Sample units for ELA A10: The Unknown (50 hours) and ELA B10: Equality (50 hours) are provided in the curriculum. These sample units can be used as models for planning and teaching.

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Resources

Suggested language resources as well as other resources are found in English Language Arts 10: A Bibliography, Saskatchewan Education, 1997. Throughout each course, students should continue to hear, read, view, and study a range of significant texts complemented by extended personal reading.

A resource-based curriculum encourages students and teachers to use a variety of resources in their learning and teaching. Teachers are encouraged to select and adapt their materials, instruction, and environment to best meet the abilities, needs, and interests of each of their students.

It is important to keep in mind that English language arts is more than literature. Literature is a vehicle for these language arts courses. When choosing selections, attention must be given to the language processes that students are to experience. The learning objectives provide the framework for all activities. As you plan, note the course allocation of each objective (e.g., A10, B10, or A10 and B10).

The program created should reflect a balance of experiences with all the language processes. This integration is not left to chance but planned. Balance should also be reflected in the selections chosen. Selections that have withstood the test of time as well as contemporary selections should be included. Although it is possible to place some selections in more than one theme, schools are encouraged to coordinate material selections as much as possible.

Media other than print can play two important roles in the English language arts classroom. Firstly, they can enrich students' appreciation and extend their literary experiences. For example, students might read a dramatic selection and then watch a videotape or attend a live performance at a theatre. Secondly, students can explore media as a legitimate literary form, becoming informed and critical consumers. For example, they might explore the specific techniques used by television journalists or recognize the different effect of various camera angles in a video. Either way, experiences with non-print media are part of literary and language learning.

In this curriculum, language and the language objectives form the basis for planning and activities. Print and media selections should not be so numerous as to limit the range of experiences in the language arts. When planning units, teachers should choose carefully a minimum number of literary selections to accomplish the objectives of the program. The chart on the following page provides a guide for resource selection.

Minimum Guide for Grade Ten Resource Selection

Course

Short Stories

Essays

Poems

Plays

Full-length Nonfiction and Novels

Other Media

ELA A10

ELA B10

3 Intensive*
2 Extensive

3 Intensive
2 Extensive

5 Intensive
5 Extensive

1 Intensive
1 Extensive

1 Intensive
(Shakespeare)**

1 Extensive

1 Intensive
1 Extensive

Focus is on T.V. and Video

* An "intensive" selection is one that is studied in some detail for a specific purpose. It is usually part of a whole-class study. "Extensive" is intended for application of previously learned strategies and/or for personal enjoyment.

** The Shakespearean play should be taught intensively but a teacher may choose to teach an additional play extensively.

Sample Resource Selection Guide

Approach	Short Stories	Essays	Poems	Plays	Full-length Nonfiction and Novels	Other Media
Intensive, Guided Study	Identify the 3 key short stories for intensive study
Extensive Study for Personal Enjoyment and Application

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Course Planning: Key Considerations

A curriculum guide gives suggestions for ways teachers can help students develop language competencies according to students' abilities and potentials.

Foundational language objectives are stated for each course. These objectives comprise the key knowledge and abilities that students should develop during their secondary school years.

The learning objectives describe specific knowledge and abilities for each grade level. They guide language experiences, resource selection, classroom activities, daily instruction, and assessment.

Because the curriculum is a guide, teachers are responsible for planning the actual program and activities that are appropriate for their students. This curriculum advocates an approach to instruction where learning objectives form the basis, and themes and issues provide the organizational framework for language use and development. Themes and issues provide an opportunity for students to speak, listen, write, and read about particular topics and issues.

Recommended Procedure for Planning

Review the foundational and learning objectives in the curriculum guide.
- Decide upon the foundational objectives (keeping in mind the principle of balance) and appropriate learning objectives that could be accomplished within a unit.
- Plan for flexibility so that you can adjust to individual needs when you know your students.
Identify the language activities, instructional strategies, resources, and assessment procedures, ensuring that they are consistent with the learning objectives. Consider the following:
- What content, concepts, and issues will be emphasized?
- How will you assess the key learning objectives?
- What print and non-print resources will you need? How will these resources be used--intensively or extensively? How will you provide for student choice?
- What is your time frame? How will you ensure that an appropriate amount of time is spent on a particular concept, selection, or theme?
- What introductory activities will establish connections between students' existing knowledge and new learnings?
- How will you ensure that each student can find a point of engagement?
- How will you sequence the activities developmentally?
- What teaching strategies (e.g., lecture, discussion, etc.) are appropriate? How can you ensure a balance of teaching strategies to accommodate individual learning styles?
- What groupings--whole class, small group, individual study--will you use?
- What activities are student-selected or student-originated? In what collaborative assessment and self-evaluation procedures will students participate?
- What daily assessment strategies will you use? Are these strategies consistent with the learning objectives? What recordkeeping procedures will you use? How will students be involved in developing or defining assessment criteria? How will students be involved in monitoring their own growth and development?
- How will you bring closure to the unit (e.g., with a student presentation, a project, a dramatization, a film, a unit test)?
- How will you model and communicate your expectations to your students?
Consider the language and learning needs, abilities, and interests of the students. What possible unit adaptations will have to be made to accommodate an individual's language needs and abilities in order to help him or her achieve the objectives of the course?

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Classroom Routines

In addition to course planning, teachers must give consideration to classroom focus, expectations, and routines. They must have realistic expectations of their students and these expectations must be communicated. At the beginning of a course, students should know that:

The balance of content, process, and product plays a role in learning and evaluation strategies. Because of the importance of process as well as content and product, student attendance will be a factor and, therefore, is important in learning and subsequent evaluation.
The language processes of speaking and listening will be balanced with writing and reading. Again, this balance should be reflected in classroom activities and evaluation.
Various methods of learning and evaluation will be practised. Teachers should be able to explain the rationale for any of the practices (e.g., the writing process) used in the classroom. It is important for students to experience a range of teaching and learning opportunities in order to broaden their ways of learning. Where possible, students should also be involved in jointly determining assessment criteria.
Particular classroom routines (e.g., deadlines, resource use, grouping procedures, product formats) should be communicated to the students. Where possible, joint decision making with students is preferred.
Models or examples should be shared or developed with the students whenever possible.

An important goal of this program is to encourage students to become more responsible for their own learning. Students need to become active participants in the classroom and involved in the various processes, including assessment. When teachers set reasonable expectations in consultation with students, students have goals towards which they can move in order to become increasingly responsible for their own learning.