English Language Arts

Jordyn Garinger, Kayla Dixon, Holly Travis, Megan Peters, & Lara Thielen

You can kill a man, but you cant kill an idea. Medgar Evers
Why does English matter? English differs from other subjects as it allows freedom of expression, selfreflection, personal connections, creativity, peer connections, and gives students the ability to justify their
viewpoints, and understand the viewpoints of others. English differs from other subject areas as it encourages
abstract thinking over factual and evidence-based learning.
Importance of Language: Language is the basis of all communication and the primary instrument of thought.
Language is a component of personal identity and is essential for forming interpersonal relationships, extending
experiences, reflecting on thought and action, and contributing to society.
Aim of ELA: Enable each student to understand and appreciate language, and to use it confidently and
competently in a variety of situations for communication, personal satisfaction and learning.

Kindergarten to Grade 9
Introduction: Alberta language arts outcomes are designed to prepare students for present and future language
requirements. The student will effectively listen, speak, read, write, view and represent resulting in
responsibility and adaptability to changes in society.

General Outcome#1
(each GLO has two representative icons that are repeated through the program of studies)
Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings and experiences.
General Outcome #2
Students will listen, speak, read, write, view, and represent to comprehend and respond personally and
critically to oral, print, and other media texts.
General Outcome #3
Students will listen, speak, read, write, view, and represent to manage ideas and information.

General Outcome #4
Students listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

General Outcome #5
Students will listen, speak, read, write, view, and represent to respect, support, and collaborate with others.
Curriculum Lab Resources for Elementary
Illustrative Examples for English Language Arts: Kindergarten to Grade 9 (January 2000)

CURLB 375.22

Elementary Language Arts Study and Teaching

CURLB 372.6

Grade 10 12
Aims: The two aims of the Alberta high school ELA program are:
1) For students to appreciate the variety, application, influence, and substance of literature.
2) For students to be confident and competent in the uses of language and literature in a
variety of ways and therefore be able to put it into practice
In the high school program the general learning outcomes are the same as kindergarten to grade 9, however, the
specific learning outcomes differ in order to accommodate the aims of the program.
The ELA Programs of Study for K-9 focuses on developing the six essential skills (listening, speaking, reading,
writing, viewing, and representing). The 10-12 program focuses more on student opinion in response to
literature. The high school curriculum uses the skills that were developed in K-9 in order to question thinking,
problem solve, infer, and respond critically at a higher level.

Senior Sequences: There are two course sequences for grades 10, 11, and 12 that correspond to each
individual students needs in ELA.
General Pattern
10-1 20-1 30-1
10-2 20-2 30-2
*Students can be recommended to drop down a stream if they are struggling in order to accommodate their
individual needs within the classroom.
English 10-4, 20-4, and 30-4 are classified as knowledge and employability courses, which provide students
who meet the criteria with opportunities to experience success and become well prepared for employment,
further studies, citizenship and lifelong learning.
Curriculum Lab Resources for High School
Senior High School: English Language Arts Guide to Implementation (2003)
CURLB 375.5
Shakespeare, William
CURLB 822.33

An Illustrative Example in Practice

The following is an illustrative example of what you find in the Program of Studies as a Kindergarten outcome.
This example links to KSAs 3, 4, 5, 9, and 10.
4.3 Present and Share Heading
General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
Specific Outcomes

Illustrative Examples

Present information Sub-heading

Share ideas and information about own

drawings and topics of personal

interest

After listening to a humorous poem, children draw

pictures of events that made them laugh and share
their drawings.

Assessment
From the Kindergarten example above assessment could be observational based. The teacher would focus on
the quality of the connection to the poem and that there was artistic qualities presented.
The language arts program of studies is broken up into the five general outcomes followed by headings and subheadings in bolded lettering. Then the specific learning outcomes are listed in bulleted format.

Lesson Title/Focus

Grades 1-12 English Program of Studies

Overview

Date

October 2, 2014

Subject/Grade Level

Education 3501

Time
Duration

20 minutes
2:00- 2:20pm

Unit

ELA Curriculum

Teacher

Lara Thielen

LEARNING OBJECTIVES
Students will:
1. Identify the main objectives and outcomes of the Alberta ELA Program of Study (K-12)
2. Recognize the English Program of Studies and Illustrative Examples available to prepare an ELA lesson
3. Create a Grade 3 ELA Lesson that could follow the reading of Together We Are Canada by adapting an Illustrative
Example

ASSESSMENTS
Observations:
Key Questions:
Products/Performances:

Individual and collaborative responses and work throughout the lesson, question
and answer, overall understanding of the ELA Program of Study shown through
successful completion of tasks, positive learning environment
What does the ELA Program of Study look like and how can I apply it in my
classroom?
Students verbal responses, labeled poster product, illustrative example product, and
exit slips

LEARNING RESOURCES CONSULTED

English Language Arts Alberta Program of Study
English Illustrative Examples
Canadian Poems for Canadian Kids Jen Hamilton

MATERIALS AND EQUIPMENT

Canadian Poems for Canadian Kids

3 Photo Copies of Poem
6 ELA Handouts
Whiteboard/ 2 Markers/ Eraser
Poster How to Read Program of Studies
2 English Illustrative Example Books from Curr. Lab
Post-its
Tape

PROCEDURE
Attention Grabber

Assessment of Prior Knowledge

Introduction
Read them a short poem from Canadian Poems for Canadian Kids
Together We Are Canada Leanne Guenther (page 51)
Ask the rhetorical question why would I start with a
poem?
It is an easy way to start a lesson where you are going to
explore the material further
Point out the importance of literacy across all disciplines
In this poem, writing and expression is taking place about
social material such as the geography of Canada.
Poems, stories, and non-fiction can all open the window to
lessons and provide a basis for students learning
Throughout your education, what was your favorite English lesson
or unit and why?
Quick discussion
An example to encourage student response: Charlie and the
Chocolate Factory novel study where we designed our own
chocolate bar wrapper and homemade chocolate why did I
like it? Because it was engaging and applicable to the novel
study.

Time

1 min

2 min

Expectations for Learning and

Behaviour
Advance Organizer/Agenda
Transition to Body

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3

Students are expected to listen and participate in discussions and

activities. I also expect each student to provide constructive
feedback.
Students have an understanding of their own majors Program of
Study. They can apply this knowledge to compare/contrast the ELA
Program of Study.
There are 6 main components of all the GLOS in the ELA curriculum
any guesses as to what they are?
If necessary provide hint to the students that we have went
over these 6 in Language class last week
Write on white board - Listen, Speak, Read, Write, View, &
Represent
These 6 elements of the curriculum are listed in each GLO
from K-12 and form the basis of the GOs and SOs
Body
Developing knowledge of the ELA Program of Studies
Reading tag for the ELA Handout
Have the students read to where they are comfortable and
then call the name of someone else to continue reading
Read the importance, aims, general outcomes, curriculum
lab resources, senior sequences, and illustrative example
This is an effective reading practice that forces the students
to pay attention and listen (incorporating reading and
listening GOs)
Ask if there are any questions
Verbal Task students are reading aloud and engaging with the
information
Observation ensure students are reading and following along
How to read the ELA Program of Studies
ELA Program of Studies is written differently than other
disciplines
Now using the knowledge the students gained from the ELA
handout we will label the ELA Program of Studies
Focusing on General Outcomes, Specific Outcome
Statements, Headings, Subheadings, and Side Headings
There are 5 labels which need to match to the poster, hand
out five of these and have students individually come up
and place the label by the arrow they think it belongs. They
can consult their peers.
Afterwards, offer the students a chance to ask questions
If there is time and I notice the students are struggling I can
ask the students questions afterwards, where would you
find the General Outcome? List a Specific Outcome
Statement. What is the Subheading for this cluster?
Individual the students place
Collaboration the students can ask their peers for direction
Question & Answer ask students various questions regarding this
example to confirm they understand the layout
Have the students familiarize themselves with the Illustrative
Examples
Document available online and in the curriculum lab
Simple document that is easily adapted
Arrange the students in groups of 2 by matching hair color.

0.5 min
0.5 min

2 min

Time

3 min

3 min

5 min

Assessments/ Differentiation

Assessment of Learning:

Feedback From Students:

Feedback To Students
Transition To Next Lesson

Sponge Activity

The pairs will read the Illustrative Examples and choose an

SO and Illustrative Example they could incorporate into
their Grade 3 classroom subsequently after reading the
poem, Together We Are Canada.
Students must adapt the given Illustrative Example so that
it applies to the Canadian poem
Students are asked to adapt an example under Grade 3,
General Outcome 2 which has been flagged with post-it
note.
Have them report their example to the group
If students are struggling I can give my example first, if not I
will conclude with it
My example of an SO I could incorporate: Construct
meaning from text (2.2). SO- Connect portrayals of

characters or situations in oral, print and other media texts

to personal and classroom experiences
Adapted Illustrative Example - After reading Together We
are Canada, students write a journal entry about how
they feel about Alberta and what it means to them.
Discuss about the flexibility of these illustrative examples

This may take longer if the students are not understanding

what the Illustrative Examples are and their usefulness. If
this is the case I will finish this portion of the lesson and
skip the exit slip.
Collaboration students work in pairs to adapt an illustrative
example
Observation observe the students group work and provide probes
if necessary
Discussion facilitate a discussion towards the flexible nature of the
illustrative examples, how they can be easily adapted, and are great
resources
Closure
Exit Slip
Share something you learned today about the ELA Program
of Studies
Share a question you still have that you wish I would have
answered
Ask: Did you like the overview? Which activity was your favorite?
Most useful?
Thank the students for being great listeners and participated in the
activities.
Either or:
1) Explore the Illustrative Examples further and look at their
applicability if the students needed more time
2) Or use the Program of Studies and Illustrative Examples to
plan 3 consecutive ELA lessons

Time

2 min

1 min

Students will explore the Curriculum laboratory section 800 to view the English resources
available for there use both to take home and in-library use. Students can browse through
the literature and check out any books or resources they are interested in.

Self-Assessment
Description
I think my presentation on the ELA Program of Study went exceptionally well. I was very nervous
preparing for this assignment as I was unsure how to best describe the ELA Program of Study in just 20 short
minutes. I was able to stick to my lesson plan tightly and complete the three learning activities I had planned. I
was surprised that I finished two minutes early and I did not know what to do with this time, as I was not
expecting to fall short.
I was able to talk my students through the successful completion of the three activities. My peers were
engaged and participated willingly. I did not have to force them to answer as they happily volunteered their
contributions. At one point, a peer asked me for to clarify my instructions. This is not something I had planned
for in my lesson plan. I should have explained the assignment in two different ways in order for the students
to understand the activity further.
In my lesson plan, I arranged time for question and discussion following each activity. The discussions
generally went quite well, but I was shocked that the question time was not needed. This is where I gained
two minutes of time. I am unsure if my peers were just overwhelmed with information and could not think of
questions or if they did not have any questions. Either way this is a step I had to include to confirm peers
questions were being acknowledged.
I was surprised how easy it was to follow the lesson plan as a simple guide. When I was filling in my
lesson plan with information and all possibilities, I was nervous that I would end up simply reading my lesson
plan and becoming consumed in it rather than using it to facilitate my presentation. I only practiced my
presentation twice but still had a good enough understanding of the material and the activities that I could
use the plan as a guide. I would quickly glance at the guide while the students were working collaboratively
and ensure that I was on track. I appreciated having a detailed lesson plan because at one point the students
were unresponsive and I look at my lesson plan where I had written probing questions to encourage student
thought.
Strengths
My peers appreciated that I used the Canada poem as an attention grabber. I think this was a great
introduction not only to the ELA curriculum, but also to any discipline area. Poems, stories, and novels are a
great way to get the class interested in the lesson and this was an effective time to integrate them.
I received positive feedback regarding the activity where we labeled the Programs of Study. My peers
found this engaging and informative. I was able to see which of my peers were struggling with reading the ELA
Programs of Study. This was a unique activity where the students were able to get up and move. I think I did a
good job getting the students involved in the activities rather than having them remain seated.
I feel like I did a great job of providing an overview of the ELA Program of Study to my peers. This was
confirmed through the lack of student questions regarding my content. I think this confirms that the
presentation was clear and concise and did not leave any questions unanswered. Another way I can confirm
that this was done is through the exit slips I had my peers complete. After completing my lesson and the three
activities, I asked my peers to list a question that they still had regarding ELA on the bottom of their exit slip.
None of the students listed a question.

Weaknesses
My peers commented on my body language with regards to my stance. They commented that my legs
were crossed and I had a slight slouch. This is something I need to work on as it comes off as very
unprofessional and informal. It is also a bad habit that I need to break early before I am in the classroom.
As my presentation ended two minutes early, I should have described my sponge activity to my peers in
these two minutes. They would not have had to complete the task, but it would have filled the time rather
than just ending the presentation early. This was okay in our situation as university students, but in an
elementary class this extra time could be chaotic. I need to work on filling the whole class block to avoid free
time.
This is the only feedback I got from my peers regarding improvements. However I think I could have paid
more attention to the assessment portion of my lesson plan. For the assessment component I had written
observation, however looking back I do not remember consciously assessing through observation at these
points. I think this is something I should work on as I should always be watching and taking note of who is
getting it and who is struggling.
Implications for Professional Growth
As I noted above there are some adjustments I can make in order to grow as a future educator. I will
make an effort to focus on my professor and peers body language when they are teaching lessons to use as
an exemplar in an attempt to change my habits before entering the field.
This assignment made me set some personal goals for myself during my PSI. I would like to put as many
resources, ideas, questions, and discussion prompts in my lesson plans during my placement. I found that
having a flexible, yet strict plan allowed me to stay calm during my lesson. Throughout the entire presentation
I knew what I was aiming for and how I was going to get there. I never felt like I was winging it. The detailed
lesson plan allowed me to enjoy the lesson. I am a person who likes to be organized and have a plan, so the
lesson plan gave me the freedom to take the lesson in many directions, but still provided structure to my
lesson. I aspire to continue to do this throughout all my lesson plans.
I loved that I incorporated a lot of discussion into my lesson. I believe teaching is a collaboration
between not only the students, but the student and teacher as well. Discussions allow the students and
teacher to interact and discuss issues presented throughout the year. I think it is important to let the students
point of view be heard. A classroom should not be an environment directed by a teacher but should be an
environment where the teacher facilitates and encourages student work and discussions. I do not agree with
the teacher talk and students listen learning strategy.