Amanda Omilon

Long Range Plan

Catholic Central High School
Fall 2019

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 1

Permission to copy granted to individual users.
 Program Outline
Throughout both my 20-1 and 20-2 English courses, the learning outcomes listed below will be fulfilled in a
variety of ways using a variety of formative and summative assessments.

General Outcome 1
Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
1.1 Discover possibilities
1.1.1 Form tentative understandings, interpretations and positions
1.1.2 Experiment with language, image and structure
1.2 Extend awareness
1.2.1 Consider new perspectives
1.2.2 Express preferences, and expand interests
1.2.3 Set personal goals for language growth

General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia
forms, and respond personally, critically and creatively.
2.1 Construct meaning from text and context
2.1.1 Discern and analyze context
2.1.2 Understand and interpret content
2.1.3 Engage prior knowledge
2.1.4 Use reference strategies and reference technologies
2.2 Understand and appreciate textual forms, elements and techniques

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 2

Permission to copy granted to individual users.
 2.2.1 Relate form, structure and medium to purpose, audience and content
2.2.2 Relate elements, devices and techniques to created effects
2.3 Respond to a variety of print and nonprint texts
2.3.1 Connect self, text, culture and milieu
2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts
2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts

General Outcome 3
Students will listen, speak, read, write, view and represent to manage ideas and information.
3.1 Determine inquiry or research requirements
3.1.1 Focus on purpose and presentation form
3.1.2 Plan inquiry or research, and identify information needs and sources
3.2 Follow a plan of inquiry
3.2.1 Select, record and organize information
3.2.2 Evaluate sources, and assess information
3.2.3 Form generalizations and conclusions
3.2.4 Review inquiry or research process and findings

General Outcome 4
Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and
artistry of communication.
4.1 Develop and present a variety of print and nonprint texts
4.1.1 Assess text creation context
4.1.2 Consider and address form, structure and medium
4.1.3 Develop content

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 3

Permission to copy granted to individual users.
 4.1.4 Use production, publication and presentation strategies and technologies consistent with context
4.2 Improve thoughtfulness, effectiveness and correctness of communication
4.2.1 Enhance thought and understanding and support and detail
4.2.2 Enhance organization
4.2.3 Consider and address matters of choice
4.2.4 Edit text for matters of correctness

General Outcome 5
Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
5.1 Respect others and strengthen community
5.1.1 Use language and image to show respect and consideration
5.1.2 Appreciate diversity of expression, opinion and perspective
5.1.3 Recognize accomplishments and events
5.2 Work within a group
5.2.1 Cooperate with others, and contribute to group processes
5.2.2 Understand and evaluate group processes

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 4

Permission to copy granted to individual users.
Throughout these courses, I will use a variety of strategies to meet the required learning outcomes. Below is a list of strategies that will help
achieve these outcomes. They include, but are not limited to:

 Discussions & Reflections (written/verbal/etc.)

o Think/Pair/Share
 Student Presentations (group/individual)
 Various Assignments/Tests/Quizzes
 Use of technology (audio/visual)
 Graphic organizers
 Short videos
 Daily Journals
 Mind Map Activities
 Exit Slips

*There will also be essays throughout each quarter: two for the 20-1 class and three for the 20-2.

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 5

Permission to copy granted to individual users.
 Potential Instruction Accommodations
Written Expression
Reading Difficulties Attention Difficulties Memory Difficulties
Difficulties
 Use less difficult reading  Reduce volume of work  Provide alternative  Provide written
material.  Break long-term assignments seating directions
(No Fear Shakespeare) into manageable tasks (near teacher, facing  Provide specific
 Reduce amount of required  Extend time for completing teacher, at front of class, directions/process for
independent reading assignments between well-focused turning in assignments
 Set time limits for specific  Offer alternative assignments students, away from  Provide checklists
task completion  Allow student to work on distractions)  Read and discuss
 Enlarge text of worksheets homework while at school  Provide additional or standard directions
and reading materials  Permit use of scribe or audio personal work space several times at start of
 Extend time to complete recorder for answers (student  Permit movement during test or assignment
tests and assignments should include specific class activities  Provide written and
 Read tests/assignments instructions about  Provide directions in verbal cues
aloud to students punctuation and written form (on board,  Give reminders
 Read standard directions paragraphing) using different coloured frequently
several times at the start of  Focus on content rather than markers so the student  Remind 101 Texts
the exam spelling and punctuation doesn’t get lost in the
 In written directions, use  Accept point form responses instructions)
diction that is rather than complete  Set time limits for a
understandable to all sentences specific task
 Allow students to take
breaks during set tasks
 Provide a quiet,
distraction-free area for
assignments and tests
 Provide checklists

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 6

Permission to copy granted to individual users.
Subject: English 20-1 Year:
Long Range Plan
Teacher: Amanda Omilon
Topic Dates Major Objectives Evaluation Plan
Materials and
Resources
Shakespeare Sept 3 to Students will work to understand the language of Shakespeare Macbeth play Quizzes
Sept 20 and the danger that darkness and power can have on innocence. Unit Test
A strong focus on GLO 1 and 2.

Lord of the Flies Sept 23 Students will focus on key themes of this novel, especially the Lord of the Flies Quizzes
to Oct 11 loss of innocence. The students will dive into aspects of novel Unit Test
religion within the novel and what effect it has. A prominent Final Project
focus on GLO 2

Short Stories Oct 15 to The students will read through a few stories, annotating the Copies of stories Quiz
Oct 18 meaning and symbolism behind them. This will give students a Theme Presentation
chance to uncover themes, meanings, and symbols on their
own, preparing them for the next step. A focus on GLO 3 and
4.
Poetry Oct 21 to Students will learn about the figurative terms used in poetry, as Poems Formative (students
Oct 24 well as the themes used in spoken word poems to administer create their own poetry)
their strength. Students will partake in a poetry bracket, voting
for the best poems based on style, effectiveness, and theme.
After being immersed into a variety of spoken word poems,
students will create their own. A focus on GLO 3 and 4.
Film Study Oct 28 to Students will learn about the different techniques in film and The Lord of the Formative Response
Oct 31 how these techniques create power. The students will also Rings film Questions
capture the nuance of different religions and the meanings
behind them. A focus on GLO 3, 4, and 5.

All units will include GLO 5 with an emphasis on administered group work. Specific outcomes will be more specific in unit and
lesson plans.

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 7

Permission to copy granted to individual users.
 Evaluation Plan Macbeth Lord of the Flies Short Stories Poetry (Various) Film (LOTR)
(Various)
Formative  Observations  Observations  Observations  Observations  Observations
Assessment (As  Discussion  Mind maps  Discussions  Discussions  Discussions
and For (group and  Think, pair,  Group work  Tea Party  Response
Learning) whole class) share  Exit Slips  Journals Questions
 Think, Pair,  Journals  Think, pair,  Think, pair,  Journals
Share  Discussion share share  Think, pair,
 Journals  Group work  Journals share
 Learning  Fallout
Guide Scenario
 Job  Vote
Interviews Activity
 Exit Slips Debate
 Mucking  Poster
with Gallery
Macbeth  Lady of the
 Newspaper Flies
Article

Summative  Quizzes  Quizzes  Thematic

Assessment (Of  Unit Test  Final Presentation(s)
Learning) Creative
Project

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 8

Permission to copy granted to individual users.
Subject: English 20-2 Year:
Long Range Plan
Teacher: Amanda Omilon
Topic Dates Major Objectives Evaluation Plan
Materials and
Resources
Short Stories Nov 13- Students will work to understand the method behind short Various Short Quiz
15 + 25th stories, and the strength that shorter writing can have on the Stories
reader. A focus on GLO 3, 4, and 5.

Film Study Nov 19- Students will learn about the different techniques in film and Rain Man Quiz
22 how these techniques create power. The students will also look Test
at a variety of themes such as growth in one’s confidence and
newly found identity.
A focus on GLO 1 and 2.
-GLO 5

Novel: Why is human Nov 26- The students will be immersed into FNMI literature, looking at -Of Mice and Men Quizzes
connection important Dec 13 life on reserves and Indigenous culture. In this novel, there will Test
in an individual’s life? be a focus on reconciliation, forgiveness, and understanding. A Essay
focus on GLO 1, 2, 3, and 4. Project
-GLO 5

Play Dec 16- Students will learn about the aspects and techniques of plays. The Drawer Boy Quiz
20 The students will have an interactive chance to respond to the
play independently and collaboratively to gain a greater
understanding of the power of text. A focus on GLO 1, 2, 3,
and 4.
-GLO 5
Poetry/ Film Study Jan 6-17 Students will learn about the figurative language poets use Variety of poems Quiz
when creating poems and songs. The students will look into Film: Castaway Test
how they themselves connect to poetry, even when they don’t Spoken Word Piece
realize they are. A prominent focus on GLO 2, with a focus on
GLO 1 and 4.
-GLO 5
Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 9
Permission to copy granted to individual users.
 Evaluation Plan Short Stories Poetry Novel Play Film (Rain Man and
Castaway)
Formative  Observations  Observations  Observations  Observations  Observations
Assessment (As  Discussion  Mind maps  Discussions  Discussions  Discussions
and For (group and  Think, pair,  Group work  Journals  Response
Learning) whole class) share  Exit Slips  Think, pair, Questions
 Think, Pair,  Journals  Think, pair, share  Journals
Share  Discussion share  Group  Think, pair,
 Journals  Group work  Journals activities share
 Exit Slips  Gallery  Writing
Walks Activities
 Experimental
Poetry
Activities
Summative  Test  Quizzes  Quizzes  Quiz  Test
Assessment (Of  Quiz  Spoken  Project  Quizzes
Learning) Word  Essay
 Test

Copyright © Resource Development Services, Edmonton Public Schools, 1998 Appendix 10

Permission to copy granted to individual users.