Welcome to my course profile! Here, you’ll find all the details about the course, along with my ADDIE template outlining its design and structure.

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Satire, Hero’s Journey, and Character Archetypes in Children’s Literature in English Language Arts 20

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ADDIE Template

EC&I 834 ADDIE Template – ELA 20

Course Overview

This course is designed to fit within the English Language Arts 20 curriculum in Saskatchewan, Canada. It is not the entire course but modules within one of the two themes that comprise the English Language Arts 20 curriculum.

Target Audience

This course is designed for an English Language Arts 20 classroom with students aged 15 to 17.

Course Delivery

Students will complete this course using a blended learning model that combines face-to-face instruction with digital resources to enhance the learning experience. Modules will include in-person lessons supported by various classroom aids to supplement and reinforce key concepts. All coursework will be delivered synchronously to ensure students engage with the material and each other in real time. However, all learning materials and resources will be accessible online, allowing students to review content and complete activities outside of the classroom when needed.

Course Toolset

Platform: For the online portions of the course, students will synchronously utilize Canvas.

Instructional: Course will be pre-dominantly completed synchronously:

• Students will participate in several lectures during face-to-face learning. Lectures will be available to students via Canvas.
• Assignments (formative and summative) will be completed synchronously during face-to-face class time online via Canvas.

Communication: Students will have several communication tools, including announcements via Canvas and email.

Assessment Tools: Students will utilize a variety of assessment tools, including quizzes, written assessments, discussion forums, and projects completed via Canva.

Course Content and Learning Objectives

This course will focus on the ELA 20 curricular theme: Starting Out – Beginning and Becoming. The ELA 20 curriculum (p. 10) describes this theme as follows:

As we journey on the road of life, we learn about ourselves, others, and the natural and constructed worlds. Childhood and youth lay the foundation for life, for learning and experiencing, for developing personal volition, for shaping identity and sense of self, and for health and well-being. The paths of childhood and youth are not the same for all, however. For some children and youth, it is a time of wonder, imagination, inquiry, discovery, play, experimentation, and innocence; for others, it is a time of neglect, abandonment, abuse, disillusionment, pain, exploitation, and innocence destroyed. Through relationships with the social, natural, and spiritual worlds, children and youth establish their identities among family members, caregivers, friends, peers, and others. Every culture celebrates or recognizes significant developments or rites of passage in children and adolescents; these milestones may be acknowledged formally or informally. Although the roles of, and attitudes about, children and youth have developed over time and varied across cultures, by examining the complex nature of childhood and youth, we can understand how childhood and youth contribute to who we are and who we would like to be.

The ELA 20 curriculum also offers several guiding questions to foster a deeper understanding. These questions will serve as a foundation for this course:

1. How do the experiences of youth and childhood provide a foundation for life?
2. How do the experiences of childhood and youth affect our development – mentally, physically, emotionally, and spiritually?
3. What and how do play, a sense of wonder, imagination, and discovery contribute to the development of healthy children and youth? What are the benefits of developing imagination and a sense of wonder? How can a sense of wonder and imagination be fostered?
4. How do relationships with others (e.g., parents, Elders, siblings, grandparents, role models, mentors) affect the identity, values, and beliefs of children and adolescents?
5. What ways of knowing, thinking, doing, and being have you developed as a result of your relationships in childhood and adolescence?

Building on this understanding, the course will delve into children’s literature through the lens of three key ELA concepts: satire, archetypes, and the hero’s journey. Activities and assessments will be carefully designed to align with the following outcomes:

• CR 20.4: Read and demonstrate comprehension and appreciation of grade-appropriate informational (including instructions and procedural texts) and literary (including fiction, nonfiction, script, poetry, and essays) First Nations, Métis, Saskatchewan, Canadian, and international texts.
• CC 20.4: Create a variety of written informational (including an essay of explanation of a process, an application letter and résumé, and an argumentative or a persuasive essay) and literary (including a reflective or personal essay and an analysis of a literary text) communications.

Assessment

Students will complete both summative and formative assessments. Formative assessments will predominantly consist of knowledge checks through exit slips, knowledge check quizzes, and discussion forums. Summative assessment will consist of:

• Graded comprehension and reflection questions tailored to grade-specific literature
• Discussion forums based on grade-specific literature
• Film study connected to specific literature techniques
• Visual essay of explanation completed via Canva

Considerations

Adaptations:

• Materials can be adapted to meet the diverse needs of learners based on students Record of Adaptations (ROA)
  • Some potential adaptations may include extended time of tests, translation tools, and paper copies.

Attendance:

• Students who cannot attend will be able to access all materials, including face-to-face lectures, via Canvas, allowing for maximum flexibility and adaptability.

Devices/Wifi:

• Students will have access to 1:1 technology during synchronous face-to-face class time to complete work with reliable and stable internet connectivity.

Rationale

This course aligns with the Saskatchewan ELA 20 curriculum, focusing on the theme Starting Out – Beginning and Becoming. It explores how children’s literature reflects the complexities of childhood and adolescence by addressing key questions about identity, relationships, and personal growth. Through the lenses of satire, archetypes, and the hero’s journey, students will analyze how stories shape and reflect human experience, meeting curricular outcomes (CR 20.4 and CC 20.4). The course uses a blended learning model, combining face-to-face instruction with digital resources to create a flexible learning environment. Synchronous delivery ensures face-to-face interactions, while asynchronous access to materials via Canvas allows students to learn at their own pace. Assessments include formative tools like quizzes and discussion forums and summative tasks such as film studies and visual essays created on Canva. Ultimately, this course aims to inspire students to see literature as a mirror to human experiences to help them better understand themselves and the world.