Saskatchewan · Grade 11
English Language Arts 20
Saskatchewan’s Grade 11 English course, from Comprehend and Respond to Assess and Reflect.
- Units
- 3
- Lessons
- 3
- Skills
- 14
- Provincial exam
- None
- Official curriculum
- Saskatchewan Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 6 skills
Comprehend and Respond
Responding to and Interpreting Texts
Responding to identity texts (Relationships with Family and Others)
I can respond personally and critically to identity texts about relationships, drawing on diverse First Nations, Métis, Saskatchewan, Canadian, and international works.
Official code: CR 20.1
Responding to social-responsibility texts (Evolving Roles and Responsibilities)
I can respond to social-responsibility texts and explain how society and culture shape a text's content, form, and language.
Official code: CR 20.1
Responding to social-action texts (The Past and the Present)
I can respond to social-action texts and explain how texts reveal and shape our understanding of human diversity across past and present.
Official code: CR 20.1
Viewing and evaluating media and advertising critically
I can view visual, multimedia, and digital texts critically and evaluate the persuasive techniques in advertising.
Official code: CR 20.2
Listening to and evaluating speeches and instructions
I can listen critically to speeches and instructions, evaluate the speaker's persuasion, and follow spoken directions accurately.
Official code: CR 20.3
Reading increasingly complex literary and informational texts
I can read increasingly complex literary and informational texts closely, analyze their elements, and compare points of view.
Official code: CR 20.4
The official wording · 6 outcomes
- CR 20.1
- View, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, Canadian, and international texts that address: • identity (e.g., Relationships with Family and Others);
- CR 20.1
- texts that address: • social responsibility (e.g., Evolving Roles and Responsibilities); and
- CR 20.1
- texts that address: • social action (agency)(e.g., The Past and the Present).
- CR 20.2
- View, comprehend, and develop coherent and plausible interpretations of informational and literary First Nations, Métis, Saskatchewan, Canadian, and international texts (including multimedia advertising) that use specialized visual features including illustrations, photographs, art works, maps, charts, graphs.
- CR 20.3
- Listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate informational and literary First Nations, Métis, Saskatchewan, Canadian, and international texts, including spoken instructions, and argumentative and persuasive speeches.
- 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.
Key ideas
Identity texts explore how relationships with family and others shape who we are; the ELA 20 text-set deliberately spans First Nations, Métis, Saskatchewan, Canadian, and international authors.
Strong response connects your own experiences, observations, opinions, and emotions to the text, and analyzes, compares, and evaluates viewpoints — especially when responding to First Nations and Métis texts and themes.
Social-responsibility texts explore how roles and responsibilities evolve; responding well means examining the themes, values, and beliefs a text presents.
Society and culture shape the content, forms, and language of texts (including digital texts) — identifying that shaping deepens interpretation.
Social-action (agency) texts explore how the past shapes the present and what people can do about it — the sense that individuals and communities can act.
Watch out for
- Reducing diverse identity texts to a single, familiar experience of family.
- Offering only a personal reaction without analyzing or comparing viewpoints.
- Reading a text as if it were culture-neutral, missing how its context shaped it.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 6 skills
Compose and Create
Creating and Communicating Texts
Creating identity texts (Relationships with Family and Others)
I can create an identity text about relationships with a clear thesis, convincing detail, and a coherent conclusion.
Official code: CC 20.1
Creating social-responsibility texts (Evolving Roles and Responsibilities)
I can create a social-responsibility text and write a research essay that marshals evidence for a clear thesis with correct citations.
Official code: CC 20.1
Creating social-action texts (The Past and the Present)
I can create a social-action text, such as a website that informs and fosters social action on a local issue.
Official code: CC 20.1
Presenting a dramatized interview
I can create and present a dramatized interview of a literary character or real person, staying in role.
Official code: CC 20.2
Speaking in formal and informal situations
I can present ideas in formal situations — including a dramatic reading and introducing a speaker — and work effectively in groups.
Official code: CC 20.3
Writing informational and literary essays
I can write informational forms (explanation, application letter and résumé, argumentative essay) and literary forms (reflective essay, literary analysis) that fit their purpose.
Official code: CC 20.4
The official wording · 6 outcomes
- CC 20.1
- Create a range of visual, multimedia, oral, and written texts to explore: • identity (e.g., Relationships with Family and Others);
- CC 20.1
- Create a range of visual, multimedia, oral, and written texts to explore: • social responsibility (e.g., Evolving Roles and Responsibilities); and
- CC 20.1
- Create a range of visual, multimedia, oral, and written texts to explore: • social action (agency)(e.g., The Past and the Present).
- CC 20.2
- Create visual or multimedia presentations using dramatization or role play, including a presentation of an interview of a literary character (or author or historical or contemporary person) from a First Nations, Métis, Saskatchewan, Canadian, or international text.
- CC 20.3
- Speak to present ideas and information appropriately in informal (including discussions and collaborative work) and formal (including an interview, a dramatic reading, and introducing and thanking a speaker) situations.
- 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.
Key ideas
Creating an identity text means connecting your ideas, observations, opinions, and emotions and building them around a clear thesis with convincing detail.
A created text needs unity, coherence, and emphasis in a logical progression, with a style, voice, and format appropriate to audience and purpose, and a justifiable conclusion.
A research essay (roughly six to ten pages) marshals evidence in support of a clear thesis, paraphrasing and summarizing arguments accurately to support or refute it.
Ethical research documents quotations, paraphrase, and other information in a standard format and cites sources correctly.
Texts about social action connect the past to present issues and aim to prompt responsible action; a website for this purpose needs clear identification, user-friendly navigation, and web-appropriate language.
Watch out for
- Writing about relationships with no controlling thesis or logical progression.
- Reaching a conclusion the details do not justify.
- Assembling sources without a controlling thesis they support or refute.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
Assess and Reflect
Assessing Ability and Planning Growth
Assessing own language abilities
I can assess my own ability across the six language processes and identify where to improve.
Official code: AR 20.1
Setting goals and plans from self-assessment
I can set goals and a plan for my language learning based on my own self-assessment.
Official code: AR 20.2
The official wording · 2 outcomes
- AR 20.1
- Assess own ability to view, listen, read, speak, write, and use other forms of representing effectively.
- AR 20.2
- Establish goals and plans for personal language learning based on self-assessment of achievements, needs, and interests.
Key ideas
Self-assessment covers all six processes — viewing, listening, reading, speaking, writing, and representing — honestly naming strengths and areas to develop.
It includes evaluating your own contribution to the group process and seeking support where needed, and explaining why a new understanding or skill matters.
Goals grounded in self-assessment target your real achievements, needs, and interests — not a generic 'do better.'.
A plan considers alternative ways of reaching a goal and includes recognizing and celebrating accomplishments along the way.
Watch out for
- Assessing only writing and ignoring viewing, listening, speaking, and representing.
- Rating yourself without evidence from your actual work.
- Setting goals unconnected to your actual self-assessment.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Saskatchewan’s own curriculum for English Language Arts 20.
Textbooks
The textbooks Saskatchewan Ministry of Education lists for English Language Arts 20:
- Crossroads 10
- Imprints 11
- Live Ink 9-10
- Nelson Language and Writing 11
- SightLines 10
From core resources, read October 27, 2026. curriculum.gov.sk.ca
Study it in MapleMind
MapleMind teaches English Language Arts 20 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep English Language Arts 20 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 23
- Fillable fields
- 1,112
- Price
- $4.99
Questions about English Language Arts 20
What is English Language Arts 20?
Saskatchewan’s Grade 11 English course: 3 units and 14 skills, from Comprehend and Respond to Assess and Reflect.
What units are in English Language Arts 20?
1. Comprehend and Respond, 2. Compose and Create and 3. Assess and Reflect.
Is there a provincial exam for English Language Arts 20?
No. Saskatchewan gives no provincial exam for English Language Arts 20.
What textbook does English Language Arts 20 use?
The textbooks Saskatchewan Ministry of Education lists for English Language Arts 20: Crossroads 10, Imprints 11, Live Ink 9-10, Nelson Language and Writing 11 and SightLines 10.
What comes after English Language Arts 20?
English Language Arts A30 / B30.
Can MapleMind help with English Language Arts 20?
Yes. MapleMind teaches every skill of English Language Arts 20, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
Get ready for English Language Arts 20
Practise every skill of English Language Arts 20 in MapleMind, free with daily limits.
