Prerequisites: English ENG1D or ESLDO
This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparation course.
By the end of this course, students will:
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
Reading and Literature Studies
By the end of this course, students will:
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
By the end of this course, students will:
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
By the end of this course, students will:
1.Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
OUTLINE OF COURSE CONTENT
|Unit||Name of Unit||Time Allocated in Hours|
|Unit 1||Personal Identity – What makes me, me?||22|
|Unit 2||Conflict and Resolution||23|
|Unit 3||Facing and Speaking the Truth||23|
|Unit 4||Romeo and Juliet||20|
|Unit 5||Book Club||19|
TEACHING / LEARNING STRATEGIES
A variety of teaching and learning strategies will be used in this course to meet the needs of a diverse range of learners.
|· Journal Responses
· Graphic Organizers
· Reading Guides
· Independent Reading
· Media Analysis Guides
· Text Annotation
· Vocabulary Acquisition Strategies
|· Writing Guides
· Brainstorming / Concept Mapping
· Graphic Organizers in Writing
· Writing Outlines
· Opinion Writing
· News Paper Article Writing
· Peer Revision
· Personal Reading Habits Improvements
· Reflective Activities
STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE
Assessment and Evaluation
Many forms of assessment and evaluation will be used throughout the course and will be used to evaluate all key learning goals and reading/writing strategies in the course.
|Assessment as Learning||Assessment for Learning||Assessment of Learning|
• Meta-Moments Journal
• Reading Log
• Formative assessments
• Multiple-choice comprehension checks
• Reading strategy activities
• Writing drafts in all major forms
• Written finals drafts
• Oral Presentations
• Media Projects
• Student reflection activities
• Discussion Forums
• Revision and Writing Drafts
• Writing Activities
• Peer Assessment
• Forum Participation
• Verbal reflective Responses
• Student Teacher Conference
• Teacher Feedback and Revision Activities
• Peer Feedback and Assessment
• Student Teacher Conferences
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for the Ontario Secondary School Literacy Course.
- Term work will be 70% of the overall grade for the course;
- The summative evaluations will be 30% of the overall grade, incorporating a final written examination.
|Application||25%||Knowledge and Understanding||25%|
A Summary Description of Achievement in Each Percentage Grade Range And Corresponding Level of Achievement
|Percentage Grade Range||Achievement Level||Summary Description|
|80–100%||Level 4||A very high to outstanding level of achievement. Achievement is above the provincial standard.|
|70–79%||Level 3||A high level of achievement. Achievement is at the provincial standard.|
|60–69%||Level 2||Moderate level of achievement. Achievement is below, but approaching the provincial standard.|
|50–59%||Level 1||A passable level of achievement. Achievement is below the provincial standard|
|Below 50%||Level R||Insufficient achievement of curriculum expectations. A credit will not be granted|
RESOURCES REQUIRED BY THE STUDENT
ENG2D Online Course of Study
A Book Club novel (title approved by the teacher)
PROGRAM PLANNING CONSIDERATION
Role of Technology in the Curriculum
Rosedale Academy courses leverage the power of information and communication technologies to provide rich, dynamic learning experiences. Students explore, evaluate and create concepts and works using a wide array of digital tools. They demonstrate their learning through text, video, voice and visual assignments that teach multi-literacy and media skills. Students also enhance their computer and technology skills in ways that are useful for their future academic and personal pursuits.
Rosedale teachers get to know their learners, provide rich, descriptive feedback and assess student contributions and products AS, FOR and OF learning through digital technologies. They enable rapid feedback and communication at any time without borders in our global community.
|Discussion forums||Whole class discussion (written)||Creates a record of each student’s contributions.|
|Group activities||Small group collaboration and discussions (written)||Encourages student participation; creates a record.|
|Live Skype sessions||Toronto teacher leads the lesson with students as a class||Observations of whole class and individual students|
|VoiceThread||Whole Class Discussion
|Creates a foundation for rich interactive oral language activities|
|Databases||Students upload words, phrases, files, surveys, etc. to the database for peer assessment, presentation, or research.||Student-centered data, peer assessment (as learning)|
|Glossary||Vocabulary reference and recording||Allows students to reference key course vocabulary and make contributions to help other students|
|Dynamic Lists OR Brainstorming Lists||Allows students to brainstorm together by adding words/phrases to a list or lists that dynamically adds student contributions||Quick and live updates. Can be used like a live chat with all students. Allows for peer assessment as learning.|
|Image Caption / Response||Students write captions for / Responses to images and the image is shared with all students||Enhances thinking skills and allows for peer assessment as learning|
|Workshop||Students submit work for peer assessment to Moodle.||Peers assess each others’ work based on rubrics, etc. Promotes assessment as learning|
|Peer Teaching||Students research a given topic and share their findings and opinions with other students.||Fosters discussion between students and allows for content to be learned and expressed from a student perspective|
|Padlet||Bulletin board activities showing content found around the internet||Allows a space for collaborative research for students and an opportunity to share ideas and resources|
|Thinglink||Annotation of images and text||Allows students to comment and annotate text to improve critical reading skills and complete activities|
|Journals||Small group discussions using problem solving||Improves students’ critical inquiry, and reflective thinking skills about the concepts learned within the course|
English as a Second Language
Rosedale Academy provides students with comprehensive ESL support to enhance their proficiency with the English language.
- All Rosedale Academy instructional materials and resources are designed with English Language Learners in mind. Online and face-to-face instructional resources make use of differentiated learning methods and carefully structured language. These resources support English language development as students are taking credit courses in all academic fields.
- Teachers at Rosedale Academy provide a variety of accommodations for English Language Learners. These accommodations include: extended time for tests and exams; chunking of assignments and tests; a safe space for asking questions; formative feedback; mini-lessons in spelling, sentence structure and grammar; and access to ESL resources and expert discussion.
- The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
- All teachers at Rosedale Academy are responsible for helping students to develop their ability to use English in academic courses.
This course promotes skills effective for a variety of careers and informs students of some of the career opportunities where oral and written communication is considerable assets. Students will learn how to use English to inform audiences about ideas, persuade audiences to change their opinion or buy a product, and to formulate ideas. Students will also understand the importance of social media in their search for future education and career opportunities. Finally, this course also helps to prepare students for university application by providing a unit that helps them write a persuasive application essay. Beyond the immediate needs of the student, this also course focuses on demonstrating the value of English in jobs like business where clear communication is highly valued.
Students are expected to maintain high standards of honesty and academic integrity throughout their participation in all courses. This includes avoiding any instance of fraud, plagiarism and cheating. Rosedale Academy takes the following steps to ensure academic integrity:
- Students provide photo identification
- Course assignments include audio and video components
- Teachers Skype weekly with their classes
- Students are encouraged and supported to develop original work
- Exams are proctored by adults in trusted positions
When a teacher has reasonable grounds to believe that a student has violated these standards, the school principal will review the incident and, if needed, enforce disciplinary procedures. More information about Academic Honesty may be found in section 5.3 of the school calendar.
Late and Missed Assignment
Rosedale Academy provides a flexible, self-paced learning opportunity, which allows students to proceed through each course at their own speed. Students may submit any assignment from any unit while he or she is enrolled in this course. Assignments will not be accepted once the student’s enrolment period has ended. Students must complete and submit all course requirements prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, and learning log.