ENG2D - Grade 10 English
Course Code: ENG2D
Course Type: Academic
Prerequisite: English, Grade 9
Course Description
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 analyze 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.
Course Outline
UNIT | TOPIC | HOURS |
Unit 1 | Writing Development: Essays and Responses | 15 |
Unit 2 | People are Crazy: Lord of the Flies | 25 |
Unit 3 | Shakeperian Tragedy: Romeo and Juliet | 25 |
Unit 4 | Short writing: Poetry and Short Stories | 20 |
Unit 5 | EQAO: Literacy Test Prep | 10 |
Unit 6 | Culminating Unit: Independent Study Unit and Final Exam | 15 |
Total | 110 |
Unit | Titles | Length |
---|---|---|
1 | Design Principles / Digital Illustration | 25 Hours |
2 | Graphic Design / Image Editing and Hybridization | 25 Hours |
3 | Art Analysis / Contemporary Media Artists / Presentation | 18 Hours |
4 | Animation and Video Editing | 18 Hours |
5 | Final Project | 20 Hours |
6 | Exam | 2 Hours |
Total | 110 Hours |
Oral Communication
By the end of this course, students will:
- Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
- Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
- 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:
- 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.
- Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.
- Reading With Fluency: use knowledge of words and cueing systems to read fluently;
- 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.
Writing
By the end of this course, students will:
- Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
- 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;
- 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;
- 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.
Media Studies
By the end of this course, students will:
- Understanding Media Texts: demonstrate an understanding of a variety of media texts;
- 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;
- Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
- 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.
Title
Along with some of the strategies in the assessment for, as, and of learning charts below, strategies will include (but not be limited to):
Strategies marked with “X” are used in the course | |||
Direct Instruction (teacher-led) | X | Class Activity (teacher Facilitation) | X |
Direct Instruction (discussion possible) | X | Experiential learning (Learn by doing) | X |
Class Discussion | X | Worksheet/Surveys | X |
Small Group Discussion | X | Individual or Group Research | X |
Parnter Discussion Conferencing | X | Teaching Modelling | X |
1:1 Conferencing | X | Text-based modeling | X |
Teacher reading to class | X | Use of computers/internet | X |
Silent (Individual) reading | X | Use of Audio or Video Materials | X |
Group Based Reading | X | Role Playing | X |
Independent work (teacher facilitation | X | Presentations | X |
Group work (teacher facilitation) | X | Guest Speaker/Interviews/Questions | |
Brainstorming | X | Field Trip |
Every unit of study includes assessment for learning, assessment as learning, and assessment of learning. Assessment for learning will be used at the beginning of the unit to identify the student’s learning strengths and challenges in order to help determine the starting point for instruction and plan, and modify and adjust learning strategies. Assessment as learning will occur throughout the learning process to provide students with information and feedback in order to improve their learning and achievement of the curriculum expectations. Assessment of learning, which occurs at the end of units and the course, will give students an opportunity to synthesize, apply, and demonstrate their learning.
Assessment Tools
The four-level Achievement Chart | X |
Marking Schemes | X |
Rubrics | X |
Checklists | X |
Self/Peer Assessment | X |
Anecdotal Record | X |
STRATEGIES FOR ASSESSMENT & EVALUATION OF STUDENT PERFORMANCE:
Assessment as Learning
Student Product
· Learning Logs
· Exit Cards
· Worksheets
· Research Planners
· Journal/Reflection
· Pre-tests
· KWL Charts
Observation
· Class Discussions
· Art Exhibits
· Performance Tasks
· Pair Brainstorming
Conversation
· Student-teacher
conference
· Pair Work
· Small Group Discussion
· Recapitulations
· Self/Peer assessment
Assessment for Learning
Student Product
· Graphic Organizers
· Pop Quizzes
· Reading Logs
· Portfolio
· Rough Drafts
· Webbing/Mapping
· Peer Feedback
· Word Wall
· Assignments
· Journals
· Research
· WorksheetS
Observation
· Performance Tasks
· Problem-solving (process-focussed)
· Power-point Presentation
· Class Discussions
· Literary Circle
· Read aloud
· Role Playing
· Direct Instruction
Conversation
· Socratic sessions
· Peer Feedback
· Literary Circle
· Peer Editing
· Student-teacher Conferences
· Debate
Assessment of Learning
Student Product
· Tests
· Exams
· Portfolio
· Essays (Final Drafts)
· Advocacy Adverts
· Creative Pieces
(Poetry; Writing in Role)
· Multimedia Presentations
· Reviews
· Assignments
Observation
· Performance Tasks
· Multimedia Presentations
· Debate
· Read Aloud
· Role Playing
Conversation
· Portfolio Conferences
· Simulated Talk Shows
· Oral tests
· Student – Teacher conferences
· Literary Circles
THE FINAL GRADE:
Percentage of Final Mark | Categories of Mark Breakdown |
70% | Assessment of Learning Tasks throughout the term |
30% | Final Project 30% |
The balance of the weighting of the categories of the achievement chart throughout the course is:
Knowledge and Understanding 25% Thinking/Inquiry 25%
Communications 25% Applications 25%
Instructional Approaches
Teachers in the school are expected to:
- Clarify the purpose for learning
- Help students activate prior knowledge
- Differentiate instruction for individual students and small groups according to need
- Explicitly teach and model learning strategies
- Encourage students to talk through their thinking and learning processes
- Provide many opportunities for students to practise and apply their developing knowledge and skills
- Apply effective teaching approaches, involve students in the use of higher level thinking skills
- Encourage students to look beyond the literal meaning of texts
Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways:
- Individually
- Cooperatively
- Independently with teacher direction
- Through investigation involving hands-on experience
- Through examples followed by practice
Program Considerations for English Language Learners
Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in the classroom. These strategies include:
- Modification of some or all of the subject expectations depending on the level of English proficiency
- Use of a variety of instructional strategies (visual cues, graphic organizers, scaffolding, previewing of textbooks, pre-teaching of key vocabulary, peer tutoring, strategic use of students’ first languages)
- Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity)
- Use of assessment accommodations (e.g., granting extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English)
Anti-discrimination Education
Learning resources reflect students’ interests, backgrounds, cultures, and experiences. Learning materials:
- Involve protagonists of both sexes from a wide variety of backgrounds
- Reflected in the diversity of Canadian and world cultures, including those of contemporary First Nations, Metis, and Inuit peoples
- Include, in english, the use of short stories, novels, magazine and newspaper articles, television programs, and film
- Provide opportunities for students to explore issues relating to their self-identity
- Make students aware of the historical, cultural, and political contexts for both the traditional and nontraditional gender and social roles represented in the materials they are studying.
Literacy and Inquiry/Research Skills
The school emphasizes the importance of the following:
- Using clear, concise communication in the classroom involving the use of diagrams, charts, tables, and graphs
- Emphasizing students’ ability to interpret and use graphic texts.
- Acquiring the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopaedias, interviews, videos, and the internet.
- Learning that all sources of information have a particular point of view
- Learning that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways.
Role of Technology
Information and communications technologies (ICT) tools used in many ways:
- Students use multimedia resources, databases, Internet websites, digital cameras, and word-processing programs
- They use technology to collect, organize, and sort the data they gather and to write, edit and present reports on their findings
- Students are encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups an use computer technology and/or internet websites to gain access to museums and archives in Canada and around the world.
- Students use digital cameras and projectors to design and present the results of their research to their classmates
- The school plans to use ICT to connect students to other schools and to bring the global community into the classroom
- Students are made aware of issues of internet privacy, safety, and responsible use, as well as the potential for abuse of this technology, particularly when it is used to promote hatred.
- William Golding, Lord of the Flies
- William Shakespeare Romeo and Juliet
- Teacher create resources