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

UNITTOPICHOURS
Unit 1Writing Development: Essays and Responses15
Unit 2People are Crazy: Lord of the Flies25
Unit 3Shakeperian Tragedy: Romeo and Juliet25
Unit 4Short writing: Poetry and Short Stories20
Unit 5EQAO: Literacy Test Prep10
Unit 6Culminating Unit: Independent Study Unit and Final Exam15
Total110
UnitTitlesLength
1Design Principles / Digital Illustration25 Hours
2Graphic Design / Image Editing and Hybridization25 Hours
3Art Analysis / Contemporary Media Artists / Presentation18 Hours
4Animation and Video Editing18 Hours
5Final Project20 Hours
6Exam2 Hours
Total110 Hours

Oral Communication

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.

 

Writing

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.

 

Media Studies

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.

 

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)XClass Activity (teacher Facilitation)X
Direct Instruction (discussion possible)XExperiential learning (Learn by doing)X
Class DiscussionXWorksheet/SurveysX
Small Group DiscussionXIndividual or Group ResearchX
Parnter Discussion ConferencingXTeaching ModellingX
1:1 ConferencingXText-based modelingX
Teacher reading to classXUse of computers/internetX
Silent (Individual) readingXUse of Audio or Video MaterialsX
Group Based ReadingXRole PlayingX
Independent work (teacher facilitationXPresentationsX
Group work (teacher facilitation)XGuest Speaker/Interviews/Questions
BrainstormingXField 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 ChartX
Marking SchemesX
RubricsX
ChecklistsX
Self/Peer AssessmentX
Anecdotal RecordX

 

 

 

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 MarkCategories 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.
  1. William Golding, Lord of the Flies
  2. William Shakespeare Romeo and Juliet
  3. Teacher create resources