ENG2J

Academy of Distance Education

 

Grade 10 English Transfer, ENG2H Course Outline

 

School Name: Academy of Distance Education

 

Department: Department of English

 

Curriculum Policy Document: The Ontario Curriculum, Grades 10 and 11: transfer courses, 2001

 

Course Developer: Department of Science

 

Course Development Date: March 2011

 

Course Title: English Transfer

 

Course Type: Academic Applied to

 

Course Level: Grade 10

 

Course Code: ENG2J

 

Credit Value: 0.5

 

Duration: 55.0 hours

 

 

 

 

 

 

 

 

Course Origin:

This course was developed by the department of English at the Academy of Distance Education using the curricular document, “Ontario Curriculum, Grades 10 and 11, Transfer Courses, 2001”

 

 

 

Course Description/ Rationale:

This transfer course will provide students who have successfully completed English, Grade 10,

Academic with an opportunity to achieve the expectations not covered in that course but

included in English, Grade 10, Applied. On successful completion of this transfer course, students

will be able to proceed to English, Grade 11, College Preparation or English, Grade 11,

Workplace Preparation.

In this transfer course, students will study informational texts and will write formal letters and

newspaper or magazine articles. The course will emphasize the correct use of language in written

and oral work and the analysis of newspapers or magazines as media forms.

Prerequisite: English, Grade 10, Academic (ENG2D)

Credit value: 0.25

 

Curriculum Content:

 

The course is divided into the following three strands namely:

 

Strand 1: Literature Studies and Reading

Overall Expectations

By the end of this course, students will:

• read and demonstrate an understanding of informational texts;

• demonstrate an understanding of the elements of form and style in informational texts with

a focus on magazines and newspapers

 

 

Strand 2: Writing

Overall Expectations

By the end of this course, students will:

• use a variety of print and electronic sources to gather information and explore ideas for

written work;

• write formal letters and newspaper or magazine articles for a particular purpose and audience;

• organize ideas and information in written work with a focus on stating and supporting

opinions and presenting information logically and coherently;

• revise, edit, and proofread to produce final drafts, using correct grammar, spelling, and

punctuation, according to the conventions of standard Canadian English.

 

Strand 3: Language

Overall Expectation

By the end of this course, students will:

• use knowledge of vocabulary and language conventions to speak, read, and write clearly,

correctly, and competently for specific purposes and audiences.

 

Course Content:

 

The course was developed into three equally divided units of study as follows in the chart:

 

Unit Title & # Description of Curricular Expectations Duration

Writing (Short Stories Essay Writing)

 

Overall Expectations of all four strands

10 hours

 

Novel Study

 

Overall Expectations of all four strands

05 hours

 

 

Media Studies

 

 

5

Total: 25 hours

 

 

Teaching and Learning Strategies and Tools

Because the course the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing a “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

 

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

 

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

 

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

 

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change. Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

 

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

 

Assessment Strategies: The actual assessment instruments used as the process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

 

 

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

 

 

Course Evaluation

In this course, two parts make up the evaluation of student achievement through the different assessment strategies mentioned above.

a) The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the course and will terminate approximately 3-4 weeks before the end of the study term.

b) The final evaluation will account for 30% of the overall grade for the course. It is a comprehensive assessment that will commence within approximately the last 3-4 weeks of the study term. It will be in the form of a final examination encompassing the concepts and skills taught throughout the year with emphasis on the latter portions of the course.

 

 

Main Resources

  1. Sightlines 10, Prentice Hall Literature.
  2. Internet & Media related sites, software, animations, videos tapes/CDs
  3. Handouts and printed materials for classroom activities and homework.
  4. Novels and other story books.
  5. Public Libraries.