ENG2D

Academy of Distance Education

Grade 10 English Course Outline

 

School Name: Academy of Distance Education

Department: Department of English

Curriculum policy document: The Ontario Curriculum Grades 9 and 10, 2007 (Revised)

Course Developer: Department of English

 

Course Development Date: September 1, 2010

 

Course Revision Date: September 22, 2010

 

Course Title: English

 

Course Type: Academic

 

Course Level: Grade 10

 

Course Code: ENG2D

 

Credit Value: 1.0

 

Prerequisite: ENG1D

 

Duration: 110 hours

 

 

 

 

 

 

 

 

 

 

Course Origin

 

This course is developed at the Academy of Distance Education, Department of English, from the Ontario Curriculum document: “The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised).”

 

Course Rationale/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.

 

Prerequisite

English, Grade 9, Academic

 

Strands

The course consists of 4 strands namely Oral Communication, Reading and Literature Studies, Writing, and Media Studies.

Strand 1 / Unit 1: ORAL COMMUNICATION

Overall Expectations

By the end of this strand, 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.

 

Strand 2 / Unit 2: READING AND LITERATURE STUDIES

Overall Expectations

By the end of this strand, students will:

1. 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 or improvement, and the strategies they found most helpful before, during, and after reading.

Strand 3 / Unit 3: WRITING

Overall Expectations

By the end of this strand, 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.

Strand 4 / Unit 4: MEDIA STUDIES

Overall Expectations

By the end of this strand, 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.

Course Content

 

Unit 1

Oral Communication

20 hours

Unit 2

Reading and Literature Studies

35 hours

Unit 3

Writing

35 hours

Unit 4

Media Studies

15 hours

 

Final Assessments

5 hours

Total: 110 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 “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).

 

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.

 

 

Assessment & Evaluation

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

c) 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.

d) 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.

 

Term Work = 70%

 

Strand 1 / Unit 1: Oral Communication

Quizzes 2.0%

Presentations/ Public Speaking 5.0%

Assignments 5.0%

Unit Test 8.0%

Total: 20%

 

Strand 2 / Unit 2: Reading and Literature Studies

Quizzes 2.0%

Projects 5.0%

Assignments 5.0%

Unit Test 8.0%

Total: 20%

 

Strand 3 / Unit 3: Writing

Quizzes 2.0%

Essay Writing 5.0%

Assignments 5.0%

Unit Test 8.0%

Total: 20%

 

Strand 4 / Unit 4: Media Studies

Assignments 4.0%

Unit Test 6.0%

Total: 10%

 

 

 

 

 

Summative Task = 30%

10% Performance Task or End of Year Project + 20% Final Exam

Final Grade = Term work + Summative Task = 70% + 30 % = 100%

Note to students and parents: all assignments will be expected to be submitted by the due dates in all courses. However, should any student fail to submit an assignment on such a date, no marks shall be deducted for late assignments but a further deadline will be set after which the assignment shall not be accepted to be submitted to be submitted. Should such a case actually happen, the teacher will have no evidence to assess student achievement and this certainly will result in a costly consequence for the student based on the weight of the single assessment.

Achievement Charts

The achievement chart that follows identifies four categories of knowledge and skills in English. The achievement chart is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.

The purpose of the achievement chart is to:

  • provide a common framework that encompasses all curriculum expectations for

  • all courses outlined in this document;

  • guide the development of quality assessment tasks and tools (including rubrics);

  • help teachers to plan instruction for learning;

  • assist teachers in providing meaningful feedback to students;

  • provide various categories and criteria with which to assess and evaluate students’ learning.

 

Learning Skills

 

Learning skills demonstrated by the student in the course are of the following five categories: Works Independently, Teamwork, Organization, Work Habits, and Initiative.

 

The learning skills will be evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement).

 

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.