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2POCourse Outline Growing Success by ZSsIui

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									                                            MISSISSAUGA SECONDARY SCHOOL
                            ENGLISH DEPARTMENT - Grade 10 Applied English/Locally Developed English

COURSE: Grade 10 Applied English/Locally Developed English, ENG2P0/ENG 2L0

Course Description:                                                              Course Units and Learning Goals
The English Applied Grade 10 course provides the
foundation for the English College Grade 11 course, and
the courses leading to the workplace and college. The goal     Big Idea: Growth and Maturation
of this course is to support students in the development of
language proficiency and focus on reading short literary       Unit 1: Short fiction & non-fiction
texts and informational texts such as magazines and                     Sight Lines 10
newspapers. This course emphasizes key reading, writing,       Unit 2: Novel Study
oral communication, and thinking skills that students need              Speak
for success in secondary school, post-secondary programs,
                                                               Unit 3: Drama
and daily life. The students will study plays, novels, short
stories, newspaper and magazine articles, and will describe             Romeo and Juliet
and create media works. An important focus will be the         Unit 4: EQAO (literacy test) preparation
correct use of spoken and written language.                             News report, reading comprehension, opinion paragraphs
                                                                    
The four major strands of the English program include          Core texts may include: SightLines 10, ResourceLines 9/10, Language
Literature Studies and Reading, Writing, Language and          Works 10, Speak, Romeo and Juliet (parallel text), Romeo and Juliet
Media Studies. The overall expectations of the course are
                                                               (graphic text),
described below.

Ministry Course Overall Expectations:                          Assessment and Evaluation - Key Terms and Definitions:
Literature Studies and Reading
     read and demonstrate an understanding of texts           Assessment for Learning: The ongoing process of gathering and
      from various periods,                                    interpreting evidence about student learning for the purpose of
     demonstrate an understanding of the elements of          determining where students are in their learning, where they need to
      fiction, drama, poetry, and non-fiction                  go and how best to get there (e.g. portfolios, observations,
     describe the elements of style in texts from various     conversations, diagnostic pieces, response writing, written assignments,
      periods
                                                               concept maps, interviews and progress monitoring). The information
Writing
     use a variety of print and electronic primary and        gathered is used by teachers to provide feedback and adjust instruction
      secondary sources to gather and assess information       to help students focus their learning. Assessment for learning is a high-
      and develop ideas for writing;                           yield instructional strategy that takes place while the student is still
     select and use appropriate writing forms                 learning and serves to promote learning.
     use a variety of organizational structures and
      patterns                                                 Assessment as Learning: The process of developing and supporting
     revise written work, independently and                   student metacognition. Students are actively engaged in this
      collaboratively, with a focus on accuracy, clarity       assessment process: that is, they monitor their own learning (e.g.
     edit and proofread to produce final drafts, using
                                                               metacognitive questions, journals and self-assessment, graphic
      correctly the grammar, usage, spelling, and
      punctuation conventions
                                                               organizers, interviews, conferences); use assessment feedback from
Language                                                       teacher, self, and peers (through editing) to determine next steps; and
     apply knowledge of the English language, vocabulary      to set individual learning goals. Assessment as learning requires
      and structures                                           students to have a clear understanding of the learning goals and success
     use listening and oral communication skills with a       criteria (e.g. co-constructing rubrics/check lists, self assessment and
      focus on using academic language                         peer assessment).
Media Studies
     demonstrate an understanding of a variety of media       Assessment of Learning: The process of collecting and interpreting
      texts, audiences, and industry practice
                                                               evidence for the purpose of summarizing learning at a given point in
     demonstrate an understanding of the relationships
                                                               time, to make judgements about the quality of student learning on the
      among form, purpose, audience and production
      techniques                                               basis of established criteria, and to assign a value to represent that
Course Weighting                                               quality (e.g. test, essays, reflective writing and presentations). The
Term                 70%                                       information gathered may be used to communicate the student’s
Knowledge            17.5%                                     achievement to parents, other teachers, students themselves and
Thinking             17.5%                                     others. It occurs at or near the end of a cycle of learning.
Communication        17.5%
Application          17.5%
Final Exam/ Summative 30%
                             MISSISSAUGA SECONDARY SCHOOL – Grade 10 Applied English/Locally Developed English
     Achievement Chart Category                                                                        Evidence of Learning
                                                                                Observations            Conversations               Products
     Knowledge & Understanding
     Knowledge of content
     (e.g., forms of text; strategies used when listening and speaking,
     reading, writing, and viewing and representing; elements of style;
     literary terminology, concepts, and theories; language conventions)
     Understanding of content
     (e.g. concepts; ideas; opinions; relationships among facts, ideas,                                                          *Literary Essay(s) (10%)
     concepts, themes)                                                        Participation            Teacher and peer
     Thinking                                                                                          feedback/ editing         *Book/Film Review(s)
     Use of planning skills                                                   Problem solving group                              (5%)
     (e.g., generating ideas, gathering information, focusing research,       work                     Group work records
     organizing information)                                                                                                     *Oral Presentation(s)
     Use of processing skills                                                 Informal Presentations   Conferences (i.e.         (10%)
     (e.g., drawing inferences, interpreting, analysing, synthesizing,                                 student-teacher, group)
     evaluating)                                                              Reading skills                                     Memoir or
     Use of critical/creative thinking processes                                                       Classroom contributions   Personal/Reflective
     (e.g., oral discourse, research, critical analysis, critical literacy,   Written expressions                                Writing
     metacognition, creative process)                                                                  Response Journals         (5%)
     Communication                                                            Listening and speaking
     Expression and organization of ideas and information (e.g., clear        skills                   Records of practice       Paragraphs, Quizzes,
     expression, logical organization) Oral, graphic, and written forms,                                                         Tests, EQAO Newspaper
     including media forms                                                    Self-assessment                                    Article, Series of
     Communication for different audiences                                                                                       Paragraphs, Précis
     and purposes (e.g., use of appropriate style, voice, point of view) in   Records of practice                                (40%)
     oral, graphic, and written forms, including media forms                  including checklists &
     Use of conventions (e.g. grammar, spelling, punctuation, usage),         anecdotal notes (i.e.                              Exam (30%)
     vocabulary, and terminology of the discipline in oral, graphic, and      homework, classroom
     written forms, including media forms                                     contributions).
     Application
     Application of knowledge and skills (e.g. literacy strategies and
     processes; literary terminology, concepts, and theories) in familiar
     contexts
      Transfer of knowledge and skills (e.g., literacy strategies and
     processes; literary terminology, concepts, and theories) to new
     contexts
     Making connections within and between various contexts (e.g.,
     between the text and personal knowledge and experience, other
     texts, and the world outside school)
                                                       *denotes major assignment

                           STUDENTS ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS
Success Criteria for completing this course:
Learning Skills: It is an expectation that each student is assessed not only on their academic achievement but also on their Learning
Skills. These skills include: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self Regulation. Learning skills
will not be factored into the grade for this course but will appear on the report card. It is important to remember that the development
and consistent practice of these skills will influence academic achievement.
Late and Missed Assignments: Please see the Policy on Absence of Evidence of Student Achievement as outlined on page 28 of the
student agenda.
Plagiarism and Cheating: Please see the Policy on Plagiarism and Cheating as outlined on page 29 in the student agenda.
Homework, Assignments and Effective Communication: To earn a credit students have a responsibility to submit sufficient evidence of
understanding within established deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that
is provided, so that his/her grade accurately reflects what was learned. In the event that a student produces insufficient evidence of the
key understandings for the course, the entire credit is at stake.

Student Signature:__________________________________                    Parent Signature: ________________________________
Revised: May 2012

								
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