AFNorth International School Canadian Section Course Outline ESLDO Study Skills in English Course Description: Study Skills in English, ESL Level 4, Open (ESLDO) This course prepares students to use English with increasing accuracy in most classroom and social situations and to participate in society as informed citizens. Students will develop the reading, writing, and oral presentation skills required for success in all subjects. Students will study and interpret a variety of grade-level texts, develop oral communication skills through participation in informal debates and seminars, and extend their range of research skills. Prerequisite: ESL 3 or equivalent

Grade

Level 4

Study Skills in English

Open

ESL DO

Credit Value:

1.0

Ontario Ministry of Education Document(s):

The Ontario Curriculum Grades 9 to 12: English as a Second Language and English Literacy Development

Prerequisite(s):

N.A.

Corequisite(s):

N.A.

Department:

English/ESL

AFNorth International School

Dept Head:

Karen Wilson

Developer(s):

Michail Bolotenko

Development Date:

August 2002

Revision Date:

Overall Expectations: By the end of the course, students will:

communicate orally in English in a wide variety of daily activities in the community, the classroom, and the workplace; use the elements of English grammar with increasing accuracy in speech; use appropriate language and non-verbal communication strategies in a variety of situations; create, analyse, and interpret a variety of media works. read and respond to literature, with teacher guidance; use a range of strategies to build vocabulary; extract information from grade-level texts, with teacher guidance; locate, evaluate, and use information from a variety of sources for academic, social, and career purposes, including guided research projects. write in a variety of forms appropriate to different subject areas, personal needs, and career goals, with teacher guidance; use the writing process to prepare final drafts, with teacher guidance; arrange ideas in logical order and present them in linked paragraphs;

Course Expectations Continued:

• use the sentence patterns and conventions of standard Canadian English with accuracy most of the time in written work.

• demonstrate understanding of the rights and responsibilities of living in Canada;
• demonstrate flexibility as learners in different teaching and learning situations.

EQAO Documents: Grade 10 Test of Reading and Writing Grammar Reference: Elements of Writing 3 Novel: Of Mice and Men Major Project: Newspaper/newsletter Selected Short Stories Writer’s Solution: - multi-media writing workshop	Narrative Purpose: to entertain Focus: sequential specific events Framework: Orientation Who, When, Where Events Which Lead to a Complication or Problem - Includes details which will enhance the later development of the story - Complication involves main characters and generally mirrors complications of real life - There may also be minor complications Resolution - Complications are resolved in a satisfying manner __________________________________________________________ Recount Purpose: to retell events Focus: sequential specific events Framework: Setting Who? Where? When? Why? Events in Time Order (i.e. first to last); 1., 2., 3., ...etc. Concluding Statement/Ending __________________________________________________________ Novel Study: Of Mice and Men (setting, plot, theme, character development), literary techniques Elements of Writing: Chapters 14 – 21: parts of speech, types of nouns, pronouns, adjectives, verbs, linking verbs, adverbs, prepositions, conjunctions, interjections, subjects, verbs, complements, direct and indirect objects, phrases, clauses, agreements, nominative/objective case, using modifiers correctly What in the World? Selected Short Stories - Grade 10 Test of Reading and Writing - Writer’s Solution Review and testing Review for First Semester Final Semester Final
EQAO Documents: Grade 10 Test of Reading and Writing Grammar Reference: Elements of Writing 3 Major Project: Multimedia product creation Selected Short Stories Writer’s Solution: - multi-media writing workshop	Explanation Purpose: to explain phenomena Focus: general processes Framework: Definition of Phenomenon? What is being explained? Sequenced Explanation Components/Parts Description of the parts Operations How it works … Why it works … Cause and effect Applications When and where it works or is applied (where applicable) Interesting Comments, Special Features, Evaluation (where applicable) __________________________________________________________ Report Purpose: to classify and describe a class of things Focus: general things Framework: Classification or Generalization What is the focus? Description What are the important features to be elaborated? Summarizing Comment Exposition Purpose: Focus: Framework: Thesis What position is to be taken? What background information is needed? What general line will follow? Assertions/Arguments What points are important to support the stated position? What evidence and examples will strengthen the case? Summary? Conclusion How can the points be reiterated to evaluate and concisely re- define the position taken? _________________________________________________________ Procedure Purpose: to deal with the way to do things Focus: sequential general events Framework: Goal/Aim What is to be done? Requirements What is needed to complete the task? a) tools, instruments, utensils b) data, ingredients, parts Steps First step to last step a) what is to be done? b) how is it to be done? Evaluation/Testing Was the goal achieved? __________________________________________________________ Elements of Writing: Chapters 22 – 29: common usage problems, capital letters, end marks and commas, punctuation (italics and quotation marks), apostrophes, hyphens, dashes and parentheses, spelling What in the World? Selected Short Stories - Grade 10 Test of Reading and Writing - Writer’s Solution Review and testing Review for Second Semester Final Semester Final
Teaching Strategies:
WRITING FOCUS: Students will be exposed to the six forms of writing as prescribed by the EQAO (Explanation, Exposition, Narrative, Procedure, Recount, Report) ORAL AND VISUAL COMMUNICATION: Students will be given opportunities to make oral presentations of self-generated work to real audiences using a variety of media. Discussion and debate will comprise a substantial component of the literary and authentic text studies. READING: Students will engage in oral reading for pronunciation practice and confidence building. Both intensive and extensive reading will consist of authentic text, short stories, current examples of print media. SOCIAL AND CULTURAL COMPETENCE: Students will gain knowledge of Canadian culture through prescribed reading selections of What in the World? and other class and directed research projects. GUEST SPEAKERS: Speakers will be invited as appropriate and available. TECHNOLOGY: Where possible, students will be given opportunities to work with computers. Projects may include Web Page designs, Power Point presentations, Internet research assignments, etc. EXCURSIONS: Where possible, out of school trips involving the use of, and contact with English will be arranged. VIDEOS: English language videos pertaining to course material will be introduced when available And where applicable. Students will be accountable for any associated worksheets or post-film discussions for daily work grades. GROUP WORK: Students will be encouraged to work in small group settings. In some instances they will be paired with fellow native speakers and in others they will be partnered with individuals of different linguistic origin. PORTFOLIOS: Students will be required to maintain portfolios representing a variety of their assignments.
Assessment and Evaluation Strategies:
Grades will be based upon demonstration of Knowledge and Understanding, Thinking, Inquiry, and Problem Solving. Assessment of the above will be based on diagnostic, formative and summative testing procedures. Diagnostic evaluation may consist of the following: pretests, tests, anecdotal observation, conference with student, peer evaluation. Formative evaluation may consist of the following: pretests with no mark value that serve as examples of modeling, excluding the lowest mark, including only the latest series of tests, allowing for retests, open notebook tests, interview with student, peer evaluation as an ongoing process. Summative evaluation may consist of the following: written assignments, oral presentations, unit tests, interviews with student, peer evaluation. Term work will represent 70% of the final mark while 30% will be based on a final evaluation. The course will be organized into the following four strands: Oral and Visual Communication - students will understand, interpret, and use oral English, and related visual cues, in a variety of contexts and media Reading - students will read a variety of informational and literary texts for different purposes, using a range of reading strategies effectively Writing - students will communicate clearly in writing for a variety of purposes and audiences Social and Cultural Competence - students will be exposed to the variety of languages and cultures in Canada and will demonstrate as wide a social and cultural competence as possible in the international school setting Teaching strategies will be geared to facilitating the mastery of the above strands.
Textbook(s) and Resources:	EQAO Documents: Grade 10 Test of Reading and Writing Grammar Reference: Elements of Writing 3 Novel: Of Mice and Men Major Project: Newspaper/newsletter Selected Short Stories Writer’s Solution: - multi-media writing workshop
Other Resources: 1) What in the World? 2) Selected readings 3) Technological applications - computers, video	What in the World? (level II) is a monthly Canadian publication which summarizes provincial, national and international events and presents a variety of related teaching activities.