AFNORTH International School

Canadian Section

Course Outline

ENG2D

English

Course Description:

English, Grade 10, Academic (ENG2D)

This course extends the range of analytic, reading, writing, oral communication, and thinking

skills that students need for success in secondary school academic programs. Students will

study and interpret challenging texts from contemporary and historical periods, including

novels, poems, plays, and opinion pieces, and will analyse and create effective media works.

An important focus will be the thoughtful use of spoken and written language.

Prerequisite: English, Grade 9,Academic or Applied

Grade

English

Academic

ENG2D

Credit Value:

1.0

Ontario Ministry of Education Document(s):

The Ontario Curriculum-

English 1999

Grades 9 and 10

Prerequisite(s):

Grade 9 English,

Academic or applied

Corequisite(s):

none specified

DND/DoDDS

Department:

English

AFNORTH International School

Dept Head:

Developer(s):

Renfrew County DSB,

AFNORTH International School

AFNORTH international School

Development Date:

October 2001

Revision Date:

September 2007

Overall Expectations:

Literature Studies and Reading

By the end of this course, students will:

· read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods (Lit.1);

· demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces (Lit. 2);

· identify and explain the effect of specific elements of style in a range of literary and informational texts (Lit.3).

Writing

By the end of this course, students will:

· use a range of print and electronic sources to gather information and explore ideas for their written work (W1);

· identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on suitable voice (W2);

· use a variety of organizational techniques to present ideas and information logically and coherently in written work (W3);

· revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence, and effective use of stylistic devices (W4);

· edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English specified in this course, with the support of print and electronic resources when appropriate (W5).

Language

· By the end of this course, students will:

· use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context (L1) ;

· use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences (L2).

Media Studies

By the end of this course, students will:

· analyse a range of media forms to identify their elements, audiences, and production practices, and draw conclusions about how these factors shape media works (M 1);

use knowledge of a range of media forms, purposes, and audiences to create media works and use established criteria to assess the effectiveness of the works (M 2).

Course Units in Sequence

Literature Studied and

Reading

This introductory unit emphasizes the power of language, the power of reading, and the power of goal-setting to make a positive difference in the lives of students. The first four lessons present the course outline; introductory activities in language, reading, writing, and media; and diagnostic assessment to determine the skills and interests of the students. Students describe their goals for the course in a letter to the teacher.

Students will produce an expository profile of a classmate, and in response to the literature studied, will write dialogues as a way to demonstrate their insights into characters, and poems as a way to express their reactions to themes.

Beauty and the Beast

(26 hours)

Short Stories – Narrative forms

Lord of the Flies

The “Voices” unit provides students with a forum to establish the critical thinking skills necessary for mature discussion of what are often controversial topics. Through the use of rhetorical devices and persuasive techniques, students develop their argumentative skills in both oral and written form. They make arguments through a variety of products such as journal responses, outlines, role playing, and persuasive essays. They participate in a final task, a formal debate

Voices

(22 hours)

Literature and Media 10

Examining literary, media, and mythic texts will give students the opportunity to explore the impact of exclusion and the power of inclusion. Students will learn how media texts create misconceptions and stereotypes about human diversity, and thereby help to maintain hurtful practices. Students will apply their new knowledge and skills by creating a personal multi-genre anthology as an exploration of human diversity.

Diversity

(23 hours)

Literature and Media 10

		This unit uses a Shakespearean play Romeo and Juliet to meet the historical, dramatic, and poetic requirements of the Literature Studies and Reading expectations. Students also dramatize a scene for the class and present their analysis of their scene to the class with visual aids, thereby meeting some of the Language and Media expectations. By studying characters and their relationships within a Shakespearean play, students develop their ability to analyse personalities and their actions in literature and in life.

Interactions (26 hours) Romeo and Juliet





		First, students reflect upon and write about their “careers” as readers thus far in their lives. Students will have maintained a weekly reading response journal. Students will complete two polished pieces (their best piece of writing from their reading response journal and a book review), an oral book talk, and a media display on one of their independently chosen books for presentation at the Book Festival, the culminating activity. In a final written examination, students demonstrate their skills in reading and writing.

Independence (13 hours)













Teaching Strategies:

The following are teaching strategies recommended for this course: -lecture -essay writing -work sheets -reading -multi-media presentations -small group cooperative learning -debates -small group discussions -interviews -brainstorming -oral presentations -mind maps -guided internet search -portfolios -role play -homework -analysis of videos -note taking -research -film/video

Assessment and Evaluation Strategies:

The following are assessment and evaluation strategies appropriate for formative and summative assessment: -tests -conferences -quizzes -class discussion -portfolios -portfolio interviews -presentations -self evaluation -essays -peer evaluation -role playing -checklists -interviews -rubrics Assessment and evaluation will be criterion referenced, comparing student performance to Ministry standards as articulated on the Ministry Achievement Chart for Grade 10 Academic English. Evaluation Procedures* Detailed information regarding assessment, evaluation and reporting policy is provided in The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000.* The Ministry policy on assessment and evaluation requires that 70% of the final mark be based on term work and 30% on a final evaluation, which may take a variety of forms. The student’s final percentage grade is based on achievement only. The achievement charts will be employed to determine levels of achievement. A level 3 represents the provincial standard. Learning skills, punctuality, and attendance are recorded on the Provincial Report Card. The Learning Skills include: independent study, teamwork, organization, work habits, homework, and initiative. Course Assessment: 70 % comprised of Literature and Reading (25%), Writing (25%), Language (25%) and Media (25%) Final Assessment: 30 % comprised of a “Book Festival” Rich Performance Task (15%) and a final exam (15%).

Program Planning Consideration:

Education for Exceptional Students. In English courses, accommodations to meet the needs of exceptional students as set out in their Individual Education Plan may include the use of specialized equipment and learning aids such as Braille, magnification aids, voice activated computers, audiotapes, and specialized computer programs, as well as the assistance of oral or sign-language interpreters or scribes. Some students may benefit from using alternative resources (some less complex, others more challenging), communicating through sign language, or working inflexible grouping arrangement.

The Role of Technology in the Curriculum. Using information technology will assist students in the achievement of many of the expectations in the English curriculum. Information technology helps students in their written work and in the analysis of literary and informational texts. Students should use word processing to draft, organize, revise, edit, and format written work. In their research, students should use multimedia resources to find, process, and reorganize information and ideas. Presentation software and audio-visual technologies will enhance the effectiveness of oral and visual presentations

English as a Second Language and English Literacy Development (ESL/ELD) The secondary English curriculum can be very demanding for second-language learners. Their relatively limited vocabulary in English may make it difficult for them to read certain materials, and their relative inexperience with the conventions of English and with complex sentence patterns in a second language may make it difficult for them to write as fluently or correctly as some of their peers. Also, these students may not be familiar with some of the traditional literary works and common literary themes that their English-speaking peers have already studied. Students who are learners of English as a second language will have the best chance of success in English programs where there are many opportunities for oral interaction with English-speaking peers. Teachers can make an asset of linguistic and cultural diversity in the classroom by encouraging students to share information about their respective languages and literary inheritances. Teachers should focus on the content and organization of ideas in students' written work, as well as on word choice, grammar, usage, spelling, and punctuation.

Career Education. Expectations in the English program include many opportunities for students to apply their language skills to work-related situations, to explore educational and career options, and to become self-directed learners. To prepare students for the literacy demands of a wide array of postsecondary educational programs and careers, English courses require students to develop research skills, practise expository writing, and learn strategies for understanding informational reading materials. Small-group work and oral presentations help students to express themselves confidently and to work cooperatively with others. Regardless of their postsecondary destination, all students need to realize that literacy skills are employability skills. Powerful literacy skills will equip students to manage information technologies, communicate effectively and correctly in a variety of situations, and perform a variety of tasks.

Cooperative Education and Other Workplace Experiences. The knowledge and skills students acquire in English courses will assist them in their cooperative-education and work-experience placements. In all placements, students will be required to read and listen, carefully and with attention to detail, to messages, instructions, and information, in order to perform placement-related tasks and duties efficiently, responsibly, and safely. In some placements, students will need to apply the specialized knowledge acquired in the optional courses on technical communication and presentation and speaking skills. Certain placements will have a specific focus on English literacy skills. For example, in placements with newspapers, television and radio stations, schools, and libraries, students will use their knowledge and skills to analyse texts, to conduct research, to write and revise texts, and to create media works.

	CONTINUOUS SCHOOL PROGRESS: AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal one is, “All students will improve their reading comprehension skills across the curriculum.” Goal two is, “All students will improve skills in mathematical computation.” Standardized assessments, such as the OSSLT, PSAT and Terra Nova will be used to identify areas of strengths and weaknesses and to assess growth as we continue to strive towards continued academic improvement. Success of all students requires that instructional strategies to improve reading comprehension and mathematical computation become a consistent and integral component of each course taught at AFNORTH International Middle/High School. 6 Traits + 1 Writing Rubric: The 6 Traits + 1 is the model selected to improve school-wide writing in all subject areas. The 6 Traits + 1 writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. The 6 Traits + 1 is the model selected to improve school-wide writing in all subject areas. The 6+1 writing framework is a way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6+1 Trait become a consistent and integral component of each course taught at Afnorth High School. The six particular traits will be implemented in the following manner: Ideas: students will determine validity of ideas through debate and research and incorporate them into appropriate document format Organization: students will learn how to organize ideas in proper sequence and incorporate them into appropriate document format Voice: students will learn to differentiate between formal, common and slang terms incorporate them as required into appropriate document format Word Choice: students will engage in extensive vocabulary building to allow them to implement proper terminology for appropriate document format and settings Sentence Fluency: students will study a variety of sentence structures and their implementation into appropriate document format Conventions: students will study conventions of language that pertain to research, formal debate and proper document format Presentation: students will incorporate all of the above in both written format and audio/visual/oral presentations in formal and informal class debates.
Textbook(s):		‑ Nelson English Language and Writing 10 - Nelson English Literature and Media 10 -Lord of the Flies William Golding -Romeo and Juliet William Shakespeare







Other Resources:		Gage Canadian Dictionary Microsoft Office 2000 -independently chosen novels from suggested reading list in Ministry course profile

Students will produce an expository profile of a classmate, and in response to the literature studied, will write dialogues as a way to demonstrate their insights into characters, and poems as a way to express their reactions to themes.

Beauty and the Beast

Lord of the Flies

Voices

Literature and Media 10

Diversity

Literature and Media 10

Interactions

Romeo and Juliet

Independence