Course Title: English, Grade 10
Course Code: ENG 2D
Course Type: Academic
Credit Value: 1.0
Prerequisite: English, Grade 9, Academic or Applied
Tuition Fee (CAD): $549
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 analyse 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.
Overall Curriculum Expectations
By the end of the course, students will gain proficiency in the following areas:
- Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
- Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
- 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 communications situations.
Reading and Literature Studies
- 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;
- Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
- Reading with Fluency: use knowledge of words and cueing systems to read fluently;
- Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
- Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
- 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;
- 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;
- 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.
- Understanding Media Texts: demonstrate an understanding of a variety of media texts;
- 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;
- Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
- 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.
|Unit 1: Short Stories|
The short story unit consists of a review of literary terms and the plot graph, and then continues with reading and analysis of several short stories. The unit also focuses on paragraphs types, paragraph construction, as well as definitions and uses of formal and informal English. You will demonstrate your knowledge of the writing process and character development by creating a character sketch as the culminating activity for the unit.
|Unit 2: Novel Study |
Before, during, and after reading strategies for fiction will be explored. You will complete and post twelve discussion journals that will be used to explore style, content, and experiences, as well as respond to the ideas, observations, and opinions of your teacher and peers. Special attention will be paid to the historical context and criticism of the novel. To improve your writing, special attention will be paid to punctuation and the Modern Language Association’s (MLA) style of documentation, as well as to the forms of the comparison essay, descriptive paragraph, and brochure.
|Unit 3: Poetry|
You will study the elements of poetry that are combined by poets to create meaning, and then participate in a scavenger hunt to locate poetic devices. In the first activity, you will begin a personal poetry anthology in which you will collect favourite poems and your reactions to them as you progress through the unit. As a way of focusing on poetic forms, a special study will be made of the Shakespearean sonnet and its demanding stylistic requirements. You will write your own sonnet to demonstrate your understanding of the sonnet form. The use of poetry as a form of expression will be explored as you explore the poetry of the First World War and its historical context.
|Unit 4: Shakespeare|
You will be given several strategies to use when reading The Merchant of Venice. You will be introduced to the play’s 5-act structure and the historical background. You will explore the play by way of on-line discussions, scheduled readings, note-taking, cloze plot summary worksheets, and journal responses.
Throughout this unit, you will investigate key quotes, themes, and allusions in addition to understanding the purpose of comic relief and other Shakespearian traits. Finally, you will demonstrate your knowledge and understanding of The Merchant of Venice by choosing from a selection of differentiated activities.
|Unit 5: Media Studies|
In this unit, you will learn about how media products are designed for maximum impact. You will learn a variety of reading and viewing strategies to deconstruct print advertisements and news articles. You will analyze the direct and indirect messages of media products, and learn about target audiences. You will learn how to write with a variety of sentences, and create your own public service announcement
|Unit 6: Summative Activity|
In this culminating activity, you will use your knowledge of Shakespeare and the novel To Kill A Mockingbird to write a comparative essay. You will consider the two main characters and examine how each of these two men resolve conflict.
|Total Hours||115 hours|
Teaching and Learning Strategies
Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.
Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.
Individualized Accommodations for Students
Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.
For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available.
For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.
A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;
Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.
If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)
Ministry Policy Guidance
Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended