THAMES VALLEY DISTRICT SCHOOL BOARD

Central Elgin Collegiate Institute COURSE OUTLINE 2012-2013 Course Name: Course Type: Teacher(s): Course 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: ENG1D1 or ENG1P1 Course Overall Expectations: Strand Overall Expectations 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; 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. 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; Reading and Literature Studies read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods; English Grade 10 Academic Ms.Barker Course Code: Credit Value: ENG 2DE 1.0

Oral Communication

demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces; identify and explain the effect of specific elements of style in a range of literary and informational texts. read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods; use a range of print and electronic sources to gather information and explore ideas for written work; 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 adopting a suitable voice; use a variety of organizational techniques to present ideas and information logically and coherently in written work; 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; analyse a range of media forms to identify their elements, audiences, and production practices, and draw conclusions about how these factors shape media works; 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. analyse a range of media forms to identify their elements, audiences, and production practices, and draw conclusions about how these factors shape media works; 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.

Writing

Media Studies

Assessment and Evaluation Strategies: The purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the provincial curriculum expectations and the achievement levels outlined in the curriculum document. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers use a variety of strategies throughout the course, including: providing students with feedback about their

work (known as assessment for learning), helping to set learning goals and monitor their own progress (known as assessment as learning), and evaluation and reporting of progress in the form of grades and marks (known as assessment of learning). Unit Overview Unit 1: Quest Pattern Contemporary short stories Mythology Quest Pattern and Archetypes Awareness of cultural context Assessment and Evaluation Methods (May include major evaluations) reading quiz (D) question and answer (D/F) formal paragraph writing (F) group presentation (S) creative short story (S) Unit 2: Persuasive Essay/Speech Selection of opinion essays Presentation skills conferencing (D) writing process (F) finished opinion essay (S) oral presentation (S) Unit 3: Macbeth Reading and comprehension of Shakespearean drama Analysis of stylistic devices Critical awareness of historical context self analysis (D) quizzes and tests (F/S) media response or dramatic presentation (F) formal literary essay (S)

Unit 4: Lord of the Flies Character analysis Study of symbolism and imagery reading quizzes (F) question and answer (D) seminar (S)

Course Culminating Activity/Independent Study Independent reading of a fiction and a nonfiction book Differentiated modes of analysis and response Final Exam Sight passage and essay, written in class on prescribed day

response journals (S) critical writing (S) media response (S)

Assessment and Evaluation Categories and Weights: Achievement Chart Categories Achievement Category Knowledge/ Understanding Evaluation/Weight of Marks

Percentage

Evaluation Term Evaluation (Formative) Final Evaluations (Summative

Percentage

25%

20%

Thinking/Inquiry 25% Communication Application

25%

50%

25% 25%

CCA Exam

15% 15%

Learning Skills and Work Habits Assessment: The development of learning skills and work habits is an integral part of student learning. These skills are: Responsibility Organization Independent Work Collaboration Initiative Self-Regulation

Learning skills and work habits influence student achievement and are included as a formal part of the assessment and evaluation process. Learning skills and work habits will be assessed through a variety of teacher strategies. ( e.g. observation, student /teacher conference, self-reflection, checklists, exit cards, etc.) These important learning skills and work habits will be formally reported on the Provincial Report Card according to the following scale: E- Excellent, G- Good, S- Satisfactory, N- Needs Improvement.

Academic Dishonesty - Cheating and Plagiarism: Learning tasks that students complete, as well as all assignments, tests and exams which students submit for evaluation must be their own work. Cheating and plagiarism is a serious offence which will not be condoned. Academic consequences will result. Late and Missed Assignments - Student Roles and Responsibilities Students are expected to: be responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher; understand that there will be consequences for not completing assignments for evaluation and/or for submitting those assignments late; use class time productively; in extenuating circumstances, request an extension from the teacher before the due date. Mark deductions for late and missed assignments may apply to major assignments only. References: TVDSB Assessment & Evaluation Policy, September 2011; Growing Success - Assessment and Evaluation, and Reporting in Ontario Schools, 2010. Student Planner and School Web site