|Prerequisite||ENG1D or ENG1P|
|Curriculum policy document:||Download|
|Department:||Canadian and World Studies|
|Course developer:||Peak Centre Online|
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.
Unit One: Short Stories
A diverse collection of short stories provides students with the opportunity to read a wide variety of texts and to explore, discuss, and write. Topics focused on include P.A.C.T.S, scaffolded activities to prepare students for future essay writing which includes utilizing a constructed response strategy, integrating support into writing, and deeper analysis of text. Students will be introduced to rhetorical devices and will create a media assignment to demonstrate their understanding how how it is used in literature.
Unit Two: Grammar/Essay Writing/Literacy Test Practice
Interactive activities and games will help students review and learn new grammar rules and essay writing strategies. Students will learn how to successfully write a thesis and a blueprint to prepare them for their essay writing. Students will also practice skills they will need for the Grade Ten Ontario Secondary School Literacy Test (OSSLT such as multiple choice answers, identifying the main topic of a selection and identifying supporting ideas.
Unit Three: Novel Study: To Kill a Mockingbird
Students will read a longer work of fiction and participate in lessons and activities to become familiar with the era the novel takes place in, explore various themes, write a character analysis, create presentations and discussion topics where they will evaluated on observation and conversation and finally write a formal literary essay with focus on structure, developing a strong thesis and blueprint, using a variety of sentence structures in their writing and finally integrating transition words and phrases to improve the flow and quality of their writing. There will be direct and constant feedback from the teacher throughout the process.
Unit Four: Drama: Merchant of Venice
Shakespeare’s Merchant of Venice will be read in this unit. Students will review the history of William Shakespeare, the Elizabethan era and the language used in Shakespeare’s writing. Students will create media, write a film review, role play as a character and write their final literary essay. This essay will not only focus on the structure, grammar, sentence structure and word choices, but the teacher will formally evaluate and assess the student’s ability to critically analyze the play, characters and themes.
Rich Task Summative 10%
This is a summative task assigned at the end of the course that brings together many of the expectations covered throughout the course and is created to assess and evaluate a student’s ability to demonstrate their understanding of the expectations through not only the product, but through conversation and observation.
Final Exam 20%
This is a proctored exam worth 30% of your final grade.
Resources required by the student:
- Novel: To Kill a Mockingbird by Harper Lee
- Play: Merchant of Venice by William Shakespeare
A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work. This course is entirely online and does not require or rely on any textbook.
Teaching and Learning Strategies & Strategies for Assessment
As this is an online course, there will be many strategies for learning and assessment.
Teaching and Learning Strategies (include, but are not limited to):
- Youtube Channel
- Video Support & Demonstrations
- Skype/Google Hangout Conferences
- Live Instructional Tutorials & Performance Test Assessments
- Structured Discussions
- Collaborative Learning Platform
- Group Work
Students are exposed to a variety of genres throughout the course and develop skills to analyze and evaluate the effectiveness of texts which may include poems, short stories, novels, non-fiction texts, plays, videos, and songs or other media texts from a wide range of cultures and time periods. Students identify and use various strategies including building vocabulary, learning to understand and use features and organization of texts, and developing knowledge of conventions. Throughout the course, students develop into stronger readers, writers, and oral communicators while making connections to the workplace and international events.
Teachers differentiate instruction to meet the diverse learning needs of students. Instructors also use electronic stimuli including Discussion Boards, ePortfolio, and Dropbox to assist students in reflecting on their learning, and in setting goals for improvement in key areas while developing 21st century skills. These tools facilitate and support the editing and revising process for students as they create texts for different audiences and purposes.
- Identifying and developing skills and strategies – through modeling of effective skills, students learn to choose and utilize varied techniques to become effective readers, writers, and oral communicators.
- Communicating – several opportunities are provided for students to write and communicate orally.
- Generating ideas and topics – teachers encourage students to design their own approaches to the material by maintaining frequent (often daily) online communication with students, by allowing some freedom in how students respond to topics and questions, and by encouraging students’ independent thinking through discussion posts.
- Researching – various approaches to researching are practised. Students learn how to cite sources and provide a works cited page at the end of longer assignments using MLA formatting.
- Thinking critically – students learn to critically analyze texts and to use implied and stated evidence from texts to support their analyses. Students use their critical thinking skills to identify perspectives in texts, including biases that may be present.
- Producing published work and making presentations – students engage in the editing and revising process, including self-revision, peer revision, and teacher revision all of which strengthen texts with the aim to publish or present student work.
- Reflecting – through the ePortfolio and other elements of the course, students reflect on the learning process, focus on areas for improvement, and make extensions between course content and their personal ex
Strategies for Assessment and Evaluation of Student Performance
The teacher will obtain assessment information through a variety of means as indicated in the chart below. Assessment and Evaluation Strategies are to include the evidence or proof the teacher sees in the Product, Observations, and Conversations related to the curriculum expectations. The student must demonstrate achievement of the course expectations. Once demonstrated, the student is assigned a level of achievement.
- Assessment for: takes place in preparation for course or unit learning.
- Assessment as: takes place during or while learning.
- Assessment of: takes place after learning.
Teaching & Learning Strategies
Students will analyze literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the use of strategies that contribute to effective communication.
Teachers differentiate instruction to meet the diverse learning needs of students. Instructors use Discussion Boards, Google Apps for Education, Multi-Media element, constant valuable feedback, Google docs, Google forms, Google slides, Google Drive to meet the needs of students and to assist students in reflecting on their learning, and in setting goals for improvement in key areas while developing 21st-century skills. These tools help facilitate the development of 21st-century learners and ensure the development of students that can self-assess, work independently and demonstrate their ability to critically analyze text.
Identifying and developing skills and strategies
Students learn to choose and utilize varied techniques taught through video lessons, assignments, activities, and student exemplars to become effective readers, writers, and oral communicators.
Several opportunities are provided for students to write and communicate orally and for teachers to assess work based on conversation and observation.
Generating ideas and topics
Teachers encourage students to design their own approaches to the material by maintaining frequent (often daily) online communication with students, by allowing some freedom in how students respond to topics and questions, and by encouraging students’ independent thinking through discussion posts.
Various approaches to researching are practised. Students learn how to use various online research tools, cite sources, evaluate web sources and provide a works cited page at the end of longer assignments using MLA formatting.
Students learn to critically analyze texts and to infer through their deeper analysis. Students use their critical thinking skills to identify themes, morals, and the use of literary elements and devices.
Producing published work and making presentations
Students engage in the editing and revising process, including self-revision, peer revision, and teacher revision all of which strengthen texts with the aim to publish or present student work.
Through the variety of assignments, lessons and discussions, students reflect on the learning process, focus on areas for improvement, and make world to text, self to text and text to text connections between course content and their personal experiences.
The Final Grade
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.
The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement
- 10% of the grade will be based on a Rich summative task administered in the last weeks of the course. This RST will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course.
- 20% of the grade will be based on a final examination administered at the end of the course. This exam will be based on an evaluation of achievement from all four categories of the Achievement Chart for the course and of expectations from all units of the course. This exam includes well-formulated multiple-choice questions, long-answer type questions and an essay.
The Report Card
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course.
Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, Kanata Academy will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations
Teachers who are planning a program in the Arts must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined here include the following:
- Types of secondary school courses
- Education for exceptional students
- The role of technology in the curriculum
- English as a second language (ESL) and English literacy development (ELD)
- Career education
- Cooperative education and other workplace experiences
- Health and safety
Education for Exceptional Students
In planning courses, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. Art courses reflect the creative part of our world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as artists. Just as Art responds to the creative demands of the greater world of work, Art courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.
The Role of Technology in the Curriculum
Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the virtual classroom. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. Information technology is considered a learning tool that must be accessed by students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools.
English As a Second Language and English Literacy Development (ESL/ELD)
With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English. However, oral fluency is not a good indicator of a student’s knowledge of vocabulary or sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success. Research has shown that it takes five to seven years for most English language learners to catch up to their English-speaking peers in their ability to use English for academic purposes. Moreover, the older the children are when they arrive, the greater the language knowledge and skills that they have to catch up on, and the more direct support they require from their teachers. Responsibility for students’ English-language development is shared by the course teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and peers may also be helpful in supporting English language learners in the language classroom. Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms.
Appropriate adaptations include:
- Modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
- Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
- Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
- Use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
Note: When learning expectations in any course are modified for an English language learner (whether the student is enrolled in an ESL or ELD course or not), this information must be clearly indicated on the student’s report card.
As online students progress through online courses, teachers are available to help the student prepare for employment in a number of diverse areas. With the help of teachers, students will learn to set and achieve goals and will gain experience in making meaningful decisions concerning career choices. The skills, knowledge and creativity that students acquire through this online course are essential for a wide range of careers. Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices.
Cooperative Education and Other Workplace Experiences
By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. We will try to help students link to Ministry programs to ensure that students have information concerning programs and opportunities.
Health and Safety
In order to provide a suitable learning environment for staff and students, it is critical that classroom practice and the learning environment complies with relevant federal, provincial, and municipal health and safety legislation and by-laws, including, but not limited to, the Workplace Safety and Insurance Act, the Workplace Hazardous Materials Information System (WHMIS), the Food and Drug Act, the Health Protection and Promotion Act, the Ontario Building Code, and the Occupational Health and Safety Act (OHSA). The OHSA requires all schools to provide safe and productive learning and work environments for both students and employees.