VICTORIA PARK COLLEGIATE INSTITUTE

ENGLISH DEPARTMENT

ELS 201: English, Grade 10

Assistant Curriculum Leaders: J. Carstairs

Teacher (2011-2012): J. Carstairs

Prerequisite: Open

Credit Value:1

Course Description

This course emphasizes key skills in reading, writing, oral communication and thinking that these students need for continuing success in their secondary school subjects and to communicate with others in their lives outside of school. This course gives students a solid literacy skills foundation to enter Grade 11 English, Workplace and to prepare them for successful completion of the Ontario School Literacy Test(OSSLT). In particular, the course encourages students to develop and reflect upon the strategies that will improve their literacy competence and confidence.

Policy Documents

For a detailed explanation of specific expectations and learning outcomes, please consult the relevant sections of English: The Ontario Curriculum, Grades 9 and 10 Ministry of Education, 2007; Assessment and Evaluation: Program Planning and Assessment: The Ontario Curriculum, Grades 9 to 12, 2000.

Unit Sequence

Unit 1 / Discovering Fiction / Weeks 1-5
Unit 2 / Reading and Writing Non-Fiction / Weeks 6-9
Unit 3 / Evaluating the Longer Narrative / Weeks 10-15
Unit 4 / The Modern Play / Weeks 16-17
Unit 5 / Culminating Assessment / Weeks 18-19

Texts

Variety of Picture Books/Graphic Novels and Short Stories

Skin Dennis Foon

Novel to be determined by class

Variety of Non-fiction chosen by students

Overall Expectations

READING SKILLS

By the end of this course, students will:

  • read and demonstrate an understanding of a variety of contemporary literary, informational, and graphic texts, using a range of strategies to construct meaning;
  • recognize a variety of text forms, text features, and stylistic elements and demonstrate an understanding of how they help communicate meaning;
  • use knowledge of words and cueing systems to read fluently;
  • reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;

WRITING SKILLS

By the end of this course, students will

  • generate, gather, and organize ideas and information to write for an intended purpose and audience;
  • draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
  • use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
  • 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.

Assessment & Evaluation of Student Achievement

A wide variety of assessment strategies and tools are used in this course: teacher observations, oral presentations, role playing, conferences, essays, reports, letters, quizzes, tests, examinations, performance tasks, self and peer assessment, media analyses, checklists, questions and answers, and note taking. Many of these formative assessments provide students with opportunities for learning. Students will use self and peer assessment to help them improve their work. Group activities will allow for individual accountability.The final evaluation will be based on individual student performance.

Formative and Summative Evaluations

Ongoing formative evaluations will be based on the Ontario Curriculum Strands for English: Reading: 50%; Writing: 50%

Each Strand comprises the categories of Knowledge/Understanding; Thinking/Inquiry; Application; Communication. Summative evaluations will assess students’ achievement in accordance with the Ontario Curriculum Strands.

The Research Process

For every research-based assignment, students will be expected to use the TDSB student research guide, Research Success @ Your Library with the 4-stage model of the research process incorporated into these assignments either in part or in whole. Students will receive instruction and be assessed/evaluated on various aspects of the research process by either their teacher or one of the teacher-librarians. These lessons may include, but are not limited to, the development of research questions, note-taking, adherence to a specific documentation style, facility with a variety of resources, etc.

Learning Skills

Teamwork, working independently, organization, self-regulation, work habits/homework and initiative are the key learning skills to be assessed in this course, using appropriate rubrics and checklists. These learning skills are evaluated using a four-point scale: (E) Excellent, (G) Good, (S) Satisfactory, (N) Needs Improvement

Policies and Procedures

See the Victoria Park C.I. Student Agenda for details on School Policies on Homework, Attendance, Lateness, Missing and Late Assignments and Assessments, Course Modifications and Academic Honesty.

ELS201: Course Evaluation Plan

70% Course Work

Unit 1: Picture Book Unit

Task / Strands and Categories /

Due Date

Summary / Writing / Week 2

Cover Design

/ Reading / Week 4
Literary Device Poster / Reading and Writing / Week 5

Unit 2: Reading and Writing Non-Fiction

Reader’s Response / Reading and Writing / Week 6
Graphic Organiser Assignment / Reading and Writing / Week 8
Choice Board / Reading and Writing / Week 9

Unit 3: The Longer Narrative

Reading Response Journals / Reading and Writing / Weeks10-15
Change of Character Story / Writing / Week15

Unit 4: The Modern Play

Scene Presentation / Reading / Week 15
Additional Scene / Writing: / Week 16

Unit 5: Culminating Assessment

30% Culminating Activities

Task / Achievement Chart Focus / Due Date
Character Analysis / Reading/Writing / Week 18 and 19