MARSHALL MCLUHAN CATHOLIC SECONDARY SCHOOL
ENGLISH DEPARTMENT
COURSE OUTLINE 2012-13
TEACHER: MS. VIEIRA
COURSE TITLE: / GRADE 10 ACADEMIC ENGLISHCOURSE CODE: / ENG2D1
GRADE: / 10
LEVEL: / ACADEMIC
PREREQUISITE: / ENG1D1
FULL YEAR or SEMESTER: / FULL YEAR
CREDIT VALUE: / 1
MINISTRY CURRICULUM POLICY DOCUMENT: / ENGLISH: 2007
MINISTRY 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 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.
ONTARIO MINISTRY OF EDUCATION
CURRICULUM EXPECTATIONS FOR ENGLISH
ORAL COMMUNICATION
By the end of this course students will:
1. Listen to understand (listen in order to understand and respond appropriately in a variety of situations for a variety of purposes). Units 1, 2, 3, 4, 5, 6, 7, 8.
2. Speak to communicate (use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes). Units 1, 2, 3, 4, 5, 6, 7,8
3. Reflect 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 communication situations). Units 1, 2, 3, 4, 5, 6, 7, 8.
READING AND LITERATURE STUDIES
By the end of this course students will:
1. Read for meaning (read and demonstrate an understanding of a variety of literary, graphic and informational texts, using a range of strategies to construct meaning). Units 1, 2, 3, 4, 5, 6, 7,8.
2. Understand form and style (recognize a variety of text forms, text features and stylistic elements and demonstrate understanding of how they help communicate meaning). Units 1, 2, 3, 4, 5, 6, 7,8.
3. Read with fluency (use knowledge of words and cueing systems to read fluently. Units 1, 2, 3, 4, 5, 6, 7,8.
4. Reflect 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. Units 1, 2, 3, 4, 5, 6, 7,8.
WRITING
By the end of this course students will:
1. Develop and organize content (generate, gather and organize ideas and information tow rite for an intended purpose and audience. Units 1, 2, 3, 4, 5, 6, 7, 8
2. Use knowledge of form and style (draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience). Units 1, 2, 3, 4, 5, 6, 7, 8
3. Apply 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). Units 1, 2, 3, 4, 5, 6, 7, 8
4. Reflect 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). Units 1, 2, 3, 4, 5, 6, 7, 8
MEDIA STUDIES
By the end of this course students will:
1. Understand media texts (demonstrate an understanding of a variety of media texts). Units 1, 2, 5, 6, 8.
2. Understand media forms, conventions and techniques (identify some media forms and explain how the conventions and techniques associated with them are used to create meaning). Units 1, 2, 5, 6, 8.
3. Create media texts (create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques). Units 1, 2, 5, 6, 8.
4. Reflect on media literacy 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). Units 1, 2, 5, 6, 8.
ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS
The graduate is expected to be:
1. A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God’s presence through word, sacrament, prayer, forgiveness, reflection and moral living.
2. An effective communicator who speaks, writes, and listens honestly and sensitively, responding critically in light of gospel values.
3. A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the common good.
4. A self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential.
5. A collaborative contributor who finds meaning, dignity and vocation in work that respects the rights of all and contributes to the common good.
6. A caring family member who attends to family, school, parish and the wider community.
7. A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.
EVALUATION
70% TERM WORK/ UNITS OF STUDY
The Ministry identifies four categories for evaluation.
o KNOWLEDGE AND UNDERSTANDING of the course content (i.e., the meaning and the significance of the language, the literature and the formats being studied)
o THINKING (critically, creatively and effectively) as the work is planned and processed
o COMMUNICATION using correct and effective conventions and mechanics
o APPLICATION of skill and knowledge to extend and to express meaning, accurately and insightfully, in both familiar and unfamiliar contexts
Normally, the grades for each category are weighted equally. Grades indicate that the student demonstrated the ministry expectations:
o thoroughly = Level 4 = “A” = 80% – 100%
o considerably = Level 3 = “B” = 70% – 80%
o to some degree = Level 2 = “C” = 60% – 70%
o minimally = Level 1 = “D” = 50% – 60%
o insufficiently = “E” = 0% – 49%
The following methods will be used to assess student work: process writing, oral presentations and collaboration, tests, student-teacher conferences, skills checklists, independent study projects, assignments and homework. On most work, students will receive a grade for each category. Students receive more detailed information about evaluation with each assignment. The number of marks allocated to each unit is indicated on the following pages. The major assessment for each unit should normally be a sequence of paragraphs demonstrating critical thinking (i.e., a multi-paragraph argument; a defense of a thesis; an essay, for example, but other formats should also be exercised). The assignment should be a scaffolded preparation for the major task on the final exam. Short answer memory / comprehension questions are less likely to reflect the Ministry's curriculum expectations and achievement chart.
30% FINAL SUMMATIVE EVALUATION
20% of the student's grade will be based on a final 2 hour exam.
10% will be based on Unit 7: Non-fiction, the final unit of the year
ACCOMMODATIONS FOR EXCEPTIONAL STUDENTS
Accommodations will be made for exceptional students as appropriate. These modifications will include adjustments in time, content, demonstrations, evaluation, and resources
OTHER POLICES AND PROCEDURES
Please see the Student Agenda and handouts provided during the school year.
TERM WORK/ UNITS OF STUDY - Not listed in order of delivery -
PREPARATION FOR THE GRADE 10 LITERACY TEST; 10 classes; 10% of final grade
Students will:
· complete assignments similar to those required by the EQAO Grade 10 Literacy Test
· apply lessons that address:
o skills measured by the test,
o following the test instructions,
o and the test's standards as a performance checklist
RESOURCES: EQAO resource materials. English Department unit materials; TCDSB Grade 10 Literacy Test resource materials
SHORT STORIES; 10 classes; 10% of final grade
Students will:
· read a variety of short stories from around the world
· create a glossary in their notebooks for new words and definitions (additions will be made to the glossary throughout the course)
· apply their knowledge and understanding of development of plot, character, setting, and theme to the stories read through charting and oral and written responses
· discuss the importance of setting in short stories
· participate in class and small group discussions that explore, with sensitivity, the conflicts and interests of a variety of cultures as reflected in the literature
· apply process writing strategies to the composition of a comparative piece that examines two of the short stories
· complete a short story test to demonstrate their reading comprehension and writing skills
· opportunity to write a short story, (outside of class time ) using the previously examined stories as a guide
RESOURCES: Literature and Media 10, ITP Nelson and/or Global Reading Safari, ITP Nelson. Dictionaries.
MCSS Library. English Department guidelines.
NOVEL STUDY (The Chrysalids); 15 classes; 15% of final grade
Students will:
· read portions of The Chrysalids as a class, and portions independently
· participate in a teacher led discussion about science fiction and satire
· add new words and definitions to the glossary
· work in small groups to chart character and plot development
· read assigned chapters independently
· write response journals using newspaper and magazine articles that are relevant to Orwell’s concerns for society
· write a unit test and/or an essay.
RESOURCES: The Chrysalids. Dictionaries. Newspaper and magazine articles. English Department guidelines.
INDEPENDENT READING AND STUDY; 6 classes; 10% of final grade
Students will:
· select a book suitable for comparison with The Chrysalids from a list provided by the teacher and librarian
· complete the stages of the independent reading unit package
· attend several conferences with the teacher or other students to discuss choices and progress
· make clear connections to ideas and concepts explored in the fiction and unit
· complete a 750 - 1000 word comparative essay using the writing process
· submit process work as well as the final product.
RESOURCES: MMCSS Library. Independent reading unit package. Dictionaries. English Department guidelines.
POETRY; 10 classes; 10% of final grade
Students will:
· listen to and practice the reading of poetry
· explore and examine a variety of poems that provide models for their understanding of denotation, connotation, imagery, metaphor, personification, symbol, allegory, paradox, overstatement, understatement, irony, and allusion.
· add new words and definitions to the glossaries
· write a quiz to demonstrate their knowledge of poetic terms and devices
· select a poem and write a one page analysis (process writing)
· select a poem and write a personal response
· select a poem that celebrates faith and present the choice
· compose, edit, and publish poetry
· participate in a group or class poetry reading that may include individual or group readings
RESOURCES: Nelson Literature and Media 10. Dictionaries. English Department guidelines.
DRAMA (Merchant of Venice); 15 classes; 15% of final grade
Students will:
· read Merchant of Venice by William Shakespeare using a variety of approaches including viewing, listening to tapes, group readings
· participate in class and small group discussions
· answer questions in writing, after each Act, in order to reinforce their understanding of the play
· write 2-3 paragraphs that explore the connections between elements of comedy and the characters and plot in Twelfth Night (process writing)
· write a unit test.
· write an essay on an assigned topic
RESOURCES: Merchant of Venice by William Shakespeare. Video clips. Dictionaries. Video of the production. English Department guidelines.
NON-FICTION/DOCUMENTARY & DOCUDRAMA; 10 classes; 10% of final grade
Students will:
· read , view and examine, in small groups and larger class groups, a variety of non-fiction pieces including newspaper articles, magazine articles essays, and films to determine common elements
· explore the differences between fact and fiction
· chart the differences between non-fiction and fiction characteristics
· examine the links between interpretation, point of view, and non-fiction works
· complete handouts that provide guidelines for viewing and exploring techniques
· add new words and definitions to the glossaries
· read articles which explore documentary and docudrama styles
· identify and explain, using evidence, the purpose, level of language, and audience for each piece examined
· view documentaries such as In Time’s Shadow and The Thin Blue Line and docudramas such as The Perfect Storm or others available from the school library
· focus upon the notion that documentaries and docudramas are constructed and edited
· participate in a small group setting to find a recent article or news clip that explores a political topic
· determine the harm or harmlessness of the language the article or clip employs, while considering the Catholic values, principles, and concerns it does or does not promote
· complete a writing activity that includes:
1) bringing to class two small objects, postcards, or photographs of people to describe
2) using complete sentences to write down as many details about these subjects as possible (as though describing them to someone who has never seen them)
3) revising their work and ensuring that specific grammar points are applied
· make connections to the notion of social commentary as made possible by these forms
· participate in small group and class discussions
RESOURCES: Language and Literature 10, ITP Nelson, Newspaper articles. Online articles. Magazine
Articles. Video clips. Sample essays. Dictionaries. English Department guidelines. School List of Documentaries and Docudramas.