Project Description

Course Code: ESLDO

Course Name: English as a Second Language Level D Open

Department: English

Hours: 110

Credit Value: 1.0

Pre-requisites: English as a Second Language Level C Open

Curriculum Policy Documents: The Ontario Curriculum, Grades 11 & 12. English, 2007

Growing Success: Assessment, Evaluation, and Reporting in Ontario School. 2010.

Development Date: August 2019

Developed By: Jennifer Crozier

Teacher:

Revised By: N/A

Revision Date: N/A

Overall Curriculum Expectations

The Listening and Speaking strand has three overall expectations, as follows:
Students will:
  1. demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of purposes.
  2. use speaking skills and strategies to communicate in English for a variety of classroom and social purposes.
  3. use correctly the language structures appropriate for this level to communicate orally in English.
The Reading strand has three overall expectations, as follows:
Students will:
  1. read and demonstrate understanding of a variety of texts for different purposes.
  2. use a variety of reading strategies throughout the reading process to extract meaning from texts.
  3. use a variety of strategies to build vocabulary.
  4. locate and extract relevant information from written and graphic texts for a variety of purposes.
The Writing strand has four overall expectations, as follows:
Students will:
  1. write in a variety of forms for different purposes and audiences.
  2. organize ideas coherently in writing.
  3. use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation.
  4. use the stages of the writing process.
The Socio-cultural Competence and Media Literacy strand has four overall expectations, as follows:
Students will:
  1. use English and non-verbal communication strategies appropriately in a variety of social contexts.
  2. demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society.
  3. demonstrate knowledge of and adaptation to the Ontario education system.
  4. demonstrate an understanding of, interpret, and create a variety of media works.

Course Content

Unit Unit Title Approx. Duration
Unit 1 Citizenship 20 hours
Unit 2 Media 20 hours
Unit 3 Novel Study 20 hours
Unit 4 Diversity 20 hours
Unit 5 Culminating Activity 30 hours
TOTAL 110 hours

Unit Description

Students will discuss the purpose of citizenship, roles of being a citizen both locally and on a global scale. Students will also discuss and establish what it means to be an active citizen in today’s community and explore the Canadian Charter of Rights and Freedoms, as well as, the Universal Declaration of Human Rights analyzing historical instances wherein these rights were abused. Students will also explore the art of debate learning about the rules and the strategies that go into developing proper debate arguments, opening/closing statements and rebuttals.
Throughout his unit students will explore the use of propaganda used in media and the relationship to language. They will also analyze and evaluate the conventions used in media texts to support their message. Focus will be put on analyzing content and techniques that support the writer’s purpose and intended audience. Students will also analyze the influence of social, cultural, and economic values and perspectives on written texts.Finally, students will demonstrate analytical and communication skills in a movie review and media presentation.
Students will read and discuss the critical approaches to the novel, “DogSong”. They will discuss the author’s biography and the time period in which the novel took place(economics, social, political). Emphasis will also be put on developing an understanding of literary terms and narrative style, as well as how these techniques enhance the meaning of the novel. Students will research the historical/cultural context of the novel, analyze selected passages of the novel. and develop a literary essay.
Students will learn about the diversity (differences) in languages and cultures that are visible in Canada. They will continue to participate on ESL Chat Box on our class website, complete journal reflections and learn vocabulary and grammar specific to the theme of the unit and real life situations. Through reading excerpts from “Passages” and a variety of Canadian short stories and texts, students will learn about the diverse history of Canadians and their compelling immigration stories. Students will culminate this unit by writing a persuasive essay on a Canadian current issue.
In class time will be allowed for the preparation, completion, and presentation of the following mandatory course components: Culminating Activity -15% Final Exam Substitution– 15%.
Throughout his culminating activity, students will;
  • demonstrate effective communication, time and resource management skills.
  • Apply the skills and insights they have acquired throughout the course to the development of a digital portfolio.
  • Apply the models of analysis studied in previous units and demonstrate this understanding through a final digital portfolio and presentation in a teacher-student conference.
  • Reflect on activities/assignments throughout the course and self-assess for the purpose of establishing strategies to improve individual learning.
  • Final presentation to teacher will include the digital portfolio which covers a learning inventory log, survey of assessment success, short biography and a teacher-student interview to review and discuss portfolio.
  • Students will also complete a final examination (2hrs)

Evaluation Breakdown

Evaluation Type Percentage of Final Grade
Term Work 30%
Written Assignments 20%
In-class Oral Assignments 20%
Essays 10%
Final Evaluation 20%
Total 100%

Evaluation Chart

Percentage Achievement Summary Description
80-100% Level 4 A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79% Level 3 A high level of achievement. Achievement is at the provincial standard.
60-69% Level 2 A moderate level of achievement. Achievement is below, but approaching the provincial standard.
50-59% Level 1 A passable level of achievement. Achievement is below the provincial standard.
Below 50% Insufficient achievement of curriculum expectations. A credit will not be granted.

Program Planning Considerations

This course will include a variety of instructional strategies to help students become independent, strategic and successful learners.  The key to student success is effective, accessible instruction in order to empower students to become lifelong learners. Students will be required to identify the main concepts and skills of the course, consider the context in which they will apply their learning and work toward meeting the stated learning goals.
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning. It is the student's responsibility to make the most of each learning opportunity provided and grow in their understanding and application of learning skills and strategies that will ensure success in this course and in life beyond.
In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations.  The teacher will adapt the instructional program in order to facilitate the success of these students in their classes.
Appropriate adaptations and strategies for this course will include:
  • Modelling of expectations
  • Reference to and use of online ESL and subject-specific and dictionaries
  • Concrete examples and materials whenever possible
  • Use of a variety of learning resources including visual material and cues, , graphic organizers and visual
  • Materials that reflect cultural diversity
  • Pre-writing strategies
  • Previewing course readings / texts
When at all possible, this course will include opportunities to integrate environmental education into the material studied, encouraging the students to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
  • Community Connections
  • Environmental Perspective
  • Simulation
  • Problem Solving
  • Surveys
  • Co-operative Learning
  • Inquiry-based learning
  • Cross-curricular connections
When appropriate, the students will have opportunities to analyse the environmental impact of the concepts being studied, such as the impact of Canadian and international political policies, Canadian and international laws, cultural and social differences, human rights legislation and the protection and stewardship of the Earth.
Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Antidiscrimination education encourages all students to:
  • think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active responsible citizenship.
  • work to high standards, as it affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image.
  • value and show respect for diversity.
The course content will use the following strategies to help create a healthy learning environment for all students.
  • Developing a learning environment where all students feel safe
  • Promotion of diversity and inclusivity in the classroom
  • Getting students involved within their school community
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussion
  • Case Study analysis
Classes taught within the Ontario curriculum seek to create an atmosphere of equity and inclusion based on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.
The Ontario curriculum entrusts educators to create an environment based on the principles of inclusive education, where all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected.
During this course, the teacher will give students a variety of opportunities to learn about diversity and diverse perspectives.
Teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.  The teacher will support and encourage students to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, advancements, and global events.
During this course the teacher will provide support and oversight to students throughout the inquiry process, ensuring that students engaged in inquiry-based activities are aware of potential ethical concerns and address them in a respectful manner. If students are conducting surveys and/or interviews, teachers will supervise student activities to ensure that they respect the dignity, privacy, and confidentiality of their participants.
The teacher will thoroughly address the issue of plagiarism with students.  Students will be reminded of the ethical issues surrounding plagiarism, and the consequences of plagiarism will be clearly discussed before students engage in an inquiry.
The following strategies will be used to develop students’ understanding of ethics:
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Surveys and interviews
  • Model ethical behavior
  • Explore ethical standards
  • Explore ethical concerns
  • Inclusive practices
  • Foster positive relationships with others
  • Assist students in developing an understanding of ethical judgments
  • Assist students in understanding confidentiality standards
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills through a variety of activities in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues. Students will come to understand the social, environmental, and ethical implications of their own choices as consumers.  Strategies that will be used will include:
  • Community connections
  • Simulation
  • Problem Solving
  • Inquiry-based learning
  • Cross-curricular connections
  • Issue-based analysis
  • Critical literacy skills
  • Setting financial goals
  • Developing intra-personal skills
Literacy involves a range of critical-thinking skills and is essential for cross-curricular learning. It is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.  Students will be exposed to literacy skills relating to oral, written, and visual communication.  The following skills will be developed in this course:
  • Reading, interpreting, and analysing various texts, including diaries, letters, government legislation and policy documents, interviews, speeches, information from non-governmental organizations, news stories, and fiction and non-fiction books
  • Extracting information
  • Analysing various types of maps and digital representations, including charts, diagrams, pictures, etc.
  • Using appropriate and correct terminology, including that related to the concepts of disciplinary thinking
  • Making community connections
  • Peer tutoring
  • Role playing
  • Group discussions
  • Case study analysis
  • Simulation
  • Problem solving
  • Cross-curricular connections
  • Media connections
  • Kinesthetic opportunities
  • Foster use of proper terminology
  • Inquiry and research skills
  • Help students to develop a language for literacy, inquiry and numeracy skills
  • Assist students with developing communication skills in areas of literacy, inquiry and numeracy
Central to successful education is the focus on experiential learning.  Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, hands-on experiences and cooperative education, will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.  Planned learning experiences in this course will include:
  • Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops
As part of every course, students must be made aware that health and safety in the classroom are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times and communicate safety requirements to students.  Health and safety issues not usually associated with a particular course may be important when the learning involves field trips and field studies. Teachers will preview and plan these activities carefully to ensure students’ health and safety.
Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills.
Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and in preparation for their post-secondary studies. Students are expected to properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting. As plagiarism is a serious offence that can have significant consequences, Sophio Academy is committed to instilling the values of honesty and hard work within our students which involves the proper acknowledgement of other's ideas and work.