COURSE OUTLINE OF ENG1D
Course Development: Lighthouse Academy Canada
Department: English
Teacher: Godfrey Wilde
Course Development Date: Aug 06, 2020
Course Reviser: None
Course Revision Date: Not Applicable
Course Title: English, Grade 9, Academic
Course Code: ENG1D
Grade: 9
Course Type: Academic
Credit Value: 1
Prerequisite: None
Name of Ministry Curriculum Policy Document(s):
Course Description
This course is designed to develop the 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 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. The course is intended to prepare students for the Grade 10 academic English course, which leads to university or college preparation courses in Grades 11 and 12.
Overall Expectations
- Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
- Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
- Reflecting 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.
- Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
- Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
- Reading With Fluency: use knowledge of words and cueing systems to read fluently;
- Reflecting 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.
- Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
- Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
- Applying 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;
- Reflecting 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.
- Understanding Media Texts: demonstrate an understanding of a variety of media texts;
- Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
- Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
- Reflecting on 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: Titles and Hours
Unit
Titles and Descriptions
Hours
Unit 1
Poetry
26
Unit 2
Media Studies
28
Unit 3
Novel
28
Unit 4
Oral Communication
26
Final Exam
2
Total
110
Learning Skills
The following learning skills will be taught and assessed throughout the course and will be shown on the report card. Students’ performance in these skill areas will not be included in the final numeric mark. It is important to remember, however, that the development and consistent practice of these skills will influence academic achievement. These skills include:
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-regulation
Teaching Strategies
- Brain storming
- Problem solving
- INdividual/group research
- Review
- Independent study
- Presentation
- Class discussion (Teacher facilitated)
- Lecture
- Interviews/questions
- Individual work (Teacher facilitation)
- Student teacher conference/Conversation
- Direct instruction (Teacher led)
Assessment and Evaluation Guidelines
Assessment and evaluation are based on the provincial expectations and levels of achievement outlined in the provincial curriculum document for each subject in secondary school. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades on the Provincial Report Card. Achievement (reflected in a final mark) will be calculated using the following categories:
Communication
Knowledge/Understanding
Thinking
Application
25 %
25 %
25 %
25 %
The student’s grade for the term marks will be based on the most consistent achievement with emphasis on the most recent within each category.
Students will also receive descriptive feedback as part of the learning process which may not be assigned a mark.
Final Mark = 70% Term + 30% Final Evaluation
Achievement Level Chart
Grade Range (%)
Achievement Level
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.
70-79
Level 1
A passable level of achievement. Achievement is below the provincial standard.
<50
Insufficient achievement, a credit will not be granted.
Considerations for Program Planning
In order to achieve the curriculum expectations, the program is planned to conduct a variety of activities considering the following but not limited to:
- The teacher will provide with new learning based on the knowledge and skills that the students acquired in the previous years
- The students will have opportunities to learn in a variety of ways such as individually, cooperatively, independently with the teacher’s direction through investigation involving kinds on experience and through practice examples.
- The learning/teaching approaches and strategies will vary according to the learning goals and student’s needs in order to help students achieve the curriculum expectations.
- The teacher will provide with the instructional and learning strategies best suited to the particular learning goal so that the students can learn concepts, acquire procedures and skills and apply the knowledge.
- The students will be provided with the opportunities to participate in the group discussion to share ideas and thinking in order to achieve a common goal of learning.
- The teacher will encourage students to explore alternate solutions in order to help students become successful problem solvers and develop confidence.
- The teacher will incorporate appropriate adaptations in instructions and assessments to facilitate the success of English language learners such as using more visual materials, using simple English, offering extra instruction time, granting extra time for assessments etc.
Accommodations
Accommodations will be based on meeting with parent, teachers, administration and external educational assessment report. The following three types of accommodations may be provided:
- Instructional accommodations: such as changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
- Environmental accommodations: such as preferential seating or special lighting.
- Assessment accommodations: such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.
Other examples of modifications and aids, which may be used in this course, are:
- Provide step-by-step instructions.
- Help students create organizers for planning writing tasks.
- Record key words on the board or overhead when students are expected to make their own notes.
- Allow students to report verbally to a scribe (teacher/ student) who can help in note taking.
- Permit students a range of options for reading and writing tasks.
- Where an activity requires reading, provide it in advance.
- Provide opportunities for enrichment.
Teaching/Learning Resources
- Growing Success Document, Ministry of Education, 2010.
- The Ontario Curriculum, Grades 9 and 10 English, Revised 2007
- Textbook: No textbook is specifically needed; Name of the Novel will be informed by the teacher
- Video an sound recording facilities
Teaching/Learning Materials
Pen Pencil, White Paper, LMS, Video Conferencing Tool, Sound recording etc.
Additional Information
Behavior
Every student is expected to respect other students’ right to a safe and supportive learning environment. Students are expected to behave in a considerate and reasonable manner at all times. A “zero tolerance” policy with respect to bullying, threatening, harassment, abusive language, spam, disruptive behavior and lack of respect is in effect and misbehavior may result in your removal from the course.
Academic Integrity
Students are expected to submit original work. Students who seek to attain academic advantage or help someone else obtain such advantage through cheating will receive a grade of zero. Any assignments submitted that are not original will receive a mark of zero. Students who persist in submitting un-cited or improperly cited assignments may be suspended or withdrawn from the course