September 4, 2012 - Course Information

Course Description

Course Description | Syllabus | Assessment | Achievement Chart | Course Materials | General Policies |

English: ENG2P

Grade 10, Applied

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This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college or workplace preparation course.

Prerequisite: English, Grade 9, Applied

Credit Value: 1

Required Text: none

ENG2P: English, Grade 10, Applied

Course Information

Assessment

30% of the student's final grade will be based on the Culminating Evaluation and a final examination. The process for this will begin in unit four and will be submitted during unit five.
70% of the student's final grade is based on the summative assignments completed during the course.
Rubrics for each summative task, based on the achievement charts for English, are found on the assignment pages for each activity. Other assignments are diagnostic or formative in nature and should receive teacher feedback. Completion of formative tasks are also to be considered when assessing learning skills.
Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of the Achievement Chart. Progress will be monitored on an on-going basis using a variety of assessment tools, including written work, quizzes, oral presentations, teacher-student communication, discussion boards and chat rooms.
As required by the Ministry of Education, students will be assessed in four areas as follows:

Assessment Category	Percentage
Knowledge and Understanding	25%
Thinking	25%
Communication	25%
Application	25%

Final Grade

The final grade will be determined as follows (in accordance with Ministry of Education standards):

Term Work Based on evaluations conducted throughout the course.	70%
Summative Evaluation A final evaluation in the form of assignments and an exam.	30%

Learning Skills and Work Habits Rubric

The following Learning Skills and Work Habits rubric will be used by teachers to assess Learning Skills and Work Habits.

	CRITERIA	E = EXCELLENT	G = GOOD	S = SATISFACTORY	N = NEEDS IMPROVEMENT
Responsibility	Commitment	Highly motivated in fulfilling commitments and responsibilities.	Fulfills commitments and responsibilities.	Fulfills commitments and responsibilities, but irregularly.	Rarely fulfills commitments and responsibilities.
	Completes work	Homework, class work, assignments are completed consistently, with thoroughness and care.	Homework, class work, assignments are completed consistently.	Homework, class work, assignments are completed frequently.	Homework, class work, assignments are frequently incomplete.
	Responsible	Able to manage own behaviour consistently without supervision, as a role model of others.	Able to manage own behaviour consistently without supervision.	Able to manage own behaviour regularly.	Unable to manage own behaviour.
Organization	Planning & meeting goals	Plans and meets goals completely and on time.	Plans and frequently meets goals.	Sometimes plans and meets goals.	Infrequently plans and meets goals.
	Prioritize & time management	Consistently prioritizes tasks/goals. Effective time management skills.	Able to prioritize tasks/goals. Good time management skills.	Difficulty in prioritizing tasks/goals. Adequate time management skills.	Unable to prioritize tasks/goals. Weak time management skills.
	Uses resources	Gathers information to complete tasks without support. Always prepares for class and brings required equipment.	Gathers information to complete tasks with little support. Usually brings required equipment.	Gathers information to complete tasks with regular support. Sometimes brings required equipment.	Unable to gather information to complete tasks without support. Rarely brings required equipment.
Independent Work	Independent	Clarifies assignments, meets deadlines, uses resources and seeks assistance as needed.	Usually clarifies assignments, meets deadlines, uses resources and seeks assistance as needed.	Often requires direction in clarifying assignments, meeting deadlines, using resources and seeking assistance.	Needs repeated direction to clarify assignments. Misses deadlines, requires suggestions for resources and invitations for assistance.
	Uses class time	Consistently uses class time to complete tasks.	Regularly uses class time to complete tasks.	Sometimes uses class time to complete tasks.	Rarely uses class time to complete tasks.
	Supervision	Follows instructions effectively and completes assigned tasks with minimal assistance or supervision.	Proceeds willingly and requires only occasional assistance and/or supervision.	Needs some help to get started and works with periodic assistance and/or supervision.	Needs significant encouragement and supervision to begin assigned tasks.
Collaboration	Flexible	Comfortably accepts roles and share of work in groups consistently.	Willing to accept roles and share of work in groups regularly.	Willing to accept roles and share of work in groups on occasion.	Unwilling to accept roles and share of work in groups.
	Open-minded	Actively listens to others’ ideas.	Listens attentively to others’ ideas.	Occasionally listens to others’ ideas.	Inconsistently attentive to others’ ideas, except when topics are of personal interest.
	Working with others	Works with a variety of others through conflicts with consensus.	Able to work with conflict while working with others. Able to delegate as well as listen and apply instructions.	Usually able to work through conflict with support. Able to listen and apply instruction regularly.	Works with others reluctantly, or under teacher supervision. Has difficulty listening and applying instructions from peers.
	Problem solving	Works effectively with group to solve problems using information, resources.	Works with group to solve problems using information, resources.	Works with group to solve problems using information, resources with some support.	Difficulty working with group to solve problems and use information, resources.
Initiative	Use of new ideas	Motivated to explore thinking beyond classroom ideas/procedures presented.	Extends thinking beyond classroom ideas/ procedures presented.	Sometimes extends thinking beyond ideas/procedures presented.	Rarely extends thinking beyond ideas/procedures presented.
	Innovation	Plans new tasks or challenges independently.	Frequently attempts new activities.	Begins activities with some teacher assistance.	Infrequently tries new activities.
	Curiosity	Highly curious and interested in all aspects of learning.	Curious and interested in many aspects of learning.	Curious and interested in certain aspects of learning.	Unwilling to ask questions unless topics are of personal interest.
	Advocacy	Advocates appropriately for self and others, with great confidence.	Will speak up for the rights of self and others appropriately.	Will speak up for the rights of self and others, but sometimes inappropriately.	Speaks up for self only, and usually inappropriately.
Self-regulation	Goal setting	Confidently sets own goals and able to monitor progress independently.	Able to set own goals and requires little direction.	Able to set own goals but requires some direction.	Unable to set own goals and work without direction.
	Self-aware	Reflects honestly on self and seeks assistance when needed, after own attempt.	Reflects honestly on self and often seeks assistance when needed.	Reflects on self when encouraged and sometimes seeks assistance when needed.	Rarely reflects on self and often needs to be encouraged to seek assistance.
	Motivation	Highly motivated to meet personal needs and goals for learning.	Often demonstrates adequate motivation to meet personal needs and goals for learning.	Motivation is evident to meet personal needs and goals for learning, but irregular.	Needs assistance to become involved in activities to meet needs and goals for learning.
	Perseverance	Highly confident while persevering during class activities.	Generally confident while persevering during class activities.	Will persevere during class activities with little support..	Little evidence of perseverance during class activities.

Course Information

Achievement Chart

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Achievement Chart - English, Grades 9 -12

Categories	Level 1 (50 -59%)	Level 2 (60 -69%)	Level 3 (70 -79%)	Level 4 (80 -100%)
Knowledge and Understanding	Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)The student:
Knowledge of content (e.g., forms of text, reading and writing strategies, information)	-demonstrates limited knowledge of content	-demonstrates some knowledge of content	-demonstrates considerable knowledge of content	-demonstrates thorough knowledge of content
Understanding of content (e.g., concepts; ideas; opinions; relationships among facts, ideas, concepts, themes; uses of literary devices)	-demonstrates limited understanding of content	-demonstrates some understanding of content	-demonstrates considerable understanding of content	-demonstrates thorough understanding of content
Thinking/Inquiry	The use of critical and creative thinking skills and/or processes The student:
Use of planning skills (e.g., focusing research, gathering information, generating ideas, organizing an inquiry)	-uses planning skills with limited effectiveness	-uses planning skills with some effectiveness	-uses planning skills with considerable effectiveness	-uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., analysing, integrating, synthesizing, evaluating, forming conclusions)	-uses processing skills with limited effectiveness	-uses processing skills with some effectiveness	-uses processing skills with considerable effectiveness	-uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., reading process, writing process, oral discourse, critical/creative analysis, invention, research)	-uses critical/creative thinking processes with limited effectiveness	-uses critical/creative thinking processes with some effectiveness	-uses critical/creative thinking processes with considerable effectiveness	-uses critical/creative thinking processes with a high degree of effectiveness
Communication	The conveying of meaning through various forms The student:
Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and written forms, including media forms	-expresses and organizes ideas and information with limited effectiveness	-expresses and organizes ideas and information with some effectiveness	-expresses and organizes ideas and information with considerable effectiveness	-expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences and purposes (e.g., to inform, to express an opinion) in oral, visual, and written forms, including media forms	-communicates for different audiences and purposes with limited effectiveness	-communicates for different audiences and purposes with some effectiveness	-communicates for different audiences and purposes with considerable effectiveness	-communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., grammar, spelling, punctuation, style, usage), vocabulary, and terminology of the discipline in oral, visual, and written forms, including media forms	-uses conventions, vocabulary, and terminology of the discipline with limited effectiveness	-uses conventions, vocabulary, and terminology of the discipline with some effectiveness	-uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness	-uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application	The use of knowledge and skills to make connections within and between various contexts The student:
Application of knowledge and skills (e.g., concepts, strategies, processes) in familiar contexts	-applies knowledge and skills in familiar contexts with limited effectiveness	-applies knowledge and skills in familiar contexts with some effectiveness	-applies knowledge and skills in familiar contexts with considerable effectiveness	-applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., concepts, strategies, processes) to new contexts	-transfers knowledge and skills to new contexts with limited effectiveness	-transfers knowledge and skills to new contexts with some effectiveness	-transfers knowledge and skills to new contexts with considerable effectiveness	-transfers knowledge and skills to new contexts with a high degree of effectiveness
Making connections within and between various contexts (e.g., within the discipline; between disciplines; between personal experience and the world outside school)	-makes connections within and between various contexts with limited effectiveness	-makes connections within and between various contexts with some effectiveness	-makes connections within and between various contexts with considerable effectiveness	-makes connections within and between various contexts with a high degree of effectiveness