Course Overview

Bridge to English, ESL Level Five, Open

Identifying Information

Course Developers: Wendy Gruner, Catherine Johnson, Maria Rocca Martin, Jamie Finan, Angela Farrell, Frank Campese, Lidija Biro

Course Title: Bridge to English

Grade: Level 5

Development Date: May 2000

Course Type: Open

Ministry Course Code: ESLEO

Credit Value: 1

Description/Rationale

This course, as described in the Secondary Curriculum Policy Document, The Ontario Curriculum, Grades 9 to 12 ESL/ELD, prepares students for secondary school English and other courses at the college and university preparation levels. Students are encouraged to develop independence in reading literary works and academic texts, in writing essays and narratives, and in applying learning strategies and research skills effectively. Students also learn to respond critically to print and media works.

How This Course Supports the Ontario Catholic School Graduate Expectations

This course provides students with the opportunity to fulfill their Ontario Catholic School Graduate Expectations. Through a study of a variety of literary genres, the Bible, and catechism, students move towards becoming reflective and creative thinkers who respect the opinions of others and listen actively and critically to understand in the light of gospel values. As students respond to literary works they are encouraged to develop into self-directed, responsible, and life long learners who develop attitudes and values founded on Catholic social teaching. Working with peers in presentations and group activities, students are further encouraged to develop as collaborative contributors. As students discuss themes explored in the literature studied, they are encouraged to recognize the importance of family values and responsible citizenship within a global Christian context.

Unit Titles (Time + Sequence)

Unit 1	The Art of Persuasion - The Essay	20 hours
Unit 2	“The Play’s the Thing” – Drama	20 hours
Unit 3	Media Issues - Images and Perspectives	15 hours
Unit 4	Weaving Words - A Novel Study	20 hours
Unit 5	Rhyme and Reason – Poetry	20 hours
Unit 6	Distant Quests and Mortal Tests – An Independent Study	15 hours

Unit Organization

Unit 1: The Art of Persuasion – The Essay

Time: 20 hours

Description

Students explore, read, evaluate, argue, and write a variety of personal, persuasive, and expository essays which reflect the students’ relationship with literature, the world, and God. The students study the steps involved in producing a coherent, sensitive, and intelligent argument that respects both their own values and ideas as well as those of the Catholic faith. Developing a formal piece of writing is the focus of this unit; however, the art of persuasion, verbal and written, is introduced and revisited in the other units of study. Also in Unit 1, students develop and maintain both a personal glossary of literary and technical terms and a writing folder of their best pieces, which will be utilized in each unit of study and evaluated at the end of the course.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSGE 1d, 2b, c, d, 3b, c, d, e, 4a, b, f, g, 5e, g, 7a.

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: EORV.01, .02, .03; EREV.01, .03, .04, .05, .06; EWRV.02, .03, .04; ESCV.01, .02.

Specific Expectations: EOR1.01, .02, .04, 2.01, .02, 4.01, .02; ERE1.04, 2.05, 3.02, .05, 4.01, .02, .03, .04; EWR1.01, .03, 2.01, .02, .03, 3.01, .02, .03; ESC1.01, .02, 2.01.

Unit 2: “The Play’s the Thing” – Drama

Time: 20 hours

Description

The drama unit exposes students to the elements of performance, as well as to a cultural and historical study of theatre. Students analyse and respond to a modern play by reading, answering questions, producing a literary essay, and staging a scene. In addition, students learn theatre vocabulary. To enhance the students’ understanding of staging a play, they attend and respond to a theatrical performance in the community. As well, a selection of Shakespearean passages exposes students to Elizabethan English. Students analyse a variety of social contexts, biases, themes, and historical eras to understand the appropriate style of language, conventions, and cultural references. Through these activities, students have the opportunity to evaluate the inherent values and beliefs of the play studied, those of the Catholic Church, as well as ponder their own beliefs and society’s values as they relate to Christian living.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSGE 1c, d, j, 2a, b, c, 3c, e, f, 4a, f, 5a, e, g, 6b, c, 7b, c, e, f, g.

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: EORV.01, .02, .03, .04; EREV.01, .03, .04, .05, .06; EWRV.01, .02, .03, .04; ESCV.01, .02.

Specific Expectations: EOR1.01, .02, .03, .04, 2.01, .02, 3.01, .02, 4.01; ERE1.01, .02, .03, .04, .05, 2.01, .05, 3.01, .02, .05, 4.04; EWR1.01, .03, 2.01, .02, 3.01, .03; ESC1.02, 2.01.

Unit 3: Media Issues – Images and Perspectives

Time: 15 hours

Description

This unit of study allows students to develop an awareness of the power and purpose of mass media.

Students review the diversity of media technology, including newspapers, magazines, television, radio, and the Internet. Students are encouraged to investigate and critically evaluate the influence of mass media on society in general, as well as their own perceptions, actions, and values. The activities further develop fluency in English by allowing students to read, view, interpret, and respond to messages and images presented through the media. They do this in light of the Christian story and their own personal faith and cultural values.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OSCGE 1d, 2b, c, e, 4g, 5a, g.

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: EORV.01, .04; EREV.01, .05, .06; EWRV.01, .02; ESCV.01, .02.

Specific Expectations: EOR1.01, .02, .03, .04; 3.02; 4.01, .02, .03; ERE1.06; 2.01, .05; 3.04, .05; 4.01, .02; EWR1.01, .02, .03, 2.03; ESC1.01.

Unit 4: Weaving Words – A Novel Study

Time: 20 hours

Description

In this unit, students read and respond critically to a literary work, conduct research in preparation for a presentation, engage in role play, and offer a personal response. A variety of learning strategies and skills is applied and developed, including opportunities for self- and peer evaluation. Particular attention is paid to moral and ethical considerations addressed in the chosen novel and examined in a Catholic context. The activities allow students to learn about and reflect upon uniquely different cultural perspectives. As well, this unit builds on writing and critical reading skills while reinforcing students’ understanding of literary elements addressed in previous units of study.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1b, 2a, b, c, d, e, 4a, b, f, g, 5a, b, e, g, 6c, 7g.

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: EORV.01, .02, .03, .04; EREV.01, .02, .04, .05, .06: EWRV.01, .02, .03, .04; ESCV.01, .02.

Specific Expectations: EOR1.01, .02, .03, .04; 2.01, .02; 3.01, .02; 4.01; ERE1.01, .02, .03, .04, .05, .06; 2.01, .02, .04, .05; 3.01, .02, .03, .05; 4.01, .03, .04; EWR1.01, .02, .03; 2.01, .02, .03; 3.01, .02, .03; ESC1.02; 2.01.

Unit 5: Rhyme and Reason – Poetry

Time: 20 hours

Description

In this unit students assess and model poetic devices by analysing the works of published writers and composing original pieces. Students are introduced to the components of poetry in order to provide them with the tools to participate with greater confidence in mainstream English classes. Students examine the works for evidence of cultural bias. They discuss cultural bias in relation to their own experience and in the light of Gospel values and the Catholic faith as relevant to the development of the individual as a person of faith. Poems for imitation and analysis also draw on contemporary, multicultural authors, allowing students to make connections between these works and their own experience. In reflecting on a range of themes and issues, students develop an understanding and awareness of themselves as creative and reflective individuals who are preparing to take their place in the community. Understanding, appreciation, and enjoyment are of greater significance than mastery alone. Students learn through problem solving and decision making to act with an informed moral conscience. By sharing the stories of their own journey, students learn that they are part of each other’s journey, part of the story of the community, and, in turn, part of the saving story of the Christian faith.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSGE 1h, j, 2a, b, c, d, e, 3b, c, 4a, d, e, f, 5a, e, f, g, 7a, b, f, g, i, j.

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: EORV.01, .02; EREV.01, .05, .06; EWRV.02, .03, .04; ESCV.02.

Specific Expectations: EOR1.01, .04, 2.01, .02, 3.01; ERE1.01, .02, .04, .05, 2.01, .05, 3.03, .05, 4.01, .02, .03, .04; EWR1.01, .02, .03, 2.01, .02, .03, 3.01, .02, .03; ESC2.01.

Unit 6: Distant Quests and Moral Tests – An Independent Study

Time: 15 hours

Note: As students need time to work independently, the activities in this unit are spread over previous units. Activities 1 and 2 are preparatory and are covered between Units 4 and 5. Time to launch Activity 3 is built into Unit 5. Conference time is set aside where necessary in Unit 5.

Description

In this unit students practise and polish skills acquired during the course through a teacher-guided independent study. The independent study has three components: a research component, an exploration component, and a creative component. Students research archetypal quest and journey themes in literature, including Biblical stories, Greek and native mythology, and myth and fable from their first language heritage. In reflective personal essays, students explore their own journeys or quests. In the creative component of their independent study, students write, illustrate, publish, and present quest stories for specific audiences. Students are also invited to make a commitment to work on a skill with which they are dissatisfied, allowing them to improve on their final assessment. Through these activities, students are encouraged to become effective communicators, reflective and creative thinkers, and self-directed life long learners.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSGE 2a, b, c, 3b, 4b, e, f, 5a, g, 7b, f.

Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence

Overall Expectations: EORV.01, .03; EREV.01, .02, .04, .06; EWRV.01, .02, .03, .04; ESCV.02.

Specific Expectations: EOR1.01, .03, 3.01; ERE1.01, .02, .03, .05, 3.05, 4.01, .02, .03, .04; EWR1.01, .02, .03, 2.02, .03; ESC1.02, 2.01.

Course Notes

In this Bridge to English course, emphasis is placed on the skills students need for success as they move from ESL/ELD courses to mainstream English. Students create and use a personal glossary of literary/technical terms, descriptive vocabulary, literary themes, and transition words which will be part of the final summative assessment (exam). Students maintain a writing folder/portfolio of their best creative and expository writing, as well as a record of additional academic achievements and career exploration. This folder/portfolio can then be shared with the students’ mainstream English teachers in order to prepare for a smooth transition. Integral to the course is the opportunity for students to reflect on their learning and to seek improvement. The independent study provides a final opportunity for students to revisit and master skills they perceive as needing to be upgraded, with a consequent adjustment of their final evaluation. Since this course offers the opportunity for a field trip, teachers are reminded to inquire and follow board and school policies. In addition, safety practices should be addressed regarding bus and streetsafety, handling electrical equipment, and doing research using the Internet. When using materials, familiarity with Cancopy restrictions is essential and must be adhered to. Appendices are numbered to correspond with the unit and activity in which they are first used. For example: Appendix 2.1.4 is Unit 2, Activity 1, Appendix 4. Materials from other profiles are referenced in Appendix 7.

Teaching/Learning Strategies

Instructional strategies include the following: brainstorming, comparing and contrasting, conferencing/interviewing, creative writing, critical viewing/listening (video/audio clips), desktop-publishing applications, directed reading/thinking, essay writing, field trip, group discussion/debate, guest speaker, homework, independent reading, inquiry, issue-based analysis, jigsaw, journal/log writing, lecture, letter writing, modelling, note-taking, oral presentation, peer teaching, rehearsal/repetition/practice, research, role playing, small group learning, and visual/graphic organizers.

Assessment and Evaluation

Assessment and evaluation are fair, flexible, and varied. They include diagnostic, formative, and summative methods to gather information for evaluation purposes, as well as peer, self-, and teacher evaluation strategies. Both assessment and evaluation strategies are administered over a period of time and are designed to provide students with opportunities to demonstrate the full range of their learning. Furthermore, they promote the students’ ability to assess their own learning and to set specific goals for improvement. Assessment and evaluation should reflect and allow for the differing exit choices or destinations of the students (stream, grade, or post-secondary institutions). The assessment and evaluation plan includes the following:

· Personal Communication: response journal, self-/peer evaluation, student-teacher conferences, ongoing verbal feedback, questions and answers, personal glossary;

· Paper and Pencil Tests: quizzes/tests, final evaluation-exam;

· Teacher Observation: formal/informal;

· Performance Assessment: research project, essay, cloze exercise, portfolio entries, presentation, role-play;

· Assessment Tools: checklists, marking schemes, rating scales, rubrics, anecdotal comments with suggestions for improvement.

Accommodations

In this course the fostering of a positive atmosphere is vital to instill that the dignity and worth of each student is valued and their capabilities and needs are accommodated. There is a range of activities that are appropriate for the varied intellectual strengths, interests, and capabilities of students, as well as a range of evaluation and assessment strategies. To meet students’ needs, accommodations are made according to an Individual Education Plan (IEP). There are also suggestions for adapting activities to the different levels of English language proficiency, social and academic ability, and cultural backgrounds, as well as opportunities for additional support, consolidation, and enrichment.

OSS Policy Applications

This Bridge to English course is designed to meet the expectations of The Ontario Curriculum, Grades 9 to 12, ESL/ELD, 1999, and the Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999 as it helps students become independent, productive, and responsible members of society and prepares them for further education. Students of English As a Second Language/English Literacy Development need additional support: in developing their annual education plan; for taking the provincial secondary school literacy test; in gaining access to co-operative education and work experience; and in participating in extracurricular programs and the 40 hours of community involvement. Thus, ESL/ELD teachers must work in partnership with guidance counsellors, teacher-advisors, mainstream teachers, and school administrators in ensuring that there is an understanding of the students’ current level of language proficiency as only a temporary stage and not a barrier to full integration, achievement of diploma requirements, and post-secondary education or career plans. Moreover, this course also attempts to meet the requirements of Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999 as it encourages students to develop and maintain an academic and career portfolio and participate in a mentorship program (ISU). Wherever possible, there has been a conscious effort to include computer literacy skills as part of the activities. The community as a resource has also been addressed as students research and attend a play in a community theatre. Safety issues surrounding field trips are addressed in compliance with OSS Policy. Inherent to all ESL/ELD courses is the foundation of anti-discrimination education and equity. Throughout the course, respect for students' cultural backgrounds, celebration of their first language, and the elimination of racial bias are encouraged. Accommodations and modifications to course expectations, teaching/learning strategies, and evaluation are made for exceptional students or students at risk.

Course Evaluation

Teacher/Self-Evaluation (Sample)

1. Which teaching/learning strategies worked well? Which did not? Why?

2. Did the curriculum (content and skills) meet the needs of the students? Was it inclusive of gender and cultural diversity?

3. What modifications to the curriculum or instruction were made for special needs students?

4. Was there sufficient assessment in the four areas of Knowledge/Understanding, Thinking/Inquiry, Communication, and Application?

5. How successful was the course? What improvements could be made?

Student Evaluation of Course (Sample)

Circle the appropriate answer or fill in the blanks.

1. Why did you take this course? a) to improve my English b) because a teacher said I had to

2. Rate how this course helped you. a) not much b) somewhat c) a lot

3. What did you like about this course?

4. When did you learn best? Rate the teaching/learning strategies from 1-5 (1 = the best; 5 = the worst)

· When the teacher was talking to the whole class/group

· When working in a small group or with partners

· When working alone

· When you could see, touch, and move things you were learning about

· When using a book

5. What did you learn in this course that you will never forget?

Resources

The following resources are suggested to support teaching and learning:

Abrams, M.H. A Glossary of Literary Terms. Toronto: Holt, Rhinehart & Winston, 1971.
ISBN 0-03-076585-4

Abrams, M.H. The Norton Anthology of English Literature, 4^th ed., Vol. 2. New York: W.W. Norton & Co., 1979. ISBN 0-393-95951-4

Allison, et al. The Norton Anthology of Poetry, Revised Shorter Edition. New York: W.W. Norton & Co.,
1975. ISBN 0-393-09251-8

Barry, James. Themes on the Journey. Scarborough: Nelson, 1989. ISBN 0-17-603-089-1

Bell, William. Forbidden City. Bantam Books, 1996. ISBN 0-553-28864-4

Bonner, Margaret. Step Into Writing. Don Mills: Addison-Wesley, 1994. ISBN 0-8013-0160-2

Borovilos, John. Breaking Through. Scarborough: Prentice-Hall, 1990. ISBN 0-13-083072-0

The Bible

Brockett, Oscar G. History of the Theater (Fifth Ed.). Newton: Allyn and Bacon, Inc., 1987.

Cameron, Bob and JoAnne Cameron. Prism of Poetry. Scarborough: Prentice-Hall, 1995.
ISBN 0-13-435330-7

Cameron, Bob and JoAnne Cameron. Prism of Poetry: Pathways to Writing. Scarborough: Prentice Hall,
1999.

Carpenter, Donna. Media Images & Issues. Don Mills: Addison-Wesley Publishers, Ltd., 1989.

Catechism of the Catholic Church. Toronto: Double Day, 1995. ISBN 0-89845-396-8

Choy, Wayson. The Jade Peony. Douglas & MacIntyre Publishing, 1997. ISBN 1550544683

Conrad, Ronald. The Act of Writing. Toronto: McGraw-Hill, 1995. ISBN 0-07-551829-5

Dawe, Robert, B. Duncan, and W. Mathieu. Resource Lines 9/10. Scarborough: Prentice-Hall Ginn Canada, 1999.

Donaldson, Chelsea. Canadian Student Writer’s Guide. Toronto: Gage, 2000. ISBN 0-7715-1318-6

Duncan, Barry, J. D’Ippolito, and C. MacPherson. Mass Media and Popular Culture. Toronto: Harcourt Brace & Co. Canada Ltd., 1995.

Fox, Levi. The Shakespeare Handbook. Boston: G.K. Hall and Co., 1987.

Gaidosch, Bernie. Common Sense: A Short Guide to Essay Writing. Toronto: Harcourt, Brace & Company, 1994. ISBN 0-03-922903-3

Green, Brian and Sarah Norton. Essay Essentials. Toronto: Harcourt, Brace & Company, 1995.
ISBN 0-07-551829-5

Gordon, Sheila. Waiting for the Rain: A Novel of South Africa. Bantam Books, 1996. ISBN 0440226988

Hays, Edward. Psalms for Zero Gravity. Leavenworth: Forest of Peace, 1998. ISBN 0-969576-42-x

The Holy See. Catechism of the Catholic Church. New York: Bantam Doubleday Dell Publishing Group, Inc., 1995. ISBN 0-385-47967-0

Hoppenrath, Christine and W. Royal. The World Around Us. Toronto: Harcourt, Brace & Co. Canada Ltd., 1997.

Kellow, Brian and John Krisak. Essays, Thought and Style. Scarborough: Prentice-Hall, 1987.
ISBN 0-13-283573-8

Kellow, Brian and John Krisak. Matters of Fact. Scarborough: Prentice-Hall, 1992. ISBN 0-13-560871-6

Kellow, Brian and John Krisak. Prose: Short Forms. Scarborough: Prentice-Hall, 1990.
ISBN 0-13-715301-5

Kogawa, Joy. Obasan. Penguin Books of Canada, Limited, 1983. ISBN 0140067779

Loxton, Howard. The Arts: Theater. Austin: Steck-Vaughn Co., 1990.

Maynard, Fredelle Bruser. Raisins and Almonds. Penguin Books, 1996. ISBN 0120080783

The Media Literacy Resource Guide- Intermediate and Senior Divisions. Toronto: Ontario Ministry of Education, 1989.

Munsch, Robert. The Paper Bag Princess. Toronto: Annick Press, 1980. ISBN 0-920236-16-2

Retold Classic Myths Volume1. Logan: Perfecton Learning, 1993. ISBN 0-89598-992-1

Teacher Resources for Retold Classic Myths Volume 1. Logan: Perfection Learning, 1993.
ISBN 0-89598-992-X

Reid, Joy M. The Process of Composition. Englewood Cliffs: Prentice-Hall, 1988. ISBN 0-13-723066-6

Reid, Joy M. The Process of Paragraph Writing. Englewood Cliffs: Prentice-Hall, 1985.
ISBN 0-13-723529-1

Roberts, E. and E. Amidon. Earth Prayers from Around the World. San Francisco: Harper Collins, 1991.
ISBN 0-06-250746-X

Rouse, W.H.D. Gods, Heroes and Men of Ancient Greece. New York: Penguin, 1957.
ISBN 0-451-62800-4

Said, Kurban. Ali and Nino. Overlook Press, 1937. ISBN 0879516682

Scull, Sharon. Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs: Regents Prentice-Hall, 1987. ISBN 0-13-194010-4

Seuss, Dr. Green Eggs and Ham. New York: Random House, 1966. ISBN 0-394-800-168

Smith, Peter J., ed. Harcourt Writer’s Handbook. Toronto: Harcourt Brace, 1999. ISBN 0-03-922309-4

Stewart, Kay L., Chris Bullock, and Marian E. Allen. Essay Writing for Canadian Students, with Readings. Scarborough: Prentice-Hall, 1994. ISBN 0-13-512237-6

Computer Software

Microsoft Encarta 2000

Web Sites

Glossary of Poetic Terms - http://www.poeticbyway.com/glossary.html

Bullfinch’s Mythology - http://www.bulfinch.org/fable/bull20.html

Google - http://www.google.com

Bullfinch’s Mythologyy - http://www.webcom.com/shownet/medea/bulfinch/welcome.html

Twas the Night Before Christmas - http://www.worldvillage.com/poem.htm

Media Awareness Network - www.media-awareness.ca

A Glossary of Literary Terms - www.sccu.edu/faculty/R_Harris/litterms.htm

The Norton Introduction to Literature - www.wwnorton.com/introlit/ter.htm

Videotapes/Films

Anderson, Neil and John J. Pungente. Scanning Television - Videos for Media Literacy in Class. Toronto: Harcourt Brace and Company, 1997.

The Princess Bride. Twentieth Century Fox, 1987.

Dragon Heart. Universal City Studios, 1996.

Stand by Me. The Body Inc., 1986.

Hopkins, Gerard Manley. God’s Grandeur. Franciscan Communications. Video 7194

Seuss, Dr. Green Eggs and Ham and The Cat in the Hat. Random House Home Video. LV 51260

Audiotapes

Light, David. Son Light. North American Liturgy Resources/Epoch Universal.

Evaluation of Student Achievement

Course Weighting	100 %	Knowledge/Skills Weighting	%
Oral and Visual Communication	10 %	· Knowledge/Understanding · Thinking/Inquiry · Communication · Application	20 % 30 % 30 % 20 %
Reading	25 %	· Knowledge/Understanding · Thinking/Inquiry · Communication · Application	20 % 30 % 20 % 30 %
Writing	25 %	· Knowledge/Understanding · Thinking/Inquiry · Communication · Application	20 % 20 % 30 % 30 %
Social and Cultural Competence	10 %	· Knowledge/Understanding · Thinking/Inquiry · Communication · Application	25 % 25 % 25 % 25 %
Final Evaluation (which includes:) · ISU (Oral and Written Products) · Exam	30 % 10 % 20 %	· Knowledge/Understanding · Thinking/Inquiry · Communication · Application	20 % 20 % 30 % 30 %

Coded Expectations, Bridge to English Expectations, ESL EO

Oral and Visual Communication

Overall Expectations

EORV.01

– initiate, sustain, and conclude conversations and discussions on a wide variety of topics of personal, social, and academic interest;

EORV.02

– communicate orally, using patterns of English grammar and pronunciation with the accuracy necessary for continued success in subject classrooms;

EORV.03

– analyse a variety of social contexts to determine the appropriate style of language and non-verbal behaviour to use in them;

EORV.04

– create and analyse a variety of media works in forms appropriate for different purposes and audiences.

Specific Expectations

Developing Fluency in Oral Communication

EOR1.01

– make effective presentations on classroom topics, with some teacher guidance;

EOR1.02

– express, support, and elaborate a point of view in sustained discussions about classroom topics (e.g., present and defend a position);

EOR1.03

– communicate orally for a variety of education- and career-related purposes (e.g., understand and participate in discussions and presentations on post-secondary educational choices; role-play job interviews, and analyse and evaluate their performance);

EOR1.04

– negotiate solutions to problems, interpersonal misunderstandings, and disputes.

Developing Accuracy in Oral Communication

EOR2.01

– monitor their speech for accuracy and correct common grammatical errors (e.g., review their use of articles and prepositions; check for subject-verb agreement);

EOR2.02

– use conventions of oral language appropriately (e.g., transition words and phrases for coherence; repetition for emphasis; pause, stress, and intonation for effect).

Using English in Socially and Culturally Appropriate Ways

EOR3.01

– analyse social contexts and adapt their style of speaking to suit the setting and the audience (e.g., use a formal style in a speech for school commencement; use colloquial language at a student council meeting);

EOR3.02

– discuss and analyse instances of miscommunication (e.g., in classroom interaction; in film and video clips).

Developing Media Knowledge and Skills

EOR4.01

– explain the relationship between media forms and their intended audiences (e.g., analyse the messages used in advertising directed to different age groups; examine how broadcasting schedules are tailored to specific audiences);

EOR4.02

– analyse media productions to explain how language can be used to de-emphasize or exaggerate the importance of information (e.g., in television commercials, press releases, election campaign literature);

EOR4.03

– create media works for different purposes and explain how the purpose influenced their design decisions in each case (e.g., create an information booklet or a video for newcomers to the school or to Canada and explain the purpose of its main features).

Reading

Overall Expectations

EREV.01

– read and respond to literature;

EREV.02

– choose and respond to personal reading material comparable in scope and difficulty to materials chosen by their English-speaking peers;

EREV.03

– extract information from a variety of texts used in subject classrooms;

EREV.04

– demonstrate understanding of the elements of a range of fiction and non-fiction forms of writing;

EREV.05

– use independently a variety of strategies to build vocabulary;

EREV.06

– use a range of research strategies independently to gather information for a variety of purposes.

Specific Expectations

Reading and Responding

ERE1.01

– use knowledge of the personal, historical, and cultural backgrounds of authors and audiences to explain themes, situations, and characters represented in texts (e.g., themes of colonization or personal exile in a South Asian or Caribbean short story; Elizabethan history, language, and themes in a Shakespeare play);

ERE1.02

– demonstrate understanding of some cultural references in Western and Canadian literature (e.g., biblical allusions; references to Greek mythology, Native mythology, or English-French relations);

ERE1.03

– compare the treatment of common literary themes in a range of fiction materials (e.g., themes of a golden age, intergenerational conflict, reconciliation);

ERE1.04

– analyse literature and classify it by type and theme (e.g., romance, tragedy, comedy, satire);

ERE1.05

– use a variety of methods to demonstrate understanding of their personal reading (e.g., give a book talk; write a diary entry for a character in a novel; explain the point of view of the author of a magazine essay);

ERE1.06

– write a critical review of a book or article.

Developing Vocabulary

ERE2.01

– use a variety of strategies to determine the meaning of unfamiliar words (e.g., consult a dictionary; infer meaning from context; relate unfamiliar words to cognates or word families);

ERE2.02

– use a thesaurus to expand vocabulary and explain its use to others;

ERE2.03

– use all elements of an entry in an advanced learner dictionary and explain their use to others (e.g., elements such as word-class labels, definitions, examples, usage labels, pronunciation keys);

ERE2.04

– explain why they prefer one dictionary to another;

ERE2.05

– take advantage of opportunities to use new words (e.g., in written responses to literature; in classroom discussions).

Using Reading Strategies for Comprehension

ERE3.01

– use a variety of cues to extract meaning from a textbook (e.g., cues such as headings, subheadings, graphics, questions, sidebars, summaries);

ERE3.02

– identify characteristic elements of a range of literary genres, including essays, short stories, novels, poetry, and drama (e.g., elements such as imagery, personification, figures of speech);

ERE3.03

– use reading strategies effectively before, during, and after reading and explain their use to others (e.g., strategies such as previewing text, predicting main ideas or outcomes, listing unanswered questions while reading);

ERE3.04

– analyse how informational texts present facts and ideas (e.g., compare how newspapers and periodicals from around the world present information and use format, layout, titles, and styles of address to appeal to specific audiences);

ERE3.05

– record needed information from texts used in classroom subjects (e.g., take point-form notes; fill in graphic organizers).

Developing Research Skills

ERE4.01

– gather information from a variety of sources, including electronic databases, websites, and online libraries;

ERE4.02

– synthesize and evaluate the information gathered from a variety of sources for an independent research project;

ERE4.03

– prepare a bibliography of print and electronic sources consulted during research;

ERE4.04

– acknowledge borrowed information, ideas, and quotations.

Writing

Overall Expectations

EWRV.01

– write in a variety of forms, adopting a voice suitable to the intended audience;

EWRV.02

– use the writing process independently to produce a final written or electronic version of an essay or a piece of creative writing;

EWRV.03

– organize and link ideas logically and effectively in written texts such as narratives and essays;

EWRV.04

– use the sentence patterns and conventions of standard Canadian English in their writing with the degree of accuracy necessary for continued success in subject classrooms at the college and/or university preparation level.

Specific Expectations

Relating Purpose to Form

EWR1.01

– write coherently on a range of academic topics, using appropriate forms (e.g., précis, reports, essays);

EWR1.02

– write creatively in a variety of forms (e.g., plays, narratives, poetry);

EWR1.03

– write to analyse, interpret, and evaluate information and ideas (e.g., a short essay introducing, developing, and concluding an argument).

Applying the Writing Process

EWR2.01

– use a variety of connecting words and phrases to express logical relationships between and among ideas (e.g., prior to and subsequently to indicate sequence, however and whereas to indicate contrast);

EWR2.02

– use a variety of strategies to proofread, edit, and correct writing, focusing on effective style, relevant and interesting content, accurate spelling, and correct use of conventions (e.g., edit with a checklist; confer with peers and teacher; use electronic dictionaries);

EWR2.03

– publish written work, selecting a format suited to the intended audience and using technology such as graphics and desktop publishing software, as appropriate.

Developing Accuracy in Written Communication

EWR3.01

– use a variety of spelling strategies, rules, and patterns to spell words correctly;

EWR3.02

– use pronoun references correctly;

EWR3.03

– use appropriately, and with a high degree of accuracy, complex syntactical structures such as the infinitive and/or the gerund as object (e.g., hope + infinitive: I hope to go; enjoy + gerund: I enjoy going); phrasal verbs (e.g., put on, put off, put up with); and participial phrases (e.g., characters appearing in the first chapter, characters introduced in the first chapter).

Social and Cultural Competence

Overall Expectations

ESCV.01

– demonstrate understanding of a range of local, national, and global issues;

ESCV.02

– learn effectively in a wide variety of teaching and learning situations.

Specific Expectations

Developing Citizenship Awareness and Skills

ESC1.01

– analyse the media coverage of a current local, national, or global issue and present their own views (e.g., write a report or letter or make a speech summarizing the information, comparing perspectives, expressing an opinion, and urging action);

ESC1.02

– evaluate the effectiveness of their own and peers’ reports, letters, or speeches on current issues.

Adapting to the Ontario Classroom

ESC2.01

– participate effectively in the full range of learning and teaching situations in the school (e.g., discussions in subject classrooms, school-wide presentations, extracurricular activities).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: The Art of Persuasion – The Essay

Unit 2: “The Play’s the Thing” – Drama

Unit 3: Media Issues – Images and Perspectives

Unit 4: Weaving Words – A Novel Study

Unit 5: Rhyme and Reason – Poetry

Unit 6: Distant Quests and Moral Tests – An Independent Study

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Accommodations

OSS Policy Applications

Course Evaluation

Teacher/Self-Evaluation (Sample)

Student Evaluation of Course (Sample)

Resources

Computer Software

Web Sites

Videotapes/Films

Audiotapes

Evaluation of Student Achievement

Oral and Visual Communication

Specific Expectations

Reading

Specific Expectations

Writing

Specific Expectations

Social and Cultural Competence

Specific Expectations