Course Overview

Study Skills in English, ESLDO, Level 4, Open

Course Description

This course prepares students to use English with increasing accuracy in most classroom and social situations and to participate in society as informed citizens. Students develop the reading, writing, and oral presentation skills required for success in all subjects. Students study and interpret a variety of grade level texts, develop oral communication skills through participation in informal debates and seminars, and extend their range of research skills.

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, with emphasis on the skills needed for personal and secondary school success. The course is delivered in four units which have strong themes stressing social awareness as well as responsibility for personal and spiritual growth. Unit 1, Coming of Age, and Unit 2, Journeys to Freedom, promote understanding of differences, awareness of bias, and the Christian concept of value and inclusion of all. Through the study and interpretation of a variety of grade level texts students will become reflective and creative thinkers and effective communicators who integrate Christian faith with life. Unit 1 also emphasizes self-assessment and goal-setting in the light of gospel values while Unit 2 focuses on inspirational journeys to freedom and the immigrant experience. This material promotes respect for faith traditions, world religions, and life journeys of all people of good will. As students respond to course material in Unit 3, The Power of One, and Unit 4, Strong Canadians, they will more fully understand and exercise the rights and responsibilities of Canadian citizenship and be encouraged to act morally and legally as persons formed in Catholic traditions. As students develop their study skills, they will move toward becoming self-directed, life-long learners who seek appropriate goals in school, work, and personal life. By cooperating with peers in group activities and presentations, students are encouraged to be collaborative contributors who respect the rights, responsibilities, contributions, and value of others.

Course Notes

In this course, Study Skills in English, the emphasis is on the skills students need for success in all subjects. The thematic content of the course has been chosen for its focus on the responsibility to acquire the necessary personal and academic skills to ensure future success, as well as for its interest value and age appropriateness.

ESL students face a unique set of problems in attempting to fulfil their personal and academic goals. Newcomers face the challenge of adapting to a new society, language, and school system. Many have suffered traumatic experiences and difficult journeys before arriving here. It is important for ESL and content subject teachers to be aware of these potential problems, to show sensitivity in dealing with them, and to be prepared to enlist the help of school counsellors if necessary. Each individual’s family, socio-economic, and cultural situation should be considered and adaptations made to accommodate differences where appropriate. There are many opportunities to promote inclusion of all, regardless of race, ethnicity, religion, gender, or age, within the course. The teacher should always be aware of the teachable moment.

Familiarity with the teaching strategies and expectations of the Canadian school system varies according to the background of individual students. It may be necessary to express such activities as group work, oral presentation, research, and peer, self, and performance based assessment. Teachers need to be sensitive to the fact that even students who have been here for a number of years may continue to face cultural adjustments and linguistic challenges.

Sensitivity to the economic situations of students taking ESL is also important. Students may or may not have access to computers and may or may not have computer skills. Teachers should facilitate use of computers within the school and community and to arrange for peer tutoring to upgrade skills.

The course includes opportunity for students to study three novels: two in a class situation in Units 2
and 3 and one as an independent reading activity. Keeping in mind that the focus is on acquisition of skills, and with the needs of the particular class in mind, teachers may choose to omit one novel from either Unit 2 or Unit 3. The independent reading activity should remain in place as it is an expectation of the course.

As an ongoing activity throughout the course, students create and use a Vocabulary/Structure Journal. This journal includes a personal glossary of vocabulary and its derivation, literary/technical terms, transition words, language structure, and register. As self-evaluation and goal-setting are an important focus of this course, 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.

Students in this ESLDO course are required to read and report independently on a novel of their choice. Novels are chosen for their appropriateness to both the ESLDO student’s level of reading proficiency, as well as for their links to the various themes presented in this course. It is suggested that the teacher, in collaboration with the teacher/librarian, begin to compile a classroom collection of these novels so that they are readily available early in the year when students begin to work on this assignment. See ESLDO Public Profile for the suggested list.

Teachers are reminded to keep students aware of safety practices in activities such as travelling off-site for research purposes, handling electrical equipment, and doing research using the Internet. When using materials for this course, familiarity and compliance with Cancopy restrictions is essential.

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, and Appendix 4. Materials from other profiles are referenced within the document.

It is important to acknowledge that the Catholic and Public writing teams collaborated to create a similar outline for ESLDO. Overviews in chart form are provided for all four units. Unit 1 is expanded into fully-developed activities and is available within this document. The expanded version of Unit 2 is available attached to the Public Overview on the web site: www.curriculum.org.

Units: Titles and Time

* Unit 1	Coming of Age	30 hours
Unit 2	Journeys to Freedom	30 hours
Unit 3	The Power of One – Rights and Obligations	30 hours
Unit 4	Strong Canadians	20 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Coming of Age

Time: 30 hours

Unit Description

This unit begins the process of developing study skills such as vocabulary development, the writing process, research, time management, self-evaluation, and goal-setting through analysis of the short story, poetry, and non-fiction prose. The theme, Coming of Age, allows students to explore their lives as members of a family, society, and a faith community through the study of a variety of literary genres and associated print and media material. Through discussions of differences in rites of passage among societies, students are encouraged to examine the ethical issues of bias and inclusion. Students reflect on the past while examining and preparing for the challenges of the future. In the light of gospel values, students examine their personal lives, abilities, and aspirations influencing life’s choices and opportunities. As students move toward being effective communicators, they are encouraged, through oral and written presentations, to find their own voices and their God-given potential. The culminating activity uses the full writing process as students’ reactions to literature are gathered, polished
and published.

Unit Synopsis Chart

Activity

Expectations

Assessment

Focus and Tasks

1. Milestones

360 minutes

DORV.01, .02, .03, DREV.01, .02, .04, DWRV.01, .04, DSCV.01, .02, DOR1.03, .04, .05, .07; 2.01, .02; 3.05, DRE1.01, .02; 2.01, .02; 3.01, .02, .03; 4.01, .02, .03, DWR1.01; 2.02; 3.01, .02, .05, DSC1.03; 2.03

CGE 1i, 4g, 6c

K/U; T/I; C; A

Focus: Understanding short story structure, developing reading strategies, and accessing community support material using the themes Milestones and Rites of Passage

Tasks

- Create a personal profile and introduce another student

- Read and respond (orally and in a short paragraph) to a short memoir

- Establish Vocabulary/Structure Journal. Use word attack skills.

- Read short story. Review literary terms.

- Use transition phrases.

- Categorize- Research support material for major rites of passage events.

- Practise skimming/scanning techniques

2. Blueprints for New Directions

360 minutes

DORV.01, .03, DREV.01, .02, .04, DWRV.01, .02, .03, .04, DSCV.01, .02, DOR1.05, .06, .09, .10, .11, DRE1.01, .02, .03; 2.01, .02, DWR1.02, .03, .05; 2.03, .05, .06; 3.01, .02, .04, .05, DSC1.01; 201, .03

CGE 1g, 3d, 4e

K/U; T/I; C; A

Focus: Self evaluation and goal setting by finding personal relevance through prose and poetry

Tasks

- Read and respond to short prose and poetry as a class and in groups (jigsaw)

- Write comprehension responses using quotations

- Take notes

- Respond creatively: diary, journal, letter, and personal reflection using the writing process.

- Self evaluate

3. Getting There

180 minutes

DORV.01, .02, .03, DREV.01, .02, DWRV.01, .02, DSCV.01, .02, DOR3.01, .02, .03, .04, .05, DRE2.01, .02; 3.02, DSC2.03

CGE 1d, 1i, 1j, 3e, 4e, 4g, 4h, 6c

K/U; T/I; C; A

Focus: Time-management, study habits, Canadian classroom challenges and expectations through examination of school related scripts

Tasks

- Analyse using mind maps

- Read autobiographical stories

- Scan write summaries

- Practise group work: note-taking, oral presentations

- Role-play

- Use peer evaluation

- Videotape

4. Imprints

180 minutes

DREV.02, .04, DWRV.01, .02, DSCV.02, DRE2.01, 3.02, .03, .04, .06; 4.01, .02, .03, DWR1.02, .05; 2.05, .06; 3.01, DSC1.03; 2.01, .02

CGE 1g, 2b, 4c, 4f, 5b, 5h, 7b

K/U; T/I; C; A

Focus: Application of time management, good study habits, organization and research techniques.

Tasks

- Read and respond to a short story

- Research project using research terminology, appropriate reading strategies, vocabulary development, note taking, graphic organizers, resume, cover letter, and journal writing

5. Listening to Other Voices

420 minutes

DORV.01, .03, DREV.01, DWRV.01, .02, .03, DSCV.02, DOR1.03, .04, .05, .11; 3.03, .05, DRE1.02, .03, DWR1.03, .04; 2.01, .05, .06; 3.01, .02, DSC2.03

CGE 2b, 2c, 4a, 4g

K/U; T/I; C; A

Focus: Read and critically respond to non-fiction, poetry, and prayer with the theme of teenage conflicts.

Tasks

- Reading and critically responding to two non-fiction short stories, poems and prayers written for teens

- Analyse main idea and point of view

- Review poetic devices

- Read and respond critically in writing

- Maintain personal glossary

- Read a poem to music

- Present in a small group

6. Using Our Voices

300 minutes

DORV.01, DREV.02, .03, DWRV.01, .02, .03, DSCV.02, DOR1.05, DRE2. 01, DWR.01, .03, .04; 2.01, .03,. 04, .05, .06, .07; 3.01, .02, DSC2.03

CGE 2b, 2c, 4a, 4g

K/U; T/I; C; A

Focus: Writing and publishing creative pieces on the theme of self-discovery and growing up

Tasks

- Use the writing process for creative extension of personal voice in writing of non-fiction, poetry, and prayer

- Develop editing skills

- Publish booklet of class writing

- Maintain personal glossary, specifically computer software terminology

Unit 2: Journeys to Freedom

Time: 30 hours

Unit Description

Students continue to build on and expand the study skills introduced in Unit 1. Students explore journeys to freedom in Canada through the literary analysis of a novel and poetry selection. This exploration will also form a basis for the focused study of various grammatical elements. Students view and respond to videos about the experiences of immigrant and refugee groups in Canada. Students compile a media watch scrapbook and respond to the issues raised by writing an editorial. Students research, extract, organize and present information from non-fiction texts such as newspaper articles and research materials. Students use descriptive language to engage in the creative writing of poetry on the theme of journeys to freedom. An independent reading activity, with student presentations occurring throughout the whole course, begins in this unit, allowing students to develop skills in the area of independent learning, and written and oral presentations.

Unit Synopsis Chart

Activity	Expectations	Assessment	Focus and Tasks
1	DORV.01, DREV.01, .02, DWRV.01, .02, .03, .04, DSCV.02, DSC2.01, .03, DOR1.03, .05, DRE1.01, .02, .03, .04, .05; 2.01, .02, DRE3.04, DWR2.01, .02, .03, .04, .05; 3.01, .02, .05 CGE 2b, 4a, 4e	K/U; T/I; C; A	Focus: Novel Study/Independent Reading Tasks - Develop grammar skills and extend vocabulary - Write response journal – comprehension, interpretation - Read independently, write and present book reports modeled by the teacher. - Make presentations to occur throughout the course. - Identify and use literary devices - Use process writing
2	DORV.01, DWRV.01, .02, DREV.01, .02, DOR1.03, .04, DRE1.01, .02, .03; 2.01; 3.01, DWR1.03, .04; 2.03, .04, .05 CGE 2b, 4a, 4e, 7f	K; T/I; C; A	Focus: Poetry Study Tasks - Develop vocabulary - Identify and use literary devices - Write creatively - Use process writing - Practise stress and intonation
3	DORV.01, .04, DREV.02, .04, DWRV.01, .02, .03, .04, DSCV.01, DOR1.03; 4.01, .02, .03, .04, DRE1.03; 2.01, .02; 3.01, .02, .04, .06, DWR2.01, .02, .03, .04, .05; 3.01, .02, .05, DSC1.05 CGE 3c, 4b, 4e, 7g, 7h	K; T/I; C; A	Focus: Media Watch Scrapbook and Editorial (Concurrent with novel study) Tasks - Select and read articles on immigration issues - Develop vocabulary - Respond in writing - Create synopsis - Demonstrate comprehension - Write an editorial - Understand newspaper style and format
4	DORV.01, .04, DSCV.01, DSCV.02, DOR1.05; 4.01, .03, .04, DSC1.05, .06; 2.03 CGE 2a, 7f, 7g	T/I	Focus: Interpretation of Media Work (Video) Tasks - View and discuss video - Identify point of view
5	DREV.04, DWRV.01, .02, .03, .04, DSCV.01, .02, DRE3.02, .03, .06; 4.01, .02, .03, DWR1.01, .05; 2.01, .02, .03, .04, .05, DWR3.01, .02, .05, DSC1.05, .06; 2.01 CGE 2b, 2c, 4e, 7g	T/I; C; A	Focus: Research Report on Immigrant/Refugee Issues Tasks - Locate, select and read research materials on immigrant group - Compile information, organize in short report form, use appropriate writing conventions - Cite sources in a bibliography
6	DORV.01,.02, DSCV.02, DOR1.04,.05,.07,.09, .11, DOR2.01, DSC2.01 CGE 2b, 2c, 2d, 4f	T/I; C; A	Focus: Oral Presentations Tasks - Talk to the class using accurate standard English - Present in organized manner - Take notes on presentation in a graphic organizer

Unit 3: The Power of One – Rights and Obligations

Time: 30 hours

Unit Description

Students continue to build skills related to literary analysis through the study of a variety of fiction and non-fiction prose while expanding their understanding of the rights and obligations of a citizen in Canadian society. Students focus on skills related to reading, discussion, debate, conflict resolution, research, analysis of literary elements, and writing. With an emphasis on the power of an individual to make significant contributions and changes to society, students start by reading and discussing social and political documents such as the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, District School Board equity policies, and individual schools’ Codes of Conduct. Students also reflect upon Catholic social teaching, which asks individuals to promote equality, democracy, and solidarity in order to create a just, peaceful and compassionate society. The specific literary genres analysed in this unit are autobiographical prose, short stories, and a novel with an emphasis on overcoming personal challenges. Through this analysis, students develop attitudes and values founded on Catholic social teaching.

Unit Synopsis Chart

Activity

Expectations

Assessment

Focus and Tasks

1. A Partnership: Your Rights, Your Obligations

180 minutes

DORV.02, DREV.01, .02, .04, DSCV.01, DOR1.06, .07, .08; 2.01, .02, DRE2.01; 3.01, .02, .03, .04, .05, .06; 4.03

CGE 1d, 5e, 7a, 7b, 7e, 7f, 7g, 7h, 7j

K/U; T/I; C; A

Focus: Skills practice in vocabulary building, determining and inferring meaning, skimming and scanning through citizen awareness and an examination of Canadian Charter of Rights and Freedoms

Tasks

- Read and discuss

- Develop vocabulary

- Work in groups

- Use graphic organizers

- Summarize group discussions

2. One for All and All for One

180 minutes

DORV.02, .03; DREV.03, .04, DWRV.01, DSCV.01, .02, DOR1.01, .02, .03, .04, .05, .07, .08, .10; 4.04, .05, DSC1.01, .02, .03, .04, .05, .06

CGE 1d, 1h, 2e, 5e, 7e, 7f, 7g, 7h, 7j

K/U; T/I; C; A

Focus: Practice of oral communication skills and expression and support of a point of view through exploration of the role of levels of government and the needs and values of people of different ages, cultures, genders and abilities

Tasks

- Use diagnostic checklist

- Brainstorm

- Conduct a survey

- Report orally

- Compare/contrast

- Debate

- Independently videotape a news report

3. Difficult Lives

180 minutes

DREV.01, .02, DWRV.02, .03, .04, DRE1.01, .03; 3.02, .05, .06, DWR1.04; 2.01, .02, .03, .06; 3.01, .02, .03, .05

CGE 1h, 7b

K/U; T/I; C; A

Focus: Writing skills using transition words, editing, and word-processing software. Reading first person, non-fiction accounts with a common theme; students who have had difficult experiences in life

Tasks

- Read and respond to prose

- Complete homework

- Write a 3-paragraph composition

4. More Problems

240 minutes

DORV.01, DREV.01, .02, DWRV.01, DOR1.05, .10, DRE1.01, .02, .03; 2.01, .02; 3.03, .04, DWR1.01, .04; 3.05

CGE 1d, 1h, 5e, 7f, 7i, 7j

K/U: T/I; C; A

Focus: Identify and explain literary elements and devices, make inferences, and build vocabulary. Formal short story analysis and guided response

Tasks

- Read and respond to literature

- Develop vocabulary

- Complete homework

- Identify issues (art imitates life)

- Analyse elements of the short story

5. Join the Club

900 minutes

DORV.01, .02, DREV.01, .02, .03, .04, DWRV.01, .02, .03, .04, DSCV.01, .02, DOR1.01, .02, .05, .07, .08, .10; 3.03, .04, DRE1.01, .02, .03; 2.01; 3.03, DWR1.03, .04, .05; 2.01, .02, .03, .05, .06; 3.01, .02, .03, .04, .05, DSC1.04, DSC2.01, .02, .03

CGE 1d, 5e, 7a, 7b, 7e, 7f

K/U; T/I; C; A

Focus: Formal novel study using the theme of the power of an individual to make a difference; practice of conversational strategies, note-taking, using formal/informal styles of language

Tasks

- Read and respond to literature

- Role-play

- Conference

- Simulate conflict resolution

- Develop vocabulary

- Complete homework

- Work in a group

- Write

- Take tests

6. A Plan in Place

120 minutes

DWRV.01, .02, .04, DSCV.02, DWR1.03; 2.02, .03, .04, .05, .06, .07; 3.01, .03, DSC2.01, .02

CGE 1d, 5e, 7b, 7e, 7j

K/U; T/I; C; A

Focus: Personal goal setting and effective use of study skills: student’s plan for overcoming personal obstacles and becoming a contributing member of the community

Tasks

- Brainstorm

- Write personal responses

Unit 4: Strong Canadians

Time: 20 hours

Unit Description

Students develop research skills while interpreting a variety of sources in order to write a formal, connected three-paragraph composition about a strong Canadian of their choice. Building on the recognition of individual rights developed in Unit 3, students focus on the responsibilities of citizenship through a study of strong Canadians and examine how these Canadians have contributed to the common good both at home and abroad. Students will have the opportunity to develop their God-given potential to make a meaningful contribution to society by planning, promoting, and organizing a charity drive appropriate for their school. They learn to write persuasive letters and advertisements for a variety of media and have the opportunity to use English with increasing accuracy in social situations.

Unit Synopsis Chart

Activity

Expectations

Assessment

Focus and Tasks

1. Discovering Outstanding Heroes

420 minutes

DORV.01, .03, DREV.01, .02, DWRV.01, .02, DSCV.02, DOR1.02, .03, .04, .05, .06, .11; 3.02, .03, DRE1.04, .05; 2.01, DWR1.01, .03; 3.01

CGE 1d,1g

K/U; T/I; C; A

Focus: Written and oral responses to a variety of writing on a common theme: social contributions made by strong Canadians

Tasks

- Understand and respond to a variety of sung and unsung heroes

- Write reflection journals

- Develop interview skills

- Take notes

- Write summaries

- Write a report

- Develop research skills

- Use chart tables

- Present orally

2. Inspirational Canadians

300 minutes

DREV.01, .02, .03, .04, DWRV.01, .02, .03, .04, DRE1.04, .05; 2.01, .02; 3.01, .02, .03, .06; 4.01, .02, .03, DWR1.01, .05; 2.01, .03, .05, .06; 3.01, .03

CGE 1d, 1g, 7g

K/U; T/I; C; A

Focus: Research project leading to formal three-paragraph composition on a Canadian hero

Tasks

- Research

- Take notes

- Write summaries

- Use the writing process

- Produce three-paragraph connected composition

- Develop a cover and inside page

- Use citations/endnotes

3. Giving Back

300 minutes

DORV.01, .03, DREV.03, .04, DWV.01, .02, .03, .04, DSCV.01, .02, DOR1.01, .02, .03, .06, .09; 3.02, .05, DRE3.01, .02, .03, .06; 4.02, .03, DWR1.01; 2.01, .03, .04, .05, .06, .07; 3.01, .02, .03, DSC1.06; 2.01, .02,.03

CGE 4c, 7h, 7j

K/U; T/I; C; A

Focus: Research project on local charities involving cooperative learning and formal presentation

Tasks

- Research independently a variety of sources: books, Internet, pamphlets, journals, newsletters, newspapers

- Develop a questionnaire

- Practise polite interaction
- Develop interviewing skills

- Take notes

- Write summaries

- Use chart tables

- Develop a summative report on findings

4. Making a Difference

180 minutes

DORV.01, .02, .03, DREV.03, DWRV.01, .02, .03, DSCV.01, .02, DOR1.01, .02, .05, .06, .10; 2.01; 3.05, DRE3.01, DWR1.01, .02, .04,.05; 2.03, .04, .05, .06, .07; 3.01, .02, .03, DSC1.03, .04, .05; 2.03

CGE 1d, 1g, 1i, 4c

K/U; T/I; C; A

Focus: Application of research, organization, group, written and presentation skills through a group design of a charity/ fundraising event for the school

Tasks

- Map out the components in organizing a fundraising event in the school

- Brainstorm

- Develop and design written and visual advertisements

- Write a persuasive letter

- Demonstrate organization

- Demonstrate leadership

- Make a presentation

Teaching/Learning Strategies

Brainstorming, comparing and contrasting, conferencing/interviewing, creative writing, critical viewing/listening (video/audio clips), desktop publishing applications, directed reading, directed thinking, writing, questionnaire, group discussion/debate, guest speaker, homework, independent reading, inquiry, issue-based analysis, register and social interaction exercises, video creation, jigsaw, journal/log writing, lecture, personal letter writing, cover letter and resume writing, modeling, note-taking, oral presentation, peer teaching, rehearsal/repetition/practice, research, role play, small group learning, visual/graphic organizers.

Assessment & Evaluation of Student Achievement

Assessment and evaluation strategies in this course 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. As students are acquiring language at different rates, the assessment tools promote the students’ ability to assess their own language learning and to set specific goals for improvement. The assessment and evaluation plan will include the following: Personal Communication: response journal, self/peer evaluation, student-teacher conferences, ongoing verbal feedback, questions and answers, Vocabulary/Structure Journal; Paper-and-Pencil Tests: quizzes/tests, final evaluation-exam; Teacher Observation: formal/informal; Performance Assessment: research project, essay, portfolio entries, presentation, role-play; Assessment Tools: checklists, marking schemes, rating scales, rubrics, anecdotal comments with suggestions for improvement.

Note: There are a number of oral and visual expectations which are best addressed during interactions that arise out of classroom activities where comment, correction, and explanation are most effective as formative assessments. These expectations include: DOR1.01 - respond to and use some implicit commands and messages; DOR1.02 - recognize and use a variety of conversational strategies; DOR1.03 - use a variety of communication strategies to bridge gaps in their English-language knowledge; DOR2.01 - use important elements of English grammar with increasing accuracy; and DOR2.02 - correct some common grammatical errors in their own speech.

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

Note: The ESLAO profiles contain a useful Course Evaluation tool which includes Teacher Self Evaluation and Student Evaluation of Course.

Accommodations

Students in an ESLDO class will come from a variety of backgrounds and life experiences and may enter the class throughout the course. The following are specific suggestions to accommodate different rates of language acquisition and learning styles: use of first language, translation, bilingual dictionaries, extended time for tests and assignments, guided note-taking, personal glossaries, buddy or peer support systems, visual graphic organizers, taped texts to support written material, reinforcement of key points through feedback, simplified instructions, alternate assignment formats, opportunities for practice, hard-copy or classroom posted rubrics and assignment expectations.

It is important to foster a positive atmosphere, to recognize the dignity and worth of students, to value their capabilities, and accommodate their needs. The course provides a range of activities that are appropriate for the varied intellectual strengths, interests, learning styles, and capabilities of students, as well as a range of evaluation and assessment strategies. To meet students' needs, accommodations must be made according to the students’ Individual Education Plans (IEP). Activities are adapted to the different levels of English language proficiency, social and academic ability, and cultural backgrounds. Opportunities for additional support, consolidation, and enrichment are suggested.

Resources

Angelou, Maya. Poems. New York: Bantam Books, 1993. ISBN 0-553-25576-2

Angelou, Maya. Wouldn't Take Nothing for My Journey Now. New York: Bantam Books, 1994.
ISBN 0-553-56907-4

Barry, James, Glen Huser, and Sharon Siamon. In Touch. Scarborough: Nelson Canada, 1993.
ISBN 0-17-603900-7

Bell, William. Absolutely Invincible. Toronto: Stoddart Publishing Co. Ltd., 1993. ISBN 0-7736-7411-X

Canfield, Jack, Mark Victor Hansen, and Kimberly Kirkberger. Chicken Soup for the Teenage Soul III. Florida: Health Communication, Inc., 2000.

Evans, Mark, Michael Slodovnick, Terezia Zoric, and Rosemary Evans. Citizenship Issues and Action. Toronto: Pearson Education Canada, Inc., 2000. ISBN 0-13-088943-1

Government of Canada Services for You. Minister of Public Works and Government Services. Catalogue No. PF4-2/200. ISBN 0-662-65033-6

Gallo, Donald R. Visions. New York: Dell Publishing Group Inc., 1988. ISBN: 0-440-20208-6

Holy Bible. Nashville, Tennessee: Catholic Bible Press, 1990. ISBN: 0-88834-019-2

I Can Vote. Chief Electoral Officer of Canada, 1997. ISBN 0-662-27615-9

Koch, Carl Ed. Dreams Alive: Prayers by Teenagers. Minnesota: Saint-Mary’s Press Christian Brothers Publications, 1991. ISBN: 0-88489-262-X

Understanding Short Stories. Chicago: Jamestown Publishers, Inc., 1990. ISBN 0-89061-486-5

Language and Writing 10: Teacher’s Guide. Scarborough: Nelson Canada, 1999.

Porter, Jessie. Voices Past and Present. Toronto: Wall & Emerson, Inc., 2000. ISBN 1-895131-19-7

Porter, Jessie. New Canadian Voices. Toronto: Wall & Emerson, Inc., 1991. ISBN 1-895131-05-7

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

Catholic Profiles ESLBO, ESLCO, ESLEO

Internet Sites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

www.curriculum.org

http://canada.kos.net

www.elections.ca

www.canada.ca

Government of Canada Services for You. Minister of Public Works and Government Services. Catalogue No. PF4-2/200. ISBN 0-662-65033-6 (contains a comprehensive list of current websites to access support material for a variety of government services)

Note: The Public Profile found at (www.curriculum.org) contains an extensive bibliography of novels for the independent reading activity in Unit 2.

OSS Considerations

Community Involvement Activities

Throughout the ESLDO course, students develop awareness and understanding of civic responsibility and the role they can play in supporting and strengthening their communities. This can especially be seen in the project in Unit 3, which allows students to meet the community involvement requirement of a minimum of 40 hours as part of the diploma requirements.

The Provincial Secondary School Literacy Test

The ESLDO course focuses on language and communication, particularly reading and writing skills, and thus provides support and practice in preparation for students taking ESL/ELD to write the literacy test. Exposure to media, research, test writing strategies, and awareness of local, national, and global issues and events may enhance student success in completing the test.

The Annual Education Plan

Students will explore their personal, academic and career goals as part of this course, thus facilitating preparation of their annual education plan. Throughout the course students set, review, and revise short and long term goals. Important steps toward these goals include improvement of academic achievement, appropriate course selection, appreciation of and participation in extracurricular activities, awareness of cooperative education programs, and work experience.

Education for Exceptional Students

This course provides a variety of Teaching/Learning Strategies, Assessment and Evaluation Strategies, and Accommodations reflecting different learning styles and rates of learning. On average, it takes 7 years for ESL students to reach the fluency of a native speaker. It is important to avoid confusing an additional language deficit with an exceptionality. However, it is crucial that throughout this course, teachers take into account the needs of any exceptional students as indicated in their Individual Education Plan.

Anti-discrimination Education

Many activities in this course develop an awareness of and provide opportunities for students to improve the standard of their work, affirm the worth of all, help strengthen their sense of identity, and develop a positive self-image. Literature selections promote respect for diversity in the school and society. Students are frequently encouraged to share their personal insights regarding the similarities and differences between individuals of diverse cultures.

Technology in Education

Wherever possible in this course, there has been a conscious effort to include computer literacy skills and information technology as part of the activities. Use of word processing, graphics, desktop publishing, and research involving the Internet is emphasized.

Coded Expectations, Study Skills in English, ESL Level 4, Open, ESLDO

Oral and Visual Communication

Overall Expectations

DORV.01 · communicate orally in English in a wide variety of daily activities in the community, the classroom, and the workplace;

DORV.02 · use the elements of English grammar with increasing accuracy in speech;

DORV.03 · use appropriate language and non-verbal communication strategies in a
variety of situations;

DORV.04 · create, analyse, and interpret a variety of media works.

Specific Expectations

Developing Fluency in Oral Communication

DOR1.01 – respond to and use some implicit commands and messages (e.g., indirect requests and orders such as: Would you like to rewrite that?, meaning You should rewrite that; Is that where the dictionaries go?, meaning Please put the dictionaries away);

DOR1.02 – recognize and use a variety of conversational strategies (e.g., opening formulas such as How are you?, attention-getting phrases such as Excuse me, turn-taking signals such as I’d like to add, and closing formulas such as I’ve got to go now);

DOR1.03 – use a variety of communication strategies to bridge gaps in their English-language knowledge (e.g., ask for clarification; paraphrase; use facial expressions and gestures to
convey meaning);

DOR1.04 – use the pronunciation, stress, rhythm, and intonation patterns of spoken English with accuracy most of the time;

DOR1.05 – participate in classroom discussions and oral presentations;

DOR1.06 – provide a summary of a group discussion or an activity;

DOR1.07 – use a variety of transition words and phrases in classroom discussions and oral presentations to express relationships such as comparison, contrast, sequence, and cause and effect;

DOR1.08 – follow complex sequences of instructions;

DOR1.09 – take notes from classroom presentations, using a written outline or graphic organizer
as a guide;

DOR1.10 – express and support a point of view in classroom discussions;

DOR1.11 – use formal speech for oral classroom presentations.

Developing Accuracy in Oral Communication

DOR2.01 – use important elements of English grammar with increasing accuracy (e.g., verb tenses, negatives, adjectives, adverbs, conjunctions, articles, and prepositions of time, direction,
and location);

DOR2.02 – correct some common grammatical errors in their own speech (e.g., inconsistent verb tenses, unclear pronoun reference).

Using English in Socially and Culturally Appropriate Ways

DOR3.01 – analyse social contexts to determine the appropriate type of language to use (e.g., the suitability of colloquialisms, emphasis, and eye contact in a videotaped speech or interview);

DOR3.02 – recognize and respond appropriately to verbal and non-verbal cues (e.g., identify inappropriate aspects of language and behaviour in comedy);

DOR3.03 – use formal and informal styles of language appropriately (e.g., compare and role-play the use of forms of address in different situations);

DOR3.04 – use some idioms and slang where appropriate (e.g., Off the top of my head; Run that by
me again);

DOR3.05 – use polite forms to negotiate and reach consensus in small-group tasks (e.g., Would you like to...?, How about...?, Don’t you think...?);

DOR3.06 – recognize and use the appropriate style of language for various workplace situations (e.g., evaluate customer and employee interactions as presented in a video; role-play an employee asking for advice from a supervisor).

Developing Media Skills and Knowledge

DOR4.01 – respond to a wide variety of media works through discussion and comparison of their own and others’ reactions to the works (e.g., advertisements, news programs, dramatic presentations);

DOR4.02 – identify strategies used in different media to influence specific audiences (e.g., figurative language, provocative visual images, youth-oriented music);

DOR4.03 – analyse media productions to identify different media perspectives on social and cultural issues (e.g., how newspapers and television companies select and present facts, images, and opinions on issues related to race, gender, and age);

DOR4.04 – explain some of the causes and consequences of local, national, and international current events (e.g., explain how Canadian immigration patterns are related to world events; explain the causes and consequences of some forms of pollution);

DOR4.05 – create a documentary or news report on a current issue.

Reading

Overall Expectations

DREV.01 · read and respond to literature, with teacher guidance;

DREV.02 · use a range of strategies to build vocabulary;

DREV.03 · extract information from grade-level texts, with teacher guidance;

DREV.04 · locate, evaluate, and use information from a variety of sources for academic, social, and career purposes, including guided research projects.

Specific Expectations

Reading and Responding

DRE1.01 – identify some common cross-cultural themes in literature (e.g., coming of age, creation
of the universe, quests);

DRE1.02 – identify and explain literary elements and devices in teacher-selected texts (e.g., theme, character development, plot, setting, simile, metaphor);

DRE1.03 – make inferences about a writer’s point of view or a character’s actions;

DRE1.04 – choose and respond to personal reading material comparable in scope and difficulty to some materials selected by their English-speaking peers;

DRE1.05 – explain their reasons for choosing specific authors and genres (e.g., in book reviews, in literature study groups).

Developing Vocabulary

DRE2.01 – use a variety of strategies to build vocabulary (e.g., check learner dictionaries; keep a personal list of words and phrases; seek opportunities to use new words);

DRE2.02 – infer the meaning of many Latin-based words from context and from prefixes, suffixes,
and word roots.

Using Reading Strategies for Comprehension

DRE3.01 – recognize the elements and purposes of different forms of texts and participate in discussions about them (e.g., subject-area texts, short stories, magazine articles);

DRE3.02 – skim texts for main ideas and overall organization (e.g., skim a section of a reference book to evaluate its relevance for a specific project; skim brochures for career information);

DRE3.03 – scan texts for specific information (e.g., locate required information in a reference book; locate information about specific aptitudes or qualifications in a career brochure);

DRE3.04 – determine meaning in texts that contain complex grammatical elements (e.g., conditionals, modals, passive verbs);

DRE3.05 – recognize transition words and phrases used to indicate definition of terms, classification, sequence, summary, conclusion, comparison and contrast, cause and effect, and hypothesis (e.g., that is, in conclusion, by contrast, as a result, possibly);

DRE3.06 – identify facts, opinions, and perspectives in text.

Developing Research Skills

DRE4.01 – use knowledge of a variety of conventions of formal texts to locate information (e.g., footnotes, end notes, and lists);

DRE4.02 – compare ideas and information from a variety of sources for guided research projects (e.g., sources such as print and non-print magazines and newspapers, CD-ROMs, the Internet);

DRE4.03 – summarize main points for guided research projects, using graphic organizers (e.g., charts, tables, Venn diagrams).

Writing

Overall Expectations

DWRV.01 · write in a variety of forms appropriate to different subject areas, personal needs, and career goals, with teacher guidance;

DWRV.02 · use the writing process to prepare final drafts, with teacher guidance;

DWRV.03 · arrange ideas in logical order and present them in linked paragraphs;

DWRV.04 · use the sentence patterns and conventions of standard Canadian English with accuracy most of the time in written work.

Specific Expectations

Relating Purpose to Form

DWR1.01 – write to carry out assignments in different subject areas (e.g., short reports, outlines, summaries, editorials, notes, essays, examination answers);

DWR1.02 – write for career-related purposes (e.g., résumés, covering letters, memos, e-mail messages);

DWR1.03 – select and use appropriate forms for personal and creative writing (e.g., diaries, journals, personal letters and e-mail messages, dialogues, poetry, narratives);

DWR1.04 – use descriptive words and phrases to convey mood, atmosphere, and emotion;

DWR1.05 – use the conventions appropriate to particular forms of writing (e.g., letter salutations and closings, cover pages and headings, bibliographies).

Applying the Writing Process

DWR2.01 – write a passage of three or more paragraphs to develop a central idea;

DWR2.02 – use transition words and a variety of sentence patterns to express relationships such as comparison and contrast (e.g., similarly, on the other hand) and cause and effect (e.g., as a result of);

DWR2.03 – edit to improve writing style (e.g., to convey a personal voice, to stress objectivity);

DWR2.04 – use visual elements to enhance the effectiveness of published text (e.g., margins for ease of reading, headings and typeface for emphasis);

DWR2.05 – produce final drafts, using appropriate writing tools (e.g., dictionaries, editing checklists);

DWR2.06 – use word-processing software to compose and edit pieces of writing;

DWR2.07 – use graphics software to format and embellish pieces of writing.

Developing Accuracy in Written Form

DWR3.01 – spell words accurately in final drafts, including subject-specific terms;

DWR3.02 – use periods, commas, apostrophes, quotation marks, colons, and parentheses correctly
in final drafts;

DWR3.03 – use the semicolon to separate main clauses in a list of ideas;

DWR3.04 – use ellipses to show that words have been omitted from a quotation;

DWR3.05 – use common tenses and verb phrases, adjectives, adverbs, conjunctions, prepositions of direction and time, and interrogative and negative constructions appropriately and with accuracy most of the time.

Social And Cultural Competence

Overall Expectations

DSCV.01 · demonstrate understanding of the rights and responsibilities of living in Canada;

DSCV.02 · demonstrate flexibility as learners in different teaching and learning situations.

Specific Expectations

Developing Citizenship Awareness and Skills

DSC1.01 – participate in discussions about important social and political documents (e.g., the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, district school board race
relations policies);

DSC1.02 – identify and explain the role of some components of the Canadian political system (e.g., parties, levels of government, the electoral process);

DSC1.03 – identify and use the skills needed to seek assistance in the school and community (e.g., use, and help others to use, the services of school guidance departments and community and school support services; explain their district school board’s harassment policy and procedures);

DSC1.04 – demonstrate knowledge of strategies for conflict resolution by participating in simulations, role plays, and group discussions;

DSC1.05 – research and participate in discussions comparing the needs and values of people of different ages and cultures and both genders;

DSC1.06 – participate in discussions and debates about local, national, and global issues and events.

Adapting to the Ontario Classroom

DSC2.01 – participate effectively in a variety of learning and teaching situations (e.g., independent research; oral presentations; varied assessment situations such as tests, examinations, and student-teacher conferences);

DSC2.02 – use study skills effectively (e.g., select appropriate study strategies; use self-monitoring and self-correcting strategies);

DSC2.03 – participate fully in group activities, (e.g., contribute productively to all group tasks, assist others in the group, and help keep the group on task).

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.

Unit 1 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Coming of Age

Unit 2: Journeys to Freedom

Unit 3: The Power of One – Rights and Obligations

Unit 4: Strong Canadians

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Internet Sites

OSS Considerations

Community Involvement Activities

The Provincial Secondary School Literacy Test

The Annual Education Plan

Education for Exceptional Students

Anti-discrimination Education

Technology in Education

Oral and Visual Communication

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations

Social And Cultural Competence

Overall Expectations

Specific Expectations