English as a Second Language Level 4 – ESLDO course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speaking skills through participation in discussions and seminars; study and interpret a variety of grade-level texts; write narratives, articles, and summaries in English; and respond critically to a variety of print and media texts.
|Unit||Titles and Descriptions||Time and Sequence|
Reading Informal essays, short stories, poetry, film and independent novel study; Read and demonstrate understanding of a variety of texts.
Writing Linked paragraphs, news report, summaries, personal response journals, book report; Grammar usage, punctuation and spelling.
Listening and Speaking Monologue, dialogues and role-plays, correctly using language structures.
Socio-cultural Participate in discussions comparing the needs and values of people of different ages, cultures and both genders.
Summative Evaluation Monologue, media text, news report.
|2||It’s Your Right
Reading Independently read novel on the theme of Journeys To Freedom, book report and note-taking Universal Declaration Of Human Rights, Canadian Charter of Rights and Freedoms.
Writing Summaries using correct grammar, punctuation and spelling.
Listening and Speaking Power-point presentation that includes information from the media, correctly using language structures.
Socio-cultural Competence and Media Literacy Discuss important social and political documents; Media search for articles to match human rights issues discussed in class.
Summative Assessment Media Watch Presentation and oral book report.
|3||Journeys To Freedom
Reading Analysis and study of Hatchet.
Socio-cultural Competence and Media Literacy Participate effectively in a variety of learning and teaching situations, Search for news stories which relate to settlement issues.
Writing Five paragraph essay, personal response journals, information paragraphs, summaries
Listening and Speaking Dramatizations of sections of the novel correctly using language structures
Summative Assessment Research project, five paragraph essay, dramatizations of novel.
|4||Boarding the Citizen Ship
Reading Understand the rights of groups and individuals as well as the responsibilities of citizenship in Canada.
Socio-cultural Competence and Media Literacy Explore and describe the process by which immigrants become Canadian citizens.
Writing Develop a pamphlet to help newcomers to Canada.
Listening and Speaking Model activities and processes of responsible citizenship (e.g. understanding aspects of the Citizenship Test and Immigration.
Summative Assessment Oral presentation of their research and a multi-media component.
|5||I am Canadian
Reading Read the novel, Hatchet / Run.
Socio-cultural Competence and Media Literacy Design a sculpture to stand outside Canada’s Parliament building that best represents Canada and Canadians.
Writing Review and extend their understanding of Canadian icons and Canadian symbols.
Listening and Speaking Discuss the novel Hatchet or Run.
Summative Assessment Oral presentation of their sculpture idea and a convincing argument as to why theirs should be chosen.
|Final ExamThis is a proctored exam worth 30% of your final grade.||2 Hours|
All course material is online, no textbook purchase required. Resources and reference for course materials will be provided on course webpage. Students are expected to watch and read all lecture videos and reading materials provided and complete relevant exercises at student’s time of continence.
This course is entirely online and does not require or rely on any textbook.
As in a conventional classroom, instructors employ a range of strategies for teaching a course:
In addition, teachers and students have at their disposal several tools that are unique to electronic learning environments.
All course material is online, no textbook is required. Assignments are submitted electronically. Tests are completed online at a time convenient for the student, and the course ends with a final exam which the student writes under the supervision of a proctor approved by Queenswood High school at a predetermined time and place. The final mark and report card are then forwarded to the student’s home school.
Students must achieve the Ministry of Education learning expectations of a course and complete 110 hours of planned learning activities, both online and offline, in order to earn a course credit. Students must keep a learning log throughout their course which outlines the activities they have completed and their total learning hours. This log must be submitted before the final exam can be written.
The chart below indicates some general examples of online and offline activities.
|Online Learning Activities||Offline Learning Activities|
|Watching instructional videos||Reading materials for course|
|Watching additional resources videos||Studying instructional material|
|Completing online timed assignments||Practicing skills|
|Contributing to Forums||Completing assignments|
|Uploading video presentations||Completing essays|
|Communicating with instructor||Preparing presentations|
|Participating in live conferences||Reviewing for tests and exams|
|Practicing through online quizzes||Researching topics on internet|
|Reviewing peer submissions|
|Assessing peer presentations|
|Completing online timed exam|
Students are expected to access and participate actively in course work and course forums on a regular and frequent basis. This interaction with other students is a major component of this course and there are minimum requirements for student communication and contribution.
Queenswood High School’s approach to assessment and evaluation is based on the Ontario Ministry of Education’s Growing Success 2010 document. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for this purpose is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. Queenswood High School teachers use evidence from a variety of sources in their assessment. These include formal and informal observations, discussions, conversations, questioning, assignments, projects, portfolios, self-assessments, self-reflections, essays, and tests.
Assessment occurs concurrently and seamlessly with instruction. Our courses contain multiple opportunities for students to obtain information about their progress and achievement, and to receive feedback that will help them improve their learning. Students can monitor their own success through the tracking of learning goals and success criteria throughout all courses.
Summative “assessment of learning” activities occur at or near the end of periods of learning. Evidence of student achievement for evaluation is also collected over time from different sources, such as discussions, conversations and observation of the development of the student’s learning. Using multiple sources of evidence increases the reliability and validity of this evaluation. The evaluations are expressed as a percentage based upon the levels of achievement.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Queenswood High School teachers. Assessment and evaluations:
The Final Grade
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
The general balance of weighting of the categories of the achievement chart throughout the course is:
|Knowledge and Understanding||25%|
The Report Card
Two official report cards are issued – midterm and final. Each report card will focus on two distinct but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report cards contain separate sections for the reporting of these two aspects. The report card also indicates whether an OSSD credit has been earned.
Teachers should explore aspects of intercultural communication – for example, how different cultures interpret the use of eye contact and body language in conversation and during presentations. Teachers should be aware of global events that may affect students and that can also be used as opportunities for instruction.
Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.
The purpose of the achievement chart is to:
The achievement chart provides a reference point for all assessment practice and a framework within which achievement will be assessed and evaluated.