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Cardinal Leger Secondary School

English Department

Page 1 of 2

Course Name: English

Course Code: ENG2L

Ministry Guidelines: The Ontario Curriculum Grades 9 and 10 English 2007 and Course Profile Locally

Developed Grade 9 and 10

Level: Grade 10 Locally Developed

Course Overview: In this course, students focus on extending their literacy and communication skills to

prepare for success in their daily lives, in the workplace, in the English Grade 11 Workplace Preparation course, or

in the English: Contemporary Aboriginal Voices, Grade 11 Workplace Preparation course.

The course is organized into strands that extend listening and talking skills, reading and viewing skills, and writing

skills. In all strands, the focus is on refining foundational literacy skills and on using language clearly and

accurately in a variety of authentic contexts. Students build on their strategies and engage in the processes

involved in talking, listening, reading, viewing, writing, and thinking, and reflect regularly upon their growth in these

areas. The grade 9 and 10 Locally Developed English course aims to enhance the confidence of the adolescent in

the Catholic School setting through the further development of skills inherent in literacy and critical thinking. In

particular, the Locally Developed English course works toward preparing students for the Grade 11 course and

reinforces the skills essential for completion of the provincial Test of Reading and Writing. The Locally Developed

Grade 10 English course provides ongoing remediation and support for students while reinforcing the development

of self-confidence and skills of independent learning.

Prerequisite: A Grade 9 English credit.

Curriculum Strands and Overall Expectations:

Extending Listening and Talking Skills

ELTV.01 ies to gather information and ideas as they contribute to small- group and class discussions;

ELTV.02 - and large-group interactions;

ELTV.03 ersation in classroom activities;

ELTV.04

listening skills.

Extending Reading and Viewing Skills

ERVV.01 e connections with texts that are

part of school, workplace, and everyday life, with an emphasis on increasing independence;

ERVV.02 -print text

forms, both teacher and student selected;

ERVV.03

reading and viewing skills.

Extending Writing Skills

EWSV.01 vising, and

editing to produce a variety of short written texts;

EWSV.02 -

print forms;

EWSV.03 riting skills.

Cardinal Leger Secondary School

English Department

Page 2 of 2

Evaluation

Evaluation based on four categories: Knowledge Learning Skills and Work Habits

Thinking, Communication, Application

E= Excellent G=Good S=Satisfactory N= Needs Improvement

Term Work 70%

Long writing tasks 25%

Short writing tasks 25%

Tests & Quizzes 20%

Media & Oral evaluations,

including presentations 30%

Final Assessment 30%

Formal Examination 50%

Culminating Task:

Novel, graphic novel or

OSSLT-related writing

50%

Course Total 100%

Missed/Late/Incomplete Assignments

assignStudents are expected to complete assignments and to adhere to assignment deadlines as per school policy, as follows:

Due Date 10% Penalty

Zone

Closure Date

A due date is set

by the teacher.

1 school day late

3%

2 school days late

6%

3 school days late

10%

Maximum penalty

of 10%

Once the closure

date has passed, work is considered incomplete and a mark of zero applies.

Units of Study

Preparation for the OSSLT test

Critical Media Literacy

Language Units from Elements of English 10, OCA: Ontario Comprehension Assessment Novel Study: Acceleration by Graham McNamee, graphic novels

Parables and Peo like it is

Advertising: Truth or Illusion?

Working Together: The Working Life

Interdependent Learning: The Human Web

Parent Signature: _______________________ Student Signature: ______________________

Responsibility Fulfills responsibility and

commitments.

Takes responsibility for

and manages own behavior.

Organization Devises and follows a

plan and process for completing tasks.

Establishes priorities

and manages time

Independent

Work

Independently monitors,

assesses, and revises plans to complete tasks and meet goals.

Uses class time to

complete tasks.

Collaboration Accepts various roles

and an equitable share of work in a group.

Builds healthy peer-to-

peer relationships.

Initiative Looks for and acts on

new ideas and opportunities.

Approaches new tasks

with a positive attitude. Self-

Regulation

Sets own goals and

monitors progress towards achieving them.

Seeks clarification or

assistance when needed.quotesdbs_dbs19.pdfusesText_25