Course Overview

Literacy for School and Work, ELD Level 4, Open, ELDDO

Course Description

This course prepares students to participate in the educational program that will allow them to continue their education, seek employment, and participate in Canadian society as informed citizens. Students will acquire a wide variety of literacy skills and learning strategies through guided reading and writing tasks, the use of a range of media resources in guided research projects, and opportunities to communicate in a variety of formal and informal situations.

Course Notes

The three aims of the ELDDO course are to prepare students to continue in further educational programs, to seek employment, and to participate in Canadian society as informed citizens. Upon the successful completion of this course, several destination courses are suggested: ESLDO, ESLEO, English, Grade 10, Academic or Applied, or English, Grade 11, Workplace Preparation.

This ELDDO Course Profile is designed to:

· Provide teaching/learning strategies that will address the three aims continually throughout the course;

· provide students with the prior knowledge and skills that will be expected in further English courses;

· help students demonstrate an understanding of the rights and responsibilities of living in Canada and participating in Canadian society as informed citizens;

· support students as they plan personal and career goals.

New students enter the school system throughout the year. Continuous intake implies that some students may be placed in the ELDDO course mid-stream, as preparation for entry into regular English classes. Others will be placed in this course as a continuation of previous English Literacy Development courses. Regardless, students taking the ELDDO course will need support and encouragement in augmenting their literacy skills. It cannot be assumed that all students are equally proficient at all the language skills. It may be necessary to adapt the profile and the activities accordingly and review/teach expectations from previous ELD courses. Schools should involve community volunteers, administrators, paraprofessionals, peers, and families to ensure that these young people acquire the skills that will allow them to reach their full potential.

ELDDO is the final course in English Literacy Development and it revolves around the themes of making choices, overcoming challenges, understanding rights, finding solutions, and preparing for the future. Throughout this profile, there is a content-based approach to lesson planning that connects literacy skills with other disciplines. The units integrate language and content instruction so that students can develop academic knowledge and skills at the same time as they develop their language skills. This course also gives students opportunities to practise the reading and writing skills demanded for the Grade 10 Test of Reading and Writing. Teachers should consult the expectations from the Ontario Curriculum Policy Documents in English, Guidance, Career Studies, and The Arts before beginning the course. Although many activities throughout the course focus on personal and career planning, the ELDDO course is not a substitute for the compulsory Career Studies course.

The culminating performance task in Unit 4 embodies the course expectations, assesses student achievement, and prepares students for further courses. Students participate in a simulated search for a part-time job and volunteer placement by completing a “Stepping into the Future” portfolio. The portfolio includes an interest/skills inventory, a part-time job/volunteer search plan, the necessary documents, and a videotaped role-play of a job/volunteer placement interview. Teachers should inform students at the beginning of the course that they are required to complete the “Stepping into the Future” portfolio. Assure students that there will be many opportunities throughout the course to practise the skills necessary for the successful completion of the culminating task and to acquire the prior knowledge and skills needed for destination courses. Completion of the “Stepping into the Future” portfolio will give students a tool to build upon in future courses and to use in further job searches.

Throughout the course, reading and writing skills are enhanced through the use of a variety of fiction and non-fiction texts, CD-ROMs, Internet sites, and videos. Teachers should encourage students to read and respond to a variety of reading materials with minimal teacher support with time being provided for daily silent reading. In each unit, there are opportunities to create, analyse, and interpret a variety of media works through the completion of guided viewing packages. Drama and cooperative learning exercises are incorporated throughout the course because they involve language in authentic, interactive contexts. Teachers should be sensitive to the class dynamic and level of trust before embarking on some activities. Emphasis is placed on competence in writing linked paragraphs, which express an opinion or give information, completing documents, and writing reports.

Units: Titles and Time

* Unit 1	Choices and Challenges	25 hours
* Unit 2	Understanding Rights and Responsibilities	25 hours
Unit 3	Finding Solutions	30 hours
Unit 4	Stepping into the Future	30 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Choices and Challenges

Time: 25 hours

Unit Description

This unit engages students in a variety of self-assessment activities that centre on the themes of choices and challenges. It emphasizes the fact that we make choices daily and face and overcome challenges of different kinds. Students participate in cooperative groups, and in the guided viewing and discussion of videos. Many opportunities are provided for reading and responding to literature, improving decision-making and communication skills, and participating in group work and research. In the culminating activity, students write a three-paragraph composition about someone who has overcome a challenge. These compositions are published as a class collection of stories and presented.

Unit Overview Chart

Activity

Expectations

Assessment

Focus/Tasks

Who Am I?

4 hours

DORV.01L, DOR1.01L, DREV.01L, DREV.04L, DWRV.02L, DWR1.01L, DSCV.03L, DSCV.04L, DSC2.01L, DSC2.02L

Knowledge/
Understanding Thinking/Inquiry

Communication

Application

Focus: Diagnostic Assessment

Tasks:

Poetry

Paragraph on Personal Dreams

Personal interest inventory

Self wheel

Personal profile

Teacher read-aloud

Personal Choices

4 hours

DORV.01L, DOR1.01L, DREV.02L, DRE2.01L, DRE3.01L, DWRV.02L, DWRV.03L, DWRV.04L, DWR2.01L, DWR2.02L, DWR2.03L, DWR3.02L, DWR3.04L, DSCV.03L

Communication

Focus: 3-paragraph Composition

Tasks:

Choices scenarios

Personal choice writing

Breaking Down Barriers

5 hours

DORV.01L, DREV.01L, DREV.02L, DRE1.02L, DRE1.03L, DRE2.01L, DRE3.02L, DRE3.03L, DWRV.01L, DWRV.04L, DWR1.03L, DWR2.01L, DWR2.02L, DWR2.04L, DSCV.03L, DSC2.03L

Thinking/Inquiry

Communication

Application

Focus: Short Stories

Tasks:

Video viewing

Independent reading

Vocabulary logs

Response writing

Graphic organizers

Letter writing

Meeting Challenges

5 hours

DORV.01L, DORV.04L, DOR1.01L, DOR3.01L, DOR3.03L, DREV.01L, DREV.04L, DWRV.01L, DWR1.01L, DSC1.03L, DSC1.05L

Thinking/Inquiry

Application

Focus: Media Study/Guided viewing

Tasks:

Retelling

Evaluating a point of view

Response writing

Film viewing

Other Voices

4.5 hours

DOR3.04L, DREV.02L, DREV.04L, DRE2.02L, DRE3.01L, DRE4.01L, DRE4.02L, DRE4.03L, DRE4.04L, DWRV.01L, DWRV.02L, DWRV.03L, DWR2.04L, DWR3.02L, DWR3.03L, DWR3.04L

Knowledge/
Understanding

Thinking/Inquiry
Communication

Focus: Research and Write Biographies

Tasks:

Silent and oral reading

WH-6 format of questioning

Sentence combining

Research

Compositions

Writing process

Sharing Voices

2.5 hours

DORV.01L, DOR1.01L, DREV.03L, DWR1.02L, DSCV.03L, DSC2.02L, DSC2.03L

Knowledge/
Understanding
Thinking/Inquiry

Communication Application

Focus: Oral Presentation

Tasks:

Read class book

Jot notes

Create test questions

Presentations

Test – open book

Unit 2: Understanding Rights and Responsibilities

Time: 25 hours

Unit Description

This unit develops citizenship awareness through an exploration of global human rights and through an understanding of rights and responsibilities of living in Canada. Students read and discuss social and political documents that affect how Canadian society works. Through the completion of media viewing assignments, students interpret, compare, and evaluate different points of view. Students respond to newspaper/magazine articles by creating a scrapbook. Using the CD-ROM Defining Canada, groups complete a guided research assignment on rights and responsibilities. Students independently read a novel using literature circles. The culminating activity is the videotaping of a presentation on issues affecting rights and responsibilities in Canada.

Unit Overview Chart

Activity

Expectations

Assessment

Focus/Tasks

1 Know Your Rights

3 hours

DORV.01L, DREV.02L, DRE1.01L, DRE2.01L, DRE4.04L, DWR1.02L, DSCV.01L, DSC1.01L

Knowledge/
Understanding

Thinking/Inquiry

Communication

Focus: Reading non-fiction

Tasks:

Response writing

Jigsaw reading

Graphic organizers

Study for quiz

2 Rights of the Child

3 hours

DORV.01L, DOR1.01L, DOR3.01L, DSCV.02L, DWRV.01L

Communication

Thinking/Inquiry

Application

Focus: Guided viewing

Tasks:

Discussion

Viewing of videos

Group work

Response writing

3 Making Positive Changes

6 hours

DREV.01L, DREV.O2L, DRE1.02L, DRE1.O3L, DRE2.01L, DRE3.01L, DWRV.01L, DWR1.03L, DSC2.01L

Thinking/Inquiry

Communication

Focus: Reading novels independently

Tasks:

Independent reading

Literature circles

Student/
teacher reading conferences

4 It’s Your Right

3 hours

DRE3.O2L, DRE4.01L, DRE4.03L, DRE4.04L, DWRV.O3L, DWRV.O4L, DSCV.O1L, DSC1.02L

Thinking/Inquiry

Focus: Researching rights using a CD-ROM

Tasks: Groups

Read

Make notes

Write report

5 Seeing Through Other Eyes

4 hours

DOR3.01L, DOR3.03L, DWRV.O3L, DSC1.05L, DSC1.06L, DSC1.07L

Communication

Focus: Interpretation and evaluation of current events in newspapers

Tasks:

Interviews

Discussion

Reading

Summary writing

6 Our Canada

6 hours

DORV.03L, DORV.O4L, DOR2.03L, DOR3.04L, DWR2.01L, DWR2.02L, DWR2.03L, DWR2.04L, DSC1.O6L, DSC2.01L, DSC1.07L, DSC2.02L

Thinking/Inquiry

Communication
Application

Focus: Presenting a point of view

Tasks:

Viewing

Discussion

Writing compositions

Presentation of compositions

Videotaping presentations

Unit 3: Finding Solutions

Time: 30 hours

Unit Description

Students study short stories, cross cultural folktales, and a novel to explore the dynamics of anger, hurt, conflict resolution, communication, and mediation. Students participate in interactive conflict resolution exercises, discussion groups, role-plays, readers theatre, and storytelling circles. Students continue to develop media knowledge as they expand their skills in searching for solutions. As a culminating task, students write a creative story/folktale for children using the elements of fiction while incorporating the resolution of a conflict through a particular problem-solving method.

Unit Overview Chart

Activity

Expectations

Assessment

Focus/Tasks

1 Managing Conflict

5 hours

DORV.01L, DOR1.01L, DREV.01L, DRE1.02L, DRE2.01L, DRE3.01L, DWRV.01L, DWRV.04L, DWR3.01L, DWR3.02L, DWR3.04L, DSCV.03L, DSC2.02L

Knowledge/
Understanding Thinking/Inquiry
Communication

Application

Focus: Managing Conflicts

Tasks:

· View film

· Interactive conflict exercises

· Read and analyse conflict resolution scenario

· Study problem-solving model

· Daily journals

2 When the Dust Settles

4 hours

DORV.04L, DOR3.01L, DOR3.03L, DWR1.03L, DSCV.02L, DSC1.06L, DSC1.07L

Thinking/Inquiry

Focus: Guided Viewing

Tasks:

· View video and answer questions on video as a class

· View video and answer questions in small groups

· Group presentations

· View video and answer questions individually

3 Read and Solve

5 hours

DORV.01L, DORV.02L, DOR1.01L, DOR2.01L, DREV.01L, DREV.02L, DRE3.01L, DRE3.02L, DRE3.03L, DWRV.01L, DSCV.03L, DSC1.04L, DSC2.01L

Thinking/Inquiry

Communication

Application

Focus: Folktales and short stories

Tasks:

· Read short stories/ folktales

· Analyse using elements of a short story

· Discuss problem-solving skills of characters

· Readers theatre

· Improvise in role using characters from previously read short stories/folktales

4 Exploring Options

10 hours

DORV.01L, DORV.02L, DORV.03L, DOR1.02L, DOR2.03L, DRE2.01L, DRE3.02L, DSCV.02L, DSC1.04L, DSC1.06L, DSC1.07L, DSC2.01L, DSC2.02L, DSC2.03L

Knowledge/
Understanding
Thinking/Inquiry

Communication

Application

Focus: Novel Study

Tasks:

· Cooperative and independent reading

· Group and individual plot web

· Group presentation

· Vocabulary/ comprehension exercises

· Character sketches

· Cloze test –comprehension/ vocabulary

· Readers theatre

· Summative test

5 Decisions Decisions

6 hours

DORV.01L, DREV.02L, DWRV.01L, DWRV.03L, DWR1.03L, DWR2.01L, DWR3.02L, DWR3.03L, DWR3.04L, DSCV.03L

Application

Communication

Focus: Write folktale/short story

Tasks:

· Review elements of fiction

· Review problem-solving method

· Storytelling

· “Circle story” storyboards

· Review direct/indirect speech

· Write short story/ folktale

· Read stories to selected audience

Unit 4: Stepping into the Future: Looking for a Part-Time Job/Volunteer Placement

Time: 30 hours

Unit Description

This unit develops personal and career goals by having students participate in a simulated search for a part-time job/volunteer placement. Students discover and assess their interests, skills, and talents. Using a variety of career-related resources, students explore opportunities for part-time work and volunteering. Through a series of guided reading and writing activities, students prepare the necessary documents for a job and volunteer search. They also learn how to assess whether a job/volunteer placement is appropriate and safe. The culminating performance assessment is the completion of a “Stepping into the Future” portfolio. The portfolio includes an interest/skills inventory, a plan for searching for a job/volunteer placement, the necessary documents including application forms, letters of inquiry, covering letters, resumes/personal information sheets, and a videotaped role-play of the student participating in an interview for a job/volunteer placement.

Unit Overview Chart

Activity

Expectations

Assessments

Focus/Tasks

1 Know Yourself

4 hours

DORV.01L, DREV.04L, DWRV.01L, DWR1.01L, DSCV.04L,

Thinking/Inquiry

Focus: Know yourself “Stepping into the Future”

Tasks:

· Self wheel

· Interest/skills chart

· Begin “Stepping into the Future” portfolio

2 Stepping Stones

6 hours

DOR1.02L, DREV.01L, DREV.04L, DRE2.02L, DRE3.01L, DRE4.01L, DRE4.02L, DWRV.01L, DWR1.01L, DWR2.01L, DWR2.04L, DSCV.04L

Knowledge/
Understanding

Thinking/Inquiry

Communication
Application

Focus:

Exploring opportunities for jobs/volunteering

Tasks:

· Explore and research jobs/volunteering through Internet, newspapers, texts, viewing, community contacts

· Discussion of community outreach and networking

· Research Report outlining job/volunteer placements

3 Safety First

5 hours

DORV.04L, DWR1.02L, DREV.04L, DWR3.04L, DWR3.02L, DSC1.01L, DOR3.04L

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Focus: Safety first

Tasks:

· Read, view, discuss worker’s rights

· Top ten list of unsafe work practices

· Poster advertising safety in the workplace

6 Get Set

4 hours

DORV.03L, DSC3.01L, DREV.O2L, DWR2.05L, DWR2.06L, DWR3.04L, DWRV.O3L, DWRV.01L, DWR1.04L, DOR1.02L, DOR1.03L, DOR2.O4L

Communication, Application

Focus: Preparing the necessary documents and learning appropriate oral skills.

Tasks:

· Completion of work related documents

· Role-play phone and in person inquiries

7 Start Looking

3 hours

DWRV.01L, DREV.04L, DSC3.01L

Knowledge/
Understanding Thinking/Inquiry, Application, Communication

Focus: Job Search Action Plan

Tasks:

· Action plan development

8 The Interview

6 hours

DORV.03L, DORV.04L, DWRV.04L, DOR1.03L, DOR2.02L, DOR2.03L, DSC2.01L, DSC2.02L, DSC3.01L

Thinking/Inquiry

Communication, Application

Focus: The interview

Tasks:

· Research effective interviews by reading, viewing

· Write scripts for interviews

· Rehearse interviews

· Videotape interview

· Debrief

9 Celebrate Our Success

2 hours

DSCV.04L, DSC2.02L

Application

Focus: Celebrating your success

Tasks:

· Present “Stepping into the Future” portfolio

· Class ceremony

Teaching/Learning Strategies

A variety of strategies are used throughout the course to support ELD learners as they further their literacy skills:

· Direct instruction – whole class and small group	· Skits and scenarios – role-play, readers theatre, drama
· Brainstorming	· Self-assessment and reflection
· Conferencing – student-teacher/student-student discussion	· Multimedia presentations – videotape presentations
· Small group cooperative learning – jigsaw	· Response to video
· Group simulation – interactive conflict resolution exercises	· Graphic organizers – impact wheel, personal profile
· Report, Letter, Application, Résumé Writing	· Guided reading and independent reading;
· Oral presentations	· Writing process
· Reflective journals	· Portfolio
· Literature circles	· Read aloud
· Individual and group research – Internet search, note taking

Assessment & Evaluation of Student Achievement

When assessing ELD learners, teachers must be aware that these students will require much guidance and support to perform their best. It is important that a variety of diagnostic, formative, and summative assessment and evaluation strategies be employed throughout the course.

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, held near the end of the course.

Assessment strategies used in this unit include:

· Quizzes, tests	· Action Plan
· Teacher observation	· Poster
· Journals	· Graphic organizer
· Demonstrations/performances – role-play, scenarios	· Self-assessment – personal profile, impact wheel, compositions
· Scrapbook	· Storytelling
· Writing a short story	· Readers theatre
· Letter writing	· Cloze test
· Response to video	· Group research
· Making test questions	· Book report
· Storyboard	· Personal communication – literature circles, portfolios, cooperative groups, oral presentations

Accommodations

The following considerations apply to all the units in this course:

1. Any student may require accommodations for a variety of reasons.

2. Appropriate accommodations are part of each activity in a unit for the specific needs of ELD learners.

3. Instructional and student achievement activities must take into account the strengths, needs, learning expectations, and accommodations as identified in the Individual Education Plan whether students are formally identified or not.

4. Accommodations to curriculum, instruction, and student achievement may include but are not limited to:

· Simplified tasks;

· Additional time for learning and completion of tasks;

· Modified workload;

· Graphic organizers (diagrams, flow charts, etc.) as options for recording and reporting work;

· Computer-assisted learning;

· Expanded expectations and opportunities for enrichment.

5. Teachers will consult individual student IEPs for specific direction on accommodation for individuals.

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Books

Bessert, Carol, S. D. Crozier, and C. Violato. Career and Life Management. Calgary: Weigl Educational Publishers Limited, 1988.

Bingham, M., J. Edmondson, and S. Stryker. Challenges. California: Advocacy Press, 1993.
ISBN 0-911655-24-7

Bingham, M., J. Edmondson, and S. Stryker. Choices. California: Advocacy Press, 1993.
ISBN 0-911655-22-0

Byrd, Donald R. H. and Isis Clemente-Cabetas. React Interact. Englewood Cliffs, New Jersey: Prentice Hall Regents, 1991. ISBN 0-13-753716-6

Canfield, Jack, M. V. Hansen, and K. Kirberger. Chicken Soup for the Teenage Soul. Florida: Health Communications Inc., 1997. ISBN 1-55874-463-0

COBUILD Learner’s Dictionary. Waterloo, Ontario: The Resource Centre, 2000. ISBN 0003750582

Covey, Sean. The 7 Habits of Highly Effective Teens. New York: Fireside, 1998. ISBN 0-684-85609-3

Fuchs, Marjorie, Margaret Bonner, and Miriam Westheimer. Focus on Grammar: An Intermediate Course for Reference and Practice, 2nd ed. White Plains, NY: Addison Wesley Longman, Inc., 2000.
ISBN 0-201-34682-6

Macbeth, Fiona and Nic Fine. Playing with Fire. Gabriola Island, BC: New Society Publishers, 1995. ISBN 1-55092-257-2
This book is a practical guide to creative conflict resolution for teachers, social workers etc. It offers a training program for helping teenagers and young adults deal creatively with interpersonal conflict and violence.

Maurer, Jay. Focus on Grammar: An Advanced Course for Reference and Practice. White Plains, N. Y.: Addison-Wesley Publishing Company, Inc., 1995. ISBN 0-201-65693-0

O’Malley, J. Michael and Lorraine Valdez Pierce. Authentic Assessment for English Language Learners. Addison-Wesley Publishing Company, Inc., 1996. ISBN 0-201-59151-0

Parsons, Les. Expanding Response Journals in All Subject Areas. Heinemann, 1997.

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

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

Read-Aloud Novels

Bell, William. Absolutely Invincible. Toronto: General Paperbacks, 1988. ISBN 0-7736-7291-5
This is the story of four friends with various disabilities that face the challenge of taking a motorcycle trip to Algonquin Park.

Boraks-Nemetz, Lillian. The Sunflower Diary. Montreal: Roussan, 1999. ISBN 1-896184-58-8
A sixteen-year-old girl writes about her life during her stay in a Victoria boarding school where she reluctantly conceals her Jewish identity. However, the memories of war keep intruding into her life.

Yee, Paul. Breakaway. Toronto: Groundwood, 1994. ISBN 0-88899-201-7
This is a story, set in Depression-ridden Vancouver in the 1930s, about a young Chinese man trying to struggle to make ends meet and get ahead.

OSS Considerations

Education for Exceptional Students

ELD learners show the full range of learning exceptionalities as do other Ontario students. Some students arrive with previously identified learning needs, while the needs of others may be identified after they have spent more time in an Ontario school.

It is important not to identify students as learning disabled on the basis of performance or behaviours that reflect a normal process of literacy development or a lack of prior educational opportunities. In planning the ELDDO course, the teacher should take into account the needs of exceptional learners as set out in their Individual Education Plan.

The Role of Technology in Curriculum

It is important that ELDDO learners have opportunities to develop competence in using computers and other technology. Computer-assisted learning is integrated throughout the activities. Students are given opportunities to produce and edit pieces of writing using word processing programs, to do Internet research, and to access information through the use of CD-ROM software.

Career Education

ELD teachers are expected to work closely with Guidance staff to help students explore the full range of educational and career opportunities available to them in their new country and educational setting and to ensure that the ELDDO students are included in school-wide career education initiatives. Specific activities focussing on job-search, personal choices, and rights and responsibilities have been developed in this course profile to provide ELD students with the tools to begin to focus on a wide variety of career choices.

Health and Safety

Students who are recent arrivals from other countries may have special health and safety needs. ELDDO students need confidence to handle health and safety situations in their new environment and in the workplace. They must learn to respond to situations effectively with their level of literacy. The ELDDO course addresses safety in the workplace and the rights and responsibilities of workers.

Emotional health is as important as physical health and safety. The experience of immigration, even in the best of circumstances, involves feelings of loss and disorientation for many students. The units and activities have been carefully chosen and structured to relate to the cultural adjustment process. Teachers must be sensitive to the range of experiences that students bring with them and recognize the equal legitimacy of students choosing to share or keep private their experiences and feelings resulting from the trauma of war, flight, loss, and dislocation.

A school environment that is free of racial and sexual harassment is as important to students as being in a physically safe environment. Teachers should ensure that students are aware of important school rules and routines for personal safety and should review the board’s racism and sexual harassment policy. Students should be taught to report problems and to get help if they are being harassed in any way.

Coded Expectations, Literacy for School and Work, ELD Level 4, Open, ELDDO

Oral and Visual Communication

Overall Expectations

DORV.01L · participate in discussions and short oral presentations about a variety of school, workplace, and personal topics;

DORV.02L · demonstrate understanding and appreciation of different varieties of spoken English;

DORV.03L · use and respond appropriately to the formal and informal styles of spoken English suited to school, workplace, and social situations;

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

Specific Expectations

Developing Proficiency in Oral Communication

DOR1.01L – participate effectively in classroom discussions and oral presentations (e.g., by explaining, persuading, summarizing);

DOR1.02L – use a variety of communication strategies to sustain conversations (e.g., ask for clarification; paraphrase; use appropriate facial expressions and gestures);

DOR1.03L – recognize and use the styles of spoken English required in a variety of workplace situations (e.g., evaluate customer and employee interactions as presented in a video; role-play an employee asking for advice from a supervisor).

Using English in Socially and Culturally Appropriate Ways

DOR2.01L – listen to and analyse different varieties of English used in poems and stories (e.g., poems and stories from England, the Caribbean, or Newfoundland);

DOR2.02L – analyse taped conversations to distinguish formal from informal English (e.g., cafeteria conversations, office interactions, parent/student/teacher conferences);

DOR2.03L – use the appropriate style of language in a variety of role plays (e.g., introducing a new student to other classmates, participating in a job interview, making weekend plans with friends);

DOR2.04L – use standard Canadian English appropriately in school and workplace situations.

Developing Media Knowledge and Skills

DOR3.01L – interpret, compare, and evaluate the points of view taken in a variety of media works (e.g., newspaper articles, films, advertisements);

DOR3.02L – describe the functions of different elements in magazines and newspapers (e.g., headlines, feature articles, editorials);

DOR3.03L – identify strategies used in different media to influence audiences (e.g., celebrity endorsements, appeals to emotion);

DOR3.04L – create a variety of media works (e.g., classroom newspapers, video advertisements, radio documentaries).

Reading

Overall Expectations

DREV.01L · read and respond to a variety of fiction and non-fiction materials, with minimal teacher support;

DREV.02L · use appropriate reading strategies to understand and interpret a variety of fiction and non-fiction materials;

DREV.03L · extract information from texts in a variety of subject areas, with teacher guidance;

DREV.04L · locate and evaluate information from a variety of print and non-print resources and use it for guided research projects, career exploration, and personal interest.

Specific Expectations

Reading and Responding

DRE1.01L – extract information from texts in a variety of subject areas, with teacher guidance;

DRE1.02L – choose and respond to personal reading materials suitable to their age and interests;

DRE1.03L – respond to personally selected books in a variety of ways (e.g., record ideas and feelings in a reading log; write book reviews; present book talks).

Developing Vocabulary

DRE2.01L – use a variety of strategies to expand their vocabulary (e.g., recognize changes of meaning caused by prefixes and suffixes; infer meaning from context; use dictionaries and thesauri to determine meaning and usage and to identify parts of speech);

DRE2.02L – recognize and use key elements of standard textbook formats to find required information (e.g., tables of contents, indexes, boldface type, italics).

Using Reading Strategies for Comprehension

DRE3.01L – use a variety of reading strategies to determine meaning (e.g., cueing systems, self-correction, prediction, background knowledge);

DRE3.02L – explain how a reading strategy suits a specific reading task (e.g., adjusting reading speed to suit the purpose and difficulty of a task);

DRE3.03L – recognize some common cross-cultural themes and figures in folk tales and stories (e.g., the coming-of-age theme, the trickster figure).

Developing Research Skills

DRE4.01L – consult print and electronic sources to acquire information (e.g., print and non-print magazines and newspapers, CD-ROMs, the Internet);

DRE4.02L – skim and scan text to choose relevant materials (e.g., to identify material at an appropriate level; to locate sections that deal with specific topics);

DRE4.03L – compare and evaluate ideas and information from more than one source, for guided research projects;

DRE4.04L – summarize main points for guided research projects, using graphic organizers (e.g., charts, tables, Venn diagrams).

Writing

Overall Expectations

DWRV.01L · write in a variety of forms for personal purposes, to carry out classroom assignments, and to pursue career goals, with teacher guidance;

DWRV.02L · organize and develop ideas, using linked paragraphs;

DWRV.03L · use the writing process to revise and edit written work, with teacher guidance;

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

Specific Expectations

Relating Purpose to Form

DWR1.01L – write for personal and career-related purposes (e.g., letters, newspaper advertisements, résumés);

DWR1.02L – take notes on information presented in class, using graphic organizers, blackboard outlines, and other aids;

DWR1.03L – link ideas, using a variety of transitional words and phrases suited to the purpose (e.g., the same as, also to indicate comparison; first, then to clarify sequence; because, because of to indicate a cause-and-effect relationship);

DWR1.04L – fill out a wide variety of forms of varying complexity (e.g., job applications, driver’s license forms, SIN applications).

Applying the Writing Process

DWR2.01L – participate in prewriting discussions and activities (e.g., develop graphic organizers; produce written outlines);

DWR2.02L – draft and revise the content of short compositions, working independently or with a peer;

DWR2.03L – edit short compositions to correct specific items outlined on a checklist (e.g., to ensure subject-verb agreement, consistency of tenses, inclusion of transitional words and phrases);

DWR2.04L – produce an edited copy of a short composition;

DWR2.05L – use word-processing software to compose and edit pieces of writing;

DWR2.06L – use graphics software to format and embellish pieces of writing.

Developing Accuracy in Written Communication

DWR3.01L – use knowledge of spelling conventions to spell words correctly most of the time in personal and school-related compositions;

DWR3.02L – use knowledge of the forms and rules of English grammar (e.g., verb tenses, conditional forms, rules for subject-verb agreement) to write correctly most of the time;

DWR3.03L – use a variety of sentence structures for interest and/or emphasis;

DWR3.04L – use punctuation correctly most of the time.

Social and Cultural Competence

Overall Expectations

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

DSCV.02L · participate in discussions and debates on local, national, and global issues and events;

DSCV.03L · demonstrate flexibility as learners in different teaching and learning situations;

DSCV.04L · identify personal and career goals and plan how to achieve them.

Specific Expectations

Developing Citizenship Awareness and Skills

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

DSC1.02L – 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);

DSC1.03L – participate in discussions about media perspectives on social and cultural issues (e.g., newspaper and television selection and presentation of facts, images, and opinions related to race, gender, and age);

DSC1.04L – use knowledge of strategies for conflict resolution in simulations, role plays, and group discussions;

DSC1.05L – participate in discussions about similarities and differences in the needs and values of people of different generations and cultures and both genders;

DSC1.06L – explain the significance of some local, national, and international current events;

DSC1.07L – respond to issues in current events (e.g., through writing assignments, role plays).

Adapting to the School Setting

DSC2.01L – participate fully in group activities (e.g., contribute productively to all group tasks; assist others in the group; help keep the group on task);

DSC2.02L – participate constructively in a variety of learning and teaching situations (e.g., independent research, oral presentations, varied assessment situations);

DSC2.03L – use study skills effectively to achieve learning goals (e.g., select suitable study strategies; use self-monitoring and self-correcting strategies).

Developing Personal and Career Goals

DSC3.01L – participate in a real or simulated job search (e.g., seek opportunities; tailor a résumé; write a covering letter and/or make a telephone call to accompany a job application; prepare for and participate in an interview).

Unit 1 | Unit 2 | Course Profiles Main Menu

Acknowledgments

Course Description

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Choices and Challenges

Unit 2: Understanding Rights and Responsibilities

Unit 3: Finding Solutions

Unit 4: Stepping into the Future: Looking for a Part-Time Job/Volunteer Placement

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Books

Read-Aloud Novels

OSS Considerations

Education for Exceptional Students

The Role of Technology in Curriculum

Career Education

Health and Safety

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