Course name: English
Course code: ENG2P
Course Type: Application
Credit value: 1.0
Pilot course courses: ENG1D or ENG1P
This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in secondary school and daily life. Students will study and create a variety of informational, literary, and graphic texts. An important focus will be on the consolidation of strategies and processes that help students interpret texts and communicate clearly and effectively. This course is intended to prepare students for the compulsory Grade 11 college or workplace preparation course
Unit Titles and Descriptions
Getting the Message Out
In this unit students will learn how to "listen to understand." Students will identify and use strategies to listen for different purposes and will be assessed on their active listening skills. The unit concludes with a summative oral presentation task in which students will talk about the three most important listening skills. The final assignment in the unit incorporates listening and interviewing skills in a mock interview assignment. In the process, students will also work on identifying bias in other articles and videos and will thus be able to avoid a lack of objectivity in the creation of their own presentations
In this unit students will study short stories and begin with a review of how plots are constructed. Students will infer meanings by predicting outcomes for the plots, by working with diction in the contexts in which words appear, and by determining how the elements of fiction combine to produce effective short stories. The unit ends with students writing short narratives after examining the models presented to them in course notes.
This part of the course focuses on the novel and on the moral issues surrounding current questions that students consider as consumers and as increasingly independent thinkers. The study of the novel builds directly on the short fiction in the previous unit and involves a number of discussions that deal with issues that the author presents in this novel for young adults. Students will use key terms that enable them to discuss the novel with some complexity. They will end the unit by writing a newspaper article that deals with a hypothetical student protest that is similar in theme and concept to one mentioned in the final stages of the novel.
The Graphic Novel
Students will choose one of two graphic novels for study and will use information from the previous two units in their approach to this relatively new genre. Particular attention is paid to the physical properties of the graphic novel and the ways in which color, cell shape and size, symbolism, and other graphic elements such as maps and photographs all contribute to the effectiveness of the works. The graphic novels are based on true stories, so the intersection of fiction and non-fiction is also referred to during the study of the two works.
In the final unit of this course, students will learn how both simple and complex media texts are created to suit particular purposes and audiences and how these media texts convey their overt and implied messages using different forms of advertising. As a final culminating task, students will create a media campaign for their home town.
This is a proctored exam worth 30% of your final grade.
Overall Curriculum Expectations
A. Oral Communication
Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations
B. Reading and Literature Studies
Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning
solve problems involving trigonometric equations and prove trigonometric identities.
Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively
Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process
D. Media Studies
Understanding Media Texts: demonstrate an understanding of a variety of media texts
Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.
Teaching & Learning Strategies:
Students are exposed to a variety of genres throughout the course and develop skills to analyse and evaluate the effectiveness of texts which may include poems, short stories, novels, non-fiction texts, plays, videos, and songs or other media texts from a wide range of cultures and time periods. Students identify and use various strategies including building vocabulary, learning to understand and use features and organization of texts, and developing knowledge of conventions. Throughout the course, students develop into stronger readers, writers, and oral communicators while making connections to the workplace and international events.
Teachers differentiate instruction to meet the diverse learning needs of students. Instructors also use electronic stimuli including Discussion Boards, ePortfolio, and Dropbox to assist students in reflecting on their learning, and in setting goals for improvement in key areas while developing 21st century skills. These tools facilitate and support the editing and revising process for students as they create texts for different audiences and purposes.
Identifying and developing skills and strategies – through modeling of effective skills, students learn to choose and utilize varied techniques to become effective readers, writers, and oral communicators.
Communicating – several opportunities are provided for students to write and communicate orally.
Generating ideas and topics – teachers encourage students to design their own approaches to the material by maintaining frequent (often daily) online communication with students, by allowing some freedom in how students respond to topics and questions, and by encouraging students’ independent thinking through discussion posts.
Researching – various approaches to researching are practiced. Students learn how to cite sources and provide a works cited page at the end of longer assignments using MLA formatting.
Thinking critically – students learn to critically analyse texts and to use implied and stated evidence from texts to support their analyses. Students use their critical thinking skills to identify perspectives in texts, including biases that may be present.
Producing published work and making presentations – students engage in the editing and revising process, including self-revision, peer revision, and teacher revision all of which strengthen texts with the aim to publish or present student work.
Reflecting – through the ePortfolio and other elements of the course, students reflect on the learning process, focus on areas for improvement, and make extensions between course content and their personal experiences.