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Course Profile Bridge to English, ESL Level 5 (ESLEO),
Grade 12, Open, Catholic
Course Overview
Prerequisite: Study Skills in
English, ESL Level 4, ESLDO, Open
This course prepares students for secondary
school English and other courses at the college and university preparation
levels. Students will be encouraged to develop independence in reading literary
works and academic texts, in writing essays and narratives, and in applying
learning strategies and research skills effectively. Students will also learn
to respond critically to print and media works.
ESLEO is the final course in English as a
second language instruction available at the secondary school level. While
students continue to develop their oral and written communication skills, they
must be cognizant of the demands of a secondary school English program.
The expectations of ESLEO are rigorous and
demanding. Students are in transition between second language English courses
and secondary school English courses at the college and university preparatory
levels. They have met the expectations of ESLDO, Study Skills in English, Level
4, where they have, for example, written “a passage of three or more paragraphs
(or an essay) to develop a central idea.”
In order to prepare students for this
transition, teachers must be cognizant of the expectations in English courses
and weave the expectations, themes, and content of the English language courses
into direct language learning activities that reflect the skills of newcomers
to
The leap from ESLDO to ESLEO is large. In
ESLEO, students are required, for example, to “write coherently on a range of
academic topics, using appropriate forms, (e.g., précis, reports, essays)”;
“write creatively in a variety of forms, (e.g., plays, narratives, poetry)”;
and “write to analyse, interpret, and evaluate information and ideas, (e.g., a
short essay introducing, developing, and concluding an argument).”
ESLEO prepares students for the language
challenges of English courses, including the expectations to “formulate and
refine a thesis”; “organize and analyse information, ideas, and sources to suit
specific forms and purposes for writing (e.g., group information and ideas to
focus on key concepts for an essay; create a pattern of imagery for writing a
sonnet)”; and “apply knowledge of essay structure to organize short essays,
using: an introduction that engages the readers’ interest, introduces the
thesis or controlling idea, and previews the organization or content of the
essay.”
Students may have progressed from the first
course, ESLAO, through the series of Ontario Secondary School ESL courses.
Others may have entered
Students
who have been in previous ESL courses have already had exposure to a range of
teaching strategies, such as cooperative learning, portfolio assessment,
self-/peer assessment, and performance-based assessment. Students who have
entered
Wherever possible, the teacher collects samples
of student work to be used as exemplars; exemplars provide models for clarifying
assignments and expectations.
Students are provided with the course outline
at the start to assist and model time-management and organization. The teacher
prepares an overview of activities and includes the due dates of all
assignments.
Encourage students to date all worksheets and
notes; to keep all returned assignments, essays, reports, etc.; and to maintain
organized notebooks. These tasks are important for the review of information
for exams, for future learning, and for the su
Students are required to independently read
novels of their choice. The teacher confers with colleagues in the English
Department to gather resources comparable in scope and difficulty to materials
used in mainstream classes. Students have written book reports since ESLCO;
they have the background to independently read a book and write the book report
assigned in Unit 1. Critical analysis, which students first learned in ESLDO,
is further emphasized in this course.
In addition to the grammar stipulated in the
course expectations, the teacher should continuously assess familiarity with
various grammar components as they arise throughout the course and teach as
necessary. Students refine their grammatical knowledge through contextual
study.
One challenge shared by teachers is the task of
helping students understand that work must be done in their own words. ESL
students sometimes lack the confidence to reword work in their own voices. The
teacher should discuss the seriousness of plagiarism and the consequences of
such actions.
The teacher carefully monitors student writing
and preparatory research notes, provides opportunities to complete writing in
class, and diligently tracks the writing process. Prewriting strategies, such
as brainstorming, webbing, mind mapping, and posing questions, need to be
taught explicitly. Students need encouragement and opportunities during class
time to produce a readable first draft. They may need to be directly taught the
difference between revision and editing. Revision focuses on the content or the
ideas of the piece and the structure or ordering of those ideas, while editing
is the refinement of surface features of language, such as grammar, spelling,
or word choice. Throughout the course, students continue to revise and edit
their work.
Ideas about choices and identity are introduced
in Unit 1 and taught throughout the course. These themes are important because
many students are at stages in their lives where they may be struggling with
separation from family, searching for their own identities, and making choices
that impact their futures. Through an exploration of several genres, students
consider their own personal choices and goals and complete an independent
research project on future educational and career options. In Unit 1, students
have time and opportunity to research information and to learn from their peers
before writing their own reports on career possibilities.
Through a study of poetry, short stories,
essays, and the novel, students further develop their understanding of themes
in literature in Unit 2.
In Unit 3, students examine the cultural and
historical context of the Elizabethan era as preparation for their study of a
Shakespearean play, conducted in Unit 4.
Prior to beginning Unit 4: Love in an Imperfect
World – Romeo and Juliet, the teacher
should confer with colleagues in the English Department as to the choice of
play and appropriate support resources. Another play could be substituted for Romeo and Juliet.
The play, Romeo
and Juliet, is selected for its universal appeal and popularity. Many
students are familiar with the plot, which allows the teacher to focus on
language study, literary devices, and the cultural and historical contexts.
Media works to support the study of the play are available. The play is
regularly mounted by theatre groups across the country. Where possible, try to
arrange for the students to see a live production.
Unit 5: To Buy or Not to Buy includes an
activity in which students complete a Psychographic assignment and present it
to the class. Students study different consumer groups and create
advertisements geared toward each of the consumer groups.
The final summative activities must reflect the
skills emphasized throughout the units. The teacher may broaden one of the
culminating activities and include it in the bank of summative activities to be
conducted towards the end of the course. A variety of activities should be
considered for the 30% summative evaluation, including a final exam, an oral
presentation, a portfolio presentation, an independent novel study, a sight
passage, a research report, or an essay. The teacher confers with the English
Department about the summative activities conducted at the conclusion of the
mainstream English courses. Summative activities may be modelled after them to
provide ESL students the opportunity to practise the kinds of assessment
strategies they will face in mainstream English courses.
Inclusiveness
of all ethnic, racial, and cultural groups, and both genders, is embedded in
this course. ESLEO deals with sensitive but important issues. The teacher
should be sensitive to the class dynamic and level of trust before embarking on
some activities and should be prepared for difficult student disclosures. Note:
Teachers should be sensitive to the personal nature of the experience, and
support students in avoiding disclosure and discussion of sensitive issues in
the classroom context. In such cases, collaborate closely with school
counsellors who have outside agency contacts.
Many newly arrived students experience culture
shock, family separation, and dislocation at the same time as they begin to
cope with adjusting to school in a new country or province. ESL teachers should
be aware of and sensitive to the many changes and adaptations which immigrant
and refugee students face. International or fee-paying (Visa) students face
their own special challenges in adjusting to life in
Similarly,
the teacher should be sensitive to the variety of socio-economic levels, family
structures, and past political experiences of students and make a
|
* Unit 1 |
Choices |
25 hours |
|
Unit 2 |
Cultural References and Common Themes |
25 hours |
|
* Unit 3 |
Will’s World – The Time of Shakespeare |
15 hours |
|
Unit 4 |
Love in an Imperfect World – Romeo and Juliet |
25 hours |
|
Unit 5 |
To Buy or Not to Buy |
20 hours |
* These
units are fully developed in this Course Profile.
K/U =
Knowledge/Understanding, T/I = Thinking/Inquiry, C= Communication, A =
Application
Time: 25 hours
Unit
Description
Students
consider the themes of choices and identity in poetry, short stories, essays,
and an independently read novel. Students apply the knowledge practised in the
study of short stories to the independently read novel and prepare a report for
presentation in a student-teacher conference. Students research informational
guides, the Internet, and other media sources to assist them in making choices
for their personal and professional futures. Throughout the unit, students
refine and develop their creative and report-writing skills, as well as their
research and oral-presentation skills. In the culminating activity, students
write a research report and present it to the class.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment |
Focus/Tasks |
|
1 5 hours |
EORV.01, EOR1.01, EOR1.02, EOR2.02, EREV.01, EREV.02, EREV.04, EREV.05, ERE1.03, ERE1.05, ERE2.01, ERE3.02, ERE3.03, EWRV.01, EWRV.02, EWRV.03, EWRV.04, EWR1.02, EWR2.01, EWR2.02, EWR2.03, EWR3.01 |
Diagnostic ·
Vocabulary quiz (K/U) ·
Creative writing ·
Oral
communication Summative ·
Summary and analysis of poem (K/U, A) |
Focus: Course Introduction and Poetry Study Tasks ·
Poetry reading ·
Listening comprehension and vocabulary ·
Literary devices ·
Poetry structure ·
Creative writing using literary devices ·
Poetry analysis ·
Choosing a novel for independent reading and beginning a book log |
|
2 9 hours |
EORV.01, EOR1.02, EREV.01, EREV.04, EREV.05, ERE1.02, ERE1.03, ERE1.04, ERE1.05, ERE1.06, ERE2.01, ERE2.02, ERE3.02, ERE3.03, EWRV.04, EWR1.03, ESCV.02, ESC2.01 |
Diagnostic ·
Comprehension activities (K/U) Formative ·
Graphic organizer ·
Literary genre comparison chart |
Focus: Comparison of Theme/Thesis and Literary Structures Tasks ·
Maintaining a book log; reading a novel; writing a critical review;
and preparing for student/teacher conference ·
Pre-reading and reading activities ·
Studying cultural references ·
Reading of a short story and essay ·
Vocabulary study ·
Comprehension – plot graph, predicting, analysing, etc. ·
Comparison of themes ·
Comparison of elements of essays, short stories, and poetry ·
Note taking using graphic organizers |
|
3 7 hours in class (5 hours out of class) |
EORV.01, EORV.02, EORV.03, EORV.04, EOR1.01, EOR1.02, EOR1.03, EOR2.01, EOR2.02, EOR3.01, EREV.02, EREV.03, EREV.06, ERE1.04, ERE1.05, ERE1.06, ERE2.01, ERE2.05, ERE3.01, ERE3.02, ERE3.04, ERE3.05, ERE4.01, ERE4.02, ERE4.03, ERE4.04, ESCV.01, ESC1.01, ESC1.02, EWRV.01, EWR1.01, EWR1.02 |
Formative ·
Book log (K/U) ·
Notes and evaluation of peers’ presentations Summative ·
Student/teacher conference ·
Appendix 1B ·
Critical review ·
Visual and presentation |
Focus: Postsecondary
Options, O Tasks ·
Expansion of knowledge of postsecondary options by researching an
educational path to a career of interest, using Info and Communicaat,
as well as university and college course calendars ·
Research of related information using websites, newspapers, magazine
articles, and ads ·
Presentation of research information through a visual ·
Bibliographical format ·
Student/teacher conference on independently read novel |
|
4 4 hours |
EREV.06, ERE4.01, ERE4.02, ERE4.03, EWRV.01, EWRV.02, EWRV.03, EWRV.04, EWRV.03, EWRV.04, EWR1.01, EWR2.01, EWR2.02, EWR2.03, ESCV.01, ESC1.01 |
Summative ·
Research report (K/U, T/I, C, A) |
Focus: Written Report Tasks ·
Bibliographical format ·
Writing informational paragraphs based on research notes |
Time: 25 hours
Unit
Description
Through
the continued study of poetry, short stories, and essays, students further
develop their understanding of the impact of cultural references, the use of
literary devices, and the treatment of common themes in literature. Students
apply this knowledge to the study of a film and a novel that explore related
themes. They consider how the background of the author, the media, and their
own personal values and biases reflect upon their perceptions of the novel and
film. The grammar focus is on pronoun references and participial phrases. As a
culminating activity, students prepare and present seminars based on their
literature study and then write a literary essay.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment |
Focus/Tasks |
|
1 10 hours |
EORV.01, EOR1.02, EOR1.04, EREV.01, EREV.04, EREV.05, ERE1.01, ERE1.02, ERE1.03, ERE2.01, ERE3.02, ERE3.03, EWRV.03, EWR1.03, ESCV.01, ESC1.01 |
Formative ·
Vocabulary activities ·
Graphic organizer ·
Ongoing media activity related to themes ·
Essay outlines (K/U, T/I, Summative ·
Comprehension and literary devices test ·
Comparison of literary genre using |
Focus: Introduction of Novel and the Study of Poems, Narrative Essays, and Short Stories Reflecting the Theme of the Novel Tasks ·
Introduction of the author and setting of novel ·
Distribution of novel for independent reading while completing
Activities 2 ·
Completion of book and vocabulary logs ·
Discussion of setting, author, and cultural references ·
Vocabulary study ·
Comprehension – predicting, analysing, synthesizing, etc. ·
Identification of elements of short stories, e.g., metaphor,
symbolism, theme, conflict ·
Identification of the elements of literary essays, e.g., thesis,
supporting points, quotes ·
Development of thesis and essay outlines on topics related to the
novel ·
Comparison of theme/thesis and point of view ·
Relating of theme/thesis to current local, national, or global issues ·
Note taking using graphic organizers |
|
2 3 hours |
EORV.01, EORV.03, EOR1.02, EOR3.02, EREV.01, ERE1.02, ERE1.03, ERE1.04, ERE1.06, EWRV.01, EWR1.03, EWR3.02, ESCV.02, ESC2.01 |
Formative ·
Notes (K/U) ·
Journal writing/review (K/U, T/I, ·
Pronoun references (K/U, A) ·
Discussion and oral presentations |
Focus: Film Study Tasks ·
Note taking on character setting and plot in film ·
Group discussions on theme, cultural references, and point of view ·
Group discussion of media techniques and devices ·
Pronoun references ·
Movie review |
|
3 5 hours |
EORV.01, EOR1.02, EREV.01, ERE1.01, ERE1.02, ERE1.03, ERE2.01, ERE2.05, ERE3.03, ERE4.04, EWRV.03, EWR1.01, EWR1.03 |
Formative ·
Book and vocabulary logs (K/U, T/I) ·
Response
journals Summative ·
Content/ vocabulary activities (K/U) ·
Written paragraphs using evidence and/or quotes |
Focus: Novel Study Tasks ·
Content quizzes ·
Book and vocabulary logs ·
Discussion and analysis of cultural issues and author’s background ·
Introduction to theme, conflict, character, etc. ·
Participial phrases ·
Literary language, e.g., imagery ·
Use of evidence from texts to support opinions ·
Response journals to explain how readers’ values and perspectives
influence their responses |
|
4 7 hours |
EORV.02, EOR1.01, EOR1.02, EOR2.01, EOR2.02, EOR3.01, EREV.01, ERE1.01, ERE1.05, ERE3.02, ERE4.04, EWRV.01, EWRV.02, EWRV.03, EWRV.04, EWR1.03, EWR2.01, EWR2.02, EWR2.03, EWR3.02, EWR3.03 |
Formative ·
Essay outlines and thesis statements (K/U, T/I, C, A) ·
Literary essay Summative ·
Seminar presentation |
Focus: Novel Analysis Tasks ·
Preparation and presentation of a seminar on an assigned section of
the novel, examining aspects of plot, conflict, character, theme, literary
language, and a quote ·
Writing of essay thesis statements and essay outlines ·
Writing a literary essay, using correct pronoun references, on an
issue or theme that has arisen from the novel study |
Time: 15 hours
Unit
Description
Students
examine the cultural and historical context of the Elizabethan era. They
research an aspect of the time, create a media work, and present it to the
class. Complex infinitive structures are studied through the analysis of a
reading about the Shakespearean audience. Students analyse a visual about Shakespeare’s
time and write an expository piece about it.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment |
Focus/Tasks |
|
1 2 hours |
EORV.01, EOR2.02, EREV.04, ERE3.03, EWRV.01, EWR1.01, ESCV.02, ESC2.01 |
Diagnostic ·
Group notes and discussion (K/U) ·
Summary notes of Shakespearean time (K/U) ·
Quiz corrections (K/U) |
Focus: Pre-Reading Activities Tasks ·
Brainstorming on prior knowledge of Shakespeare and the Elizabethan
world in groups on assigned topics ·
Class discussion on group work ·
Diagnostic quizzes to assess prior knowledge |
|
2 3 hours |
EREV.05, ERE1.01, ERE2.01, ERE3.03, EWRV.01, EWR1.03, EWR3.03 |
Summative ·
Notes (K/U, T/I, C, A) ·
Information
gap quiz (K/U, T/I) ·
Quiz on infinitives |
Focus: Socio-Cultural and Historical Contexts of Shakespeare’s Time Tasks ·
Reading comprehension ·
Study of infinitives ·
Note taking ·
Vocabulary study ·
Information-gap
quiz on content |
|
3 6 hours |
EORV.01, EORV.04, EOR1.01, EOR4.03, EREV.06, ERE4.01, ERE4.03, ERE4.04, EWRV.03, EWRV.04, EWR1.01, EWR1.03, EWR2.02, EWR2.03, ESCV.02 |
Formative ·
Research notes Summative ·
Content and visual effectiveness of poster ·
Presentation ·
Note-taking (K/U, T/I) ·
References |
Focus: Research Poster Tasks ·
Research and note taking on Shakespeare’s time ·
References cited sheet (bibliography) ·
Poster creation ·
Class presentations ·
Note taking from presentations |
|
4 4 hours |
EORV.01, EORV.04, EOR1.02, EREV.03, ERE4.02, EWRV.03, EWRV.04, EWR1.01, EWR1.03, EWR2.03 |
Formative ·
Forum discussion (K/U) Summative ·
Illustration analysis (K/U, T/I, C, A) ·
Test (K/U, T/I, |
Focus: Shakespearean-Era Illustration Analysis Tasks ·
Research ·
Illustration analysis and writing of linked expository paragraphs ·
Forum discussion on the visuals and explications ·
Open-book test and self-assessment |
Time: 25 hours
Unit
Description
Literary
elements, such as plot, subplot, characterization, setting, conflict, theme,
and point of view, are studied through the analysis of excerpts of a
Shakespearean play. Students study the elements of style, including allusion,
contrast, hyperbole, understatement, oxymoron, irony, symbolism, and
foreshadowing. Gerunds are studied in the context of the play. The sonnet form
is analysed and identified within the play. Students write a literary essay on
a topic of their choice. They compare and contrast a Shakespearean play with a
media work on a similar theme.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment |
Focus/Tasks |
|
1 1 hour |
EREV.05, ERE1.04, ERE2.01, ERE2.03, ERE3.03 |
Diagnostic ·
Structural analysis labelling exercise (K/U, T/I) ·
Oral glossary (K/U, T/I) ·
Insults worksheet |
Focus: Pre-reading Activities Tasks ·
Overview of the play ·
Pre-reading structural analysis of the text ·
Pre-reading structural analysis of Shakespearean language ·
Shakespearean insults |
|
2 10 hours |
EORV.02, EORV.04, EOR1.04, EOR3.01, EOR3.02, EREV.01, EREV.05, ERE1.01, ERE1.04, ERE1.05, ERE2.01, ERE2.03, ERE2.04, ERE3.03, EWRV.01, EWRV.03, EWRV.04, EWR1.01, EWR1.02 |
Formative ·
Plot summaries (K/U, C) ·
Language matching (T/I) ·
Story elements worksheet (K/U, T/I) ·
Film-text comparative analysis (K/U, T/I, C) ·
Reflective writing on themes (K/U, T/I, C) Summative ·
Role-play diary ·
Character mapping |
Focus: Literature Study of a Play Tasks ·
Reading the play aloud ·
Plot/subplot analysis ·
Comparison of glossaries from different editions ·
Writing of a 5W synopsis ·
Character relationship mapping ·
Role-play diary writing ·
Media screenings ·
Theme study |
|
3 10 hours |
EORV.03, EOR3.01, EOR3.02, EREV.01, EREV.04, ERE1.02, ERE3.02, ERE3.03, EWRV.01, EWRV.02, EWRV.03, EWRV.04, EWR1.01, EWR1.02, EWR2.01, EWR2.02, EWR2.03, EWR3.03 |
Formative ·
Language devices matching worksheet (K/U, T/I) ·
Sonnet
quiz (K/U, T/I) ·
Connecting words and phrases worksheet Summative ·
Gerund test (K/U, A) ·
Script (K/U, T/I, C; A) ·
Newspaper article ·
Essay (K/U, T/I, C; A) |
Focus: Stylistic Analysis and Language Study Tasks ·
Language devices (allusion, contrast, hyperbole, understatement,
oxymoron, irony, symbolism, and foreshadowing) ·
Language study (gerunds) ·
Sonnet study ·
Script writing ·
Creative writing (newspaper article) ·
Study of connecting words and phrases ·
Essay writing |
|
4 4 hours |
EORV.03, EOR3.01, EWRV.04, EWR1.03, ESCV.02, ESC2.01 |
Formative ·
Graphic organizer on story elements (K/U, T/I, C, A) ·
Cloze (slang study) Summative ·
Reflective writing (comparing story elements) |
Focus: Movie/Play Comparison Tasks ·
Analysis of excerpts of lyrics ·
Slang study ·
Story elements: comparison and contrast between the play and a movie |
Time: 20 hours
Unit
Description
Students
complete surveys to evaluate and broaden their understanding of advertising in
media. They are introduced to advertising terminology and look at personal
needs versus wants. They study five different kinds of consumer groups in
society and use gerunds in their descriptions. Students analyse and deconstruct
advertisements, complete a Psychographics assignment, and present it to the
class. Students read articles about virtual advertising, as well as the role of
corporate sponsorship in schools, and debate the virtues of each, incorporating
transition words into their arguments.
Unit
Overview Chart
|
Activity |
Learning
Expectations |
Assessment |
Focus/Tasks |
|
1 2 hours |
EORV.01, EOR1.02, EOR4.01, EREV.03, EREV.05, ERE3.05 |
Diagnostic ·
Questionnaire Formative ·
Note taking ·
Needs vs. wants survey (T/I, A) |
Focus: Self-Assessment of Knowledge of Media, Advertising, and Key Media Terminology Tasks ·
Brainstorming and mind-mapping of prior knowledge ·
Discussion ·
Reading and note taking of media terminology ·
Study and analysis of consumer groups ·
Surveying the impact of advertising on student purchasing decisions |
|
2 8 hours |
EORV.02, EOR1.01, EOR2.01, EOR4.02, EOR4.03, EREV.03, EREV.05, ERE2.02, ERE3.03, EWRV.01, EWRV.02, EWRV.04, EWR1.02, EWR1.03, EWR2.02, EWR2.03, EWR3.01, EWR3.03, ESCV.02, ESC2.01 |
Formative ·
Gerunds and infinitives worksheet ·
Jigsaw group reporting Summative ·
Comparative chart of consumer groups ·
Psychographics
(K/U, T/I, C, A) |
Focus: Study and Analysis of Consumer Groups Tasks ·
Gerund and infinitives study ·
Reading and note taking of information about one consumer group ·
Jigsaw to complete graphic organizer about consumer groups ·
Prepare and present Psychographics assignment |
|
3 10 hours |
EORV.01, EORV.03, EOR1.01, EOR1.02, EOR2.02, EOR3.01, EOR3.02, EREV.03, EREV.04, EREV.06, ERE2.01, ERE3.04, ERE3.05, ERE4.01, ERE4.02, ERE4.03, ERE4.04, EWRV.04, EWR1.01, EWR1.03, EWR2.01, EWR3.03, ESCV.02, ESC2.01 |
Formative ·
Research summaries ·
Transition words (K/U, T/I, C, A) ·
Debate notes (T/I) Summative ·
Bibliography ·
Test ·
Quiz on transition words ·
Debate |
Focus: Research of Virtual Advertising and Corporate Sponsorship in Schools (debate) Tasks ·
Activation of prior knowledge ·
Using research skills to locate, read, and record information from
articles on virtual advertising and corporate sponsorship ·
Content test ·
Study of transition words ·
Preparation of debate ·
Class debates |
Strategies
include: brainstorming, webbing, reflective journals, process writing, essays,
portfolio compilation, cooperative learning groups, teacher read-alouds, direct
teaching/Socratic method, graphic organizers, think/pair/share, worksheets,
viewing and responding to advertisements and videos, questionnaires, oral
presentations, Internet searches, independent and group research projects, role
play, self- and peer assessment, dramatizations, book reports, poetry study,
silent reading, note-taking, directed reading, self- and peer editing, report
writing, summarizing, and debating.
The
assessment and evaluation techniques are diagnostic, formative, and summative.
They link the teaching/learning strategies to the curriculum expectations of
each unit throughout the four Achievement Chart categories. Different
techniques are used for assessment and evaluation, including: group and
individual presentations; written pieces in a variety of forms, including
essays and research reports; quizzes and written tests; journals; self-/peer
evaluation; student-teacher conferences; formal/informal teacher observation
and ongoing verbal feedback; presentations; role-plays; and portfolio entries.
Teachers
may incorporate checklists, marking schemes, rating scales, rubrics, and
anecdotal comments to provide students with suggestions for improvement
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 a final examination, performance, essay, and/or other
method of evaluation suitable to the course content and administered towards
the end of the course. It is recommended that the final examination includes a
sight passage, and that other methods of evaluation be selected from:
·
a
portfolio presentation;
·
an
essay;
·
an
independent novel study;
·
a
research report;
·
an
oral presentation.
An
ESLEO class is of a heterogeneous nature, encompassing students of varying ages
and backgrounds, and may have continuous intake of newly arrived students
throughout the semester or school year. To support students with varying levels
of English proficiency, different previous school experience, and various
learning styles, teachers should incorporate the following strategies into
their classroom programs: 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, and/or opportunities
for practice.
It is
important to foster a positive atmosphere to recognize the dignity and worth of
students, to evaluate their capabilities and a
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with 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. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Teachers
can find appropriate selections in the listed on the OCC website
(www.curriculum.org/o
Adams,
J., C. Costello, and S. Naylor. Reading
and Writing for Su
Borovolis,
J. Breaking Through. Scarborough:
Prentice Hall, 1990. ISBN 0-13-083072-0
Duncan,
Barry. Mass Media and Popular Culture.
Toronto: Harcourt Brace Jovanovich, 1999.
ISBN 0-7702-6648-7
Luengo,
A. Literature and Media. Toronto: ITP
Nelson, 1999. ISBN 0-17-618701-4
O’Malley,
J.M. and P. Valdez. Authentic Assessment.
Addison Wesley, 1996. ISBN 0-201-59151-0
At every
point in this course, teachers should take into a
It is
important for all ESL students to be given opportunities to develop competence
in using computers and other technology. In this course, students are afforded
opportunities to use word-processing and graphics software to produce pieces of
written work. Students do research on the Internet and with
CD-ROM software. Students are encouraged to work with their peers to help each
other a
ESL
students need opportunities to explore the full range of educational and career
paths available to them in their new country and educational setting. At the
ESLEO level of English proficiency, students should be made aware of
cooperative education placements to enhance their school programs and give them
a variety of career choices.
Students
who are recent arrivals from other countries may have special health and safety
needs. The experience of immigration, even in the best of circumstances,
involves feelings of loss and disorientation for many students. Throughout this
course, the teacher is expected to be sensitive to the range of experiences
that students bring with them. The teacher must recognize the equal legitimacy
of students choosing to share or keep private their experiences and feelings.
Up to
three ESL or ELD courses may be substituted for compulsory English courses.
Coded
Expectations, Bridge to English, ESL Level 5 Expectations, ESLEO
EORV.01 – initiate, sustain, and conclude
conversations and discussions on a wide variety of topics of personal, social,
and academic interest;
EORV.02
– communicate
orally, using patterns of English grammar and pronunciation with the a
EORV.03
– analyse a variety
of social contexts to determine the appropriate style of language and
non-verbal behaviour to use in them;
EORV.04
– create and
analyse a variety of media works in forms appropriate for different purposes
and audiences.
Developing
Fluency in Oral Communication
EOR1.01 – make effective presentations on
classroom topics, with some teacher guidance;
EOR1.02 – express, support, and elaborate a
point of view in sustained discussions about classroom topics (e.g., present
and defend a position);
EOR1.03 – communicate orally for a variety
of education- and career-related purposes (e.g., understand and participate in
discussions and presentations on post-secondary educational choices; role-play
job interviews, and analyse and evaluate their performance);
EOR1.04 – negotiate solutions to problems,
interpersonal misunderstandings, and disputes.
Developing
A
EOR2.01 – monitor their speech for a
EOR2.02 – use conventions of oral language
appropriately (e.g., transition words and phrases for coherence; repetition for
emphasis; pause, stress, and intonation for effect).
Using
English in Socially and Culturally Appropriate Ways
EOR3.01 – analyse social contexts and adapt
their style of speaking to suit the setting and the audience (e.g., use a
formal style in a speech for school commencement; use colloquial language at a
student council meeting);
EOR3.02 – discuss and analyse instances of
miscommunication (e.g., in classroom interaction; in film and video clips).
Developing
Media Knowledge and Skills
EOR4.01 – explain the relationship between
media forms and their intended audiences (e.g., analyse the messages used in
advertising directed to different age groups; examine how broadcasting
schedules are tailored to specific audiences);
EOR4.02 – analyse media productions to
explain how language can be used to de-emphasize or exaggerate the importance
of information (e.g., in television commercials, press releases, election
campaign literature);
EOR4.03 – create media works for different
purposes and explain how the purpose influenced their design decisions in each
case (e.g., create an information booklet or a video for newcomers to the
school or to Canada and explain the purpose of its main features).
EREV.01 – read and respond to literature;
EREV.02 – choose and respond to personal
reading material comparable in scope and difficulty to materials chosen by
their English-speaking peers;
EREV.03 – extract information from a
variety of texts used in subject classrooms;
EREV.04 – demonstrate understanding of the
elements of a range of fiction and non-fiction forms of writing;
EREV.05 – use independently a variety of
strategies to build vocabulary;
EREV.06 – use a range of research
strategies independently to gather information for a variety of purposes.
Reading
and Responding
ERE1.01 – use knowledge of the personal, historical,
and cultural backgrounds of authors and audiences to explain themes,
situations, and characters represented in texts (e.g., themes of colonization
or personal exile in a South Asian or Caribbean short story; Elizabethan
history, language, and themes in a Shakespeare play);
ERE1.02 – demonstrate understanding of some
cultural references in Western and Canadian literature (e.g., biblical
allusions; references to Greek mythology, Native mythology, or English-French
relations);
ERE1.03 – compare the treatment of common
literary themes in a range of fiction materials (e.g., themes of a golden age,
intergenerational conflict, reconciliation);
ERE1.04 – analyse literature and classify
it by type and theme (e.g., romance, tragedy, comedy, satire);
ERE1.05 – use a variety of methods to
demonstrate understanding of their personal reading (e.g., give a book talk;
write a diary entry for a character in a novel; explain the point of view of
the author of a magazine essay);
ERE1.06 – write a critical review of a book
or article.
Developing
Vocabulary
ERE2.01 – use a variety of strategies to
determine the meaning of unfamiliar words (e.g., consult a dictionary; infer
meaning from context; relate unfamiliar words to cognates or word families);
ERE2.02 – use a thesaurus to expand
vocabulary and explain its use to others;
ERE2.03 – use all elements of an entry in
an advanced learner dictionary and explain their use to others (e.g., elements
such as word-class labels, definitions, examples, usage labels, pronunciation
keys);
ERE2.04 – explain why they prefer one
dictionary to another;
ERE2.05 – take advantage of opportunities
to use new words (e.g., in written responses to literature; in classroom
discussions).
Using
Reading Strategies for Comprehension
ERE3.01 – use a variety of cues to extract
meaning from a textbook (e.g., cues such as headings, subheadings, graphics,
questions, sidebars, summaries);
ERE3.02 – identify characteristic elements
of a range of literary genres, including essays, short stories, novels, poetry,
and drama (e.g., elements such as imagery, personification, figures of speech);
ERE3.03 – use reading strategies
effectively before, during, and after reading and explain their use to others
(e.g., strategies such as previewing text, predicting main ideas or outcomes,
listing unanswered questions while reading);
ERE3.04 – analyse how informational texts
present facts and ideas (e.g., compare how newspapers and periodicals from
around the world present information and use format, layout, titles, and styles
of address to appeal to specific audiences);
ERE3.05 – record needed information from
texts used in classroom subjects (e.g., take point-form notes; fill in graphic
organizers).
Developing
Research Skills
ERE4.01 – gather information from a variety
of sources, including electronic databases, websites, and online libraries;
ERE4.02 – synthesize and evaluate the
information gathered from a variety of sources for an independent research
project;
ERE4.03 – prepare a bibliography of print
and electronic sources consulted during research;
ERE4.04 – acknowledge borrowed information,
ideas, and quotations.
EWRV.01
– write in a
variety of forms, adopting a voice suitable to the intended audience;
EWRV.02 – use the writing process
independently to produce a final written or electronic version of an essay or a
piece of creative writing;
EWRV.03 – organize and link ideas logically
and effectively in written texts such as narratives and essays;
EWRV.04 – use the sentence patterns and
conventions of standard Canadian English in their writing with the degree of a
Relating
Purpose to Form
EWR1.01 – write coherently on a range of
academic topics, using appropriate forms (e.g., précis, reports, essays);
EWR1.02 – write creatively in a variety of
forms (e.g., plays, narratives, poetry);
EWR1.03 – write to analyse, interpret, and
evaluate information and ideas (e.g., a short essay introducing, developing,
and concluding an argument).
Applying
the Writing Process
EWR2.01 – use a variety of connecting words
and phrases to express logical relationships between and among ideas (e.g., prior
to and subsequently to indicate sequence, however and whereas to indicate
contrast);
EWR2.02 – use a variety of strategies to
proofread, edit, and correct writing, focusing on effective style, relevant and
interesting content, a
EWR2.03 – publish written work, selecting a
format suited to the intended audience and using technology such as graphics
and desktop publishing software, as appropriate.
Developing
A
EWR3.01 – use a variety of spelling
strategies, rules, and patterns to spell words correctly;
EWR3.02 – use pronoun references correctly;
EWR3.03 – use appropriately, and with a high
degree of a
ESCV.01 – demonstrate understanding of a
range of local, national, and global issues;
ESCV.02 – learn effectively in a wide
variety of teaching and learning situations.
Developing
Citizenship Awareness and Skills
ESC1.01 – analyse the media coverage of a
current local, national, or global issue and present their own views (e.g.,
write a report or letter or make a speech summarizing the information,
comparing perspectives, expressing an opinion, and urging action);
ESC1.02 – evaluate the effectiveness of
their own and peers’ reports, letters, or speeches on current issues.
Adapting
to the
ESC2.01 – participate effectively in the
full range of learning and teaching situations in the school (e.g., discussions
in subject classrooms, school-wide presentations, extracurricular activities).