Course Profile
English in Daily Life ESL Level 2, open, Catholic
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. Writing partnerships of catholic school boards and subject associations created these materials. The Ontario Ministry of Education funded the development of these resources. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
©Queen’s Printer for Ontario
Catholic District School Board Writing Team - Dramatic Arts
Lead Board
Durham Catholic District School Board
Rick Townend, Manager
Course Profile Writing Team
|
Phase 1 |
Phase 2 |
|
Dwain Tymchyshyn, Durham Catholic DSB |
Mary Adelle Patterson , Durham Catholic DSB |
|
Perry Kakis, Durham Catholic DSB |
Jamie Finan, Durham Catholic DSB |
|
Irene Cudini, Durham Catholic DSB |
Christina Maschas-Hammond, Peterborough, Victoria, Northumberland, Clarington Catholic DSB |
Central Catholic Curriculum Cooperative
Institute for Catholic Education
Course Overview: English in Daily Life, Open
English as a Second Language, Level 2
District: Durham Catholic District School Board
Peterborough, Victoria, Northumberland, Clarington Catholic District
School Board
Course
Title: English in Daily Life
Grades: 9 - 12
Course Type: Open
Ministry Course Code: ESL B0
Secondary
Policy Document: The Ontario Curriculum
Grades 9 to 12, English as a Second Language and English Literacy Development,
1999
Publication
Date: August 1999
Credit
Value: 1.0
Course Developer(s)
Mary Adelle Patterson (Lead Writer), Durham Catholic District School Board
Jamie Finan (Writer), Durham Catholic District School Board
Christina Maschas - Hammond (Writer), Peterborough, Victoria, Northumberland, Clarington Catholic District School Board
Development Date:
May - July 1999
Internal Reviewer(s)
Marilou Eva
Dwain Tymchyshyn
Revision
Date: June - July 1999
This
course expands students' essential English communication skills and cultural
knowledge and introduces to students the language of classroom studies.
Students develop oral classroom skills and reading strategies, expand their
vocabulary, and use more complex sentence patterns. Students also learn how to
use some school and community resources.
Education
should reflect what Pope John Paul II calls Athe common effort to build
the civilization of love founded on the universal values of peace, solidarity,
justice, and liberty.@ Through language, God's creative and
liberating actions are revealed to each generation. Therefore, language serves
not only as the pathway of communication between all people but as the primary
form of encounter between God and humanity as well, integrating mind, body, and
soul. English language instruction in the Catholic system creates literate,
responsive and responsible Christians who are optimally informed, independent
thinkers and communicators.
|
Unit 1 |
New Beginnings |
15 hours |
|
Unit 2 |
Ontario and
Our Community |
15 hours |
|
Unit 3 |
Celebrations |
20 hours |
|
Unit 4 |
Canadian
Diversity |
25 hours |
|
Unit 5 |
Media: Exploring Newspapers |
20 hours |
|
Unit 6 |
Historical
Canada: Anne of Green Gables |
25
hours |
Time: 15 hours
This unit exposes students to learning experiences designed to assist them in developing visual, oral, and written communication skills in connection with literature. Students reflect on past and present experiences and express their views, feelings, and ideas in oral and written mediums. Students demonstrate communicative competence through daily practise of the skills needed to develop oral and written fluency in English. Opportunities to learn new vocabulary and language structures, develop time management skills, and use first language skills promote second language acquisition. Respect and consideration for others are emphasized as students become effective communicators who speak, write, and listen honestly, sensitively, and critically in light of Gospel values.
Ontario Catholic School Graduate Expectations: 2a, b, c; 3c; 4c, f; 5a.
Strand(s): Oral and Visual Communication, Reading,
Writing, Social and Cultural Competence
Overall
Expectations: BORV.01, 04,05; BREV.01, 04; BWRV.01, 03;
BSCV.04.
Specific Expectations: BOR1.01, 02, 03, 06, 07, 2.03, 3.01, 02; BRE1.01, 2.01, 02, 3.03; BWR1.01, 02, 3.01, 02, 03; BSC, 2.01, 02, 03.
Time: 15 hours
This
unit provides students with an opportunity to become acquainted with the
province and community in which they live. Students use current technologies
like the Internet and practise time-management skills. The real success of this
unit is in providing a context for each student to feel valued. Looking at
social issues and community resources allows students to feel empowered as
Christians, able to help themselves and others. Language skills development
highlights related vocabulary, as well as verb tenses, questioning and note
taking, and a variety of other grammatical and organizational structures that
students naturally encounter as they read, write, view, speak, and interact
with other students, short texts, and the community directly.
Ontario Catholic School Graduate Expectations: 1d; 2a, b, c; 3a, f; 4a, f; 5e, g; 6c; 7e, f, g, i.
Strand(s): Oral and Visual Communications, Reading, Writing, Social and Cultural Competence
Overall Expectations: BREV.01, .02, .03,. 04, .05; BWRV.01, .02, .03; BORV.01, 03, 04,
06; BSCV.01, .02,. 03, .04.
Specific Expectations: BRE1.01, .02, .03; 2.01,
.02, .03; 3.01, .02, .03, .04; 4.01, .02; BWR1.01, .02; .01, .02, .03, 04;
3.01, .02, .03, .04, .05; BOR1.01, .02, .03, .04, .05, .06; 2.01, .02, .03,
.04; 3.01; 4.01; BSC 1.02, .03, .05; 2.01, .02, .03, .04, .05.
Time: 20 hours
Celebrations
are essential to every cultural group. Students recognize and value the
multitude of customs and traditions that make Canada a rich and diverse
community of God. Studying the celebrations of different cultural groups
permits students to expand their communicative competence, compare and contrast
traditions of different cultures, and further explore their social and cultural
place in Canadian society. By sharing their own customs and traditions,
students contribute to and learn about Canadian multiculturalism. By organizing
and participating in different celebrations which include their families and
friends, students become caring members of their family, school, parish, and
the wider community.
Ontario Catholic School Graduate Expectations: 1b, d; 5c; 7c, d, f, g, j.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV .01, .02; BREV.01,.05; BWRV .01,.02, .03; BSCV.01, 02, .03.
Specific Expectations:
BOR 1.01, .03, .04, 2.02, 3.02, 3.03; BWR1.01, 2.01, .02, .03,.04, 3.05; BRE1.01, .02, 3.01, 05 4.01;
BSC1.03,.04, 2.02, .03, .04, .05.
Time: 25 hours
This
unit of study explores Canada=s physical, sociocultural, and economic
diversity and the interrelationships this diversity generates. Throughout this
unit, students develop a sense of appreciation for the beauty and richness of
Canada=s natural environment, the diversity of cultures and
the details of the Canadian economy and government. As they progress through
this unit, students reflect upon their Christian and civic responsibility to
society and the environment and consider the opportunities our country has to
offer. Students think globally and analyse the presence of Catholic values in
the social fabric of the country.
Ontario Catholic School Graduate Expectations: 1c; 3c, f; 4e; 5a, e, g; 7a, f, g, h, i, j.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV.03, .04, .06; BREV.01, .03, .05; BWRV 01,.02, .03; BSCV .01, .02.
Specific Expectations:
BOR 1.01, .02, .03, .05, .06, .08, 2.01, .02, .03, .04, 3.03, 4.01;
BRE 1.01, .02, .03, 2.01, .02, .03, 3.01, .02, .03, .04, .05, 4.01, .02;
BWR1.01, .02, 2.01, .02, .03, .04, 3.01, .02, .03, .04, .05, .06; BSC1.01, .02,
.04, .05, 2.01, .02, .03, .04.
Time: 20 hours
Media literacy serves a dual purpose: developing fluency in language and forming a relevant social context. This unit shows students how to use newspapers to become knowledgeable about current events and discover information about their community and the world at large. Personal and creative expression is encouraged. Students investigate format, context, style, and vocabulary used in newspapers. In the process, students learn to make ethical decisions about major social, political, and economic issues. Students continue to strengthen their skills in visual, oral, and written communication. Students are encouraged to become lifelong learners, developing and demonstrating their God-given potential.
Ontario Catholic School
Graduate Expectations: 2b, e; 3c, d; 4g
Strand(s): Oral and Visual Communication, Reading,
Writing, Social and Cultural Competence
Overall Expectations: BORV.01, .04, .06; BREV.02, .04; BWRV.01, .03; BSCV.01
Specific Expectations: BOR 1.01, .02, .03, .06, .08, 2.04, 3.03, 4.01; BWR 1.01, 2.02, .03, .04, 3.01,.02,.03,.05,.06; BRE 1.02, 2.02, .03, 3.01, .03, 4.01; BSC1.05; 2.01, .04.
Time: 25 hours
This
novel study unit introduces ESL students to one of the most endearing treasures
in Canadian literature. The novel, Anne of Green Gables, (Random House -
Bullseye Step Into Classics) acts as
a springboard to a variety of learning activities directed primarily at
acquainting students with the early history of Canada. As they progress through
the novel, students identify and reflect upon issues significant to the time
period in which the novel is set and how they relate to or compare with
Canadian society today. By reading and responding to the novel, students
continue to strengthen their skills, particularly in oral, visual, and written
communication. Students relate aspects of fiction to their own personal and
faith experiences to find parallels and connections within Gospel and Biblical
stories.
Ontario Catholic School Graduate
Expectations: 1i ,j; 2a, c; 3c; 4g;
5a; 7g.
Strand(s): Oral and Visual Communication, Reading, Writing, Social and Cultural Competence
Overall Expectations: BORV.01, .03 .05, .06; BREV.01, .02, .03;
BWRV.01, .03; BSCV .01, .02.
Specific Expectations: BOR 1.01, .02, .03, .06, 2.02, .03, 3.03, 4.01; BRE 1.01, .02, .03, 2.01, 02, 03, 3.01, .02, .03, .04, .05, 4.01, .02; BWR 1.01,.02, 2.02, .03, 3.01,.02; BSC1.01, .02, .04, 2.02, .04.
The following chart illustrates the main strategies and resources used in this course profile.
|
Instructional Strategies Instructional strategies may include the following: Answering Comprehension Questions-
answering questions to
improve reading skills Brainstorming- generating initial ideas Charting Information- organizing ideas, information, and opinions using
graphic organizers Class/Group Discussion- clarifying ideas and improving listening and
speaking skills Composition Modeling and Writing- using simple
sentence/paragraph structures. Conferencing- student-to-student or student-to-teacher discussion Creating Questions- designing questions to attain information Creative Writing- expressing ideas creatively Excursions -experiencing the community and its resources Interviewing - creating and asking questions to gather data Journals- writing to express ideas and develop fluency Note Taking- recording information Oral Presentation- oral presentation of researched topic Oral Reading- reading to aid comprehension and pronunciation Paragraph/Letter Writing- organizing ideas into a
variety of formats Story Mapping - charting elements of a story (plot, setting, characterization) Technology Applications – using
various forms of computer technology to enhance learning Writing Process - using a step-by-step
approach to composing and editing written work Visual Stimuli - using visuals to promote
understanding and to stimulate thought and ideas Vocabulary Log - noting word forms/families and common idioms to understand meaning |
Assessment Strategies The assessment plan may include the following: Personal Communication $
journals $
self assessment $
student-teacher
conferences $
student-student
conferences Paper and Pencil Tests $
sight-reading $
comprehension $
vocabulary Observation $
formal $
informal Performance Assessment $
posters and pamphlets $
exhibitions $
writing assignments $
oral presentations $
story map $
oral reading $
research projects Assessment tools include: $
checklists $
marking schemes $
rubrics $
anecdotal comments
with suggestions for improvement $
error analysis $
homework checks |
Main Resources The following resources support teaching and learning strategies: 1. Azar, Betty Schrampfer. Understanding and Using English Grammar. Englewood Cliffs: Prentice Hall, 1989. 2. Barry, James. Language to Go. Toronto: Nelson, 1995. 3. Canadian Bible Society. Good News Bible: Today=s English Version. Toronto: Canadian Conference Of Catholic Bishops, 1996. 4. Fowler, H. W. The Concise Oxford Dictionary. Oxford: Clarendon Press, 1990. 5. Liebman, Daniel. Canadian
Dictionary for English Learners. Toronto: Addison-Wesley,1987. 6. Martin, Dave. Communicating Skills. Scarborough: Nelson, 1998. 7. Montgomery, L.M. adapted by Deborah Felder. Anne of Green Gables. Toronto: Random House, 1994. 8. Myers, M. Teaching To Diversity. Toronto: Irwin Publishing, 1993. 9. O=Malley, J.M., and L. Pierce. Authentic Assessment for English Language Learners. Toronto: Addison- Wesley Publishing Co., 1996. 10. Parnwell, E.C. The Canadian Oxford Picture Dictionary. Toronto: Oxford University Press, 1999. 11. Walter, T. Amazing English. Toronto: Canadian Resources for ESL,1994. 12. Wansbrough, Henry. Ed. The New Jerusalem Bible. New York: Doubleday, 1990. 13. Zuern, Guenther. Ontario Reader 1999. Toronto: Newcomer Communications, 1999 |
The individual components of student evaluation are
embedded within the four strands designated for learners of English as a Second
Language. As a result categories for
tests, language skills, etc. do not exist.
|
Knowledge/Skill Category Weighting Final Evaluation $
Knowledge/Understanding
$
Thinking/Inquiry/Problem Solving
$
Communication $
Application/Making Connections
Oral and Visual Communication $
Knowledge/Understanding
$
Thinking/Inquiry/Problem Solving
$
Communication $
Application/Making Connections
Reading $
Knowledge/Understanding
$
Thinking/Inquiry/Problem Solving
$
Communication $
Application/Making Connections
Writing $
Knowledge/Understanding
$
Thinking/Inquiry/Problem Solving
$
Communication $
Application/Making Connections
Social and Cultural Competence $
Knowledge/Understanding
$
Thinking/Inquiry/Problem Solving
$
Communication $
Application/Making Connections
|
% 25 25 25 25 20 30 30 20 25 35 20 20 25 25 10 40 15 20 25 40 |
Course Grade Weighting Final Evaluation Oral and Visual Commun. Reading Writing Social and Cultural
Comp. Course Grade |
% 30 20 20 20 10 100 |
The daily teaching of language
skills is an important feature of any language course. The cultural and
religious faith components of student learning are essential, because it must
always be remembered that students= daily lives are affected by
their experiences in a new cultural environment. For these students the
familiarity of first language and religion are very important anchors in their
learning. A strong faith component in
the course is important to validate students= lives and cultures. The
importance of technology in the classroom must be recognized. Computers used
for word processing or finding resources on the Internet are important to daily
student learning. Teachers must use the Individual Education Plans (IEP=s) of exceptional learners
in the English as a Second Language program to determine the modifications and
accommodations which need to be used with these students. Accommodations to
assessment strategies must also be considered. Work portfolios and rubrics are
important components of assessment. To support the many Teaching/Learning
Strategies that have been developed in phase two, the writers have created a
library of practical graphic organizers. These are available on the web site of
the Durham Catholic District School Board at www.durhamrc.edu.on.ca.
OSS policy documents in all subject disciplines have important applications for the English as a Second Language student because the expectations in these documents will be the ultimate benchmark upon which students= achievement will be assessed. English as a Second Language programs move students toward participation in the main stream English program, and as such, teachers need to make students aware of the expectations they will eventually have to achieve.
Another important consideration is the literacy test which students will eventually have to pass. Every effort must be made to focus students= language skill development towards successful completion of the literacy test.
The application of Choices Into Action, (1999) is very
significant for English as Second Language learners because of the need for
future career planning in a new environment.
The career development needs of students new to Canada cannot be ignored
and in fact the limitations of language can often seem to be a hurdle for
second language students as they choose education and career paths. Specific aspects of the guidance program
will have to address the special needs of English as a Second Language
learners.
Ongoing and consistent program
evaluation and program needs assessment are essential features of any English
as a Second Language program. Teachers
must constantly reflect upon their own practices and their students= progress. A AStop, Start, Keep@ continuum, where current
practices are analysed, is a practical way for teachers to assess their program
and ensure it is meeting the needs of students. Outside analysis of a program
by a Curriculum Chair or Program Consultant may also be useful in assisting
with the evolution of a program. Finally, involving students in program
evaluation is important, because most often students can very directly show
teachers the strengths and weaknesses of any program. The key to successful course evaluation is constant evolution of
practice in the face of the changing needs of students.
ESLBO: Oral and Visual Communication
Expectations
|
Code |
Overall Expectations |
1 |
2 |
3 |
4 |
5 |
6 |
|
BORV.01 |
Participate in conversations on familiar topics in some social
situations; |
T |
T |
T |
|
T |
T |
|
BORV.02 |
Recognize and respond appropriately to body language, pauses, and
common stress and intonation patterns in English speech; |
|
|
T |
|
|
|
|
BORV.03 |
Understand and use some key subject-specific vocabulary in classroom
discussions when visual aids are used; |
|
T |
|
T |
|
T |
|
BORV.04 |
Communicate orally, using accepted word order, common tenses, and
other features of English grammar with some accuracy and consistency; |
T |
T |
|
T |
T |
|
|
BORV.05 |
Use appropriately some features of language that indicate different
levels of formality in English; |
T |
|
|
|
|
T |
|
BORV.06 |
Demonstrate comprehension of key information from media works. |
|
T |
|
T |
T |
T |
|
Code |
Specific Expectations |
1 |
2 |
3 |
4 |
5 |
6 |
|
BOR 1.01 |
Maintain face-to face conversation on familiar topics; |
e |
e |
e |
T |
T |
T |
|
BOR 1.02 |
Determine meaning by requesting clarification and restating
information when necessary; |
e |
e |
|
T |
T |
T |
|
BOR 1.03 |
Listen to others and stay on topic in group discussions; |
e |
T |
T |
e |
T |
e |
|
BOR 1.04 |
Offer and respond to greetings, introductions, invitations,
farewells, compliments, and apologies; |
|
T |
e |
|
|
|
|
BOR 1.05 |
Use the telephone to obtain some specific information |
|
T |
|
e |
|
|
|
BOR 1.06 |
Use short sentences and phrases to tell stories, recount events,
provide direction or instructions and give opinions; |
e |
e |
|
e |
e |
e |
|
BOR 1.07 |
Use tone of voice, gestures
and other non-verbal cues to help clarify meaning when describing events, telling stories and stating opinions; |
e |
|
|
|
|
|
|
BOR 1.08 |
Use the customary stress and intonation patterns of English speech to
emphasize meaning or to express feelings; |
|
|
|
e |
e |
|
|
BOR 2.01 |
Use, in simple contexts, some key vocabulary learned in other subject
areas; |
|
T |
|
e |
|
|
|
BOR 2.02 |
Restate important information from presentations that include visual
aids; |
e |
e |
e |
e |
|
e |
|
BOR 2.03 |
Ask others the meaning of words for clarification; |
e |
e |
|
e |
|
T |
|
BOR 2.04 |
Use common tenses, adjectives, adverbs, conjunctions, prepositions,
common idioms, some two-word verbs, and some interrogative and negative
constructions appropriately and with some consistency; |
|
e |
|
e |
e |
|
|
BOR 3.01 |
Use and respond appropriately to common non-verbal signals; |
e |
T |
|
|
|
|
|
BOR 3.02 |
Exchange information about cultural variations in non-verbal communication; |
T |
|
e |
|
|
|
|
BOR 3.03 |
Demonstrate knowledge of appropriate verbal behaviour in a variety of
contexts; |
|
|
T |
T |
T |
e |
|
BOR 4.01 |
View, read, and listen to media works to obtain information and complete
assigned tasks. |
|
e |
|
e |
e |
T |
ESLBO: Reading Expectations
|
Code |
Overall Expectations |
1 |
2 |
3 |
4 |
5 |
6 |
|
BREV.01 |
Responding to a range of short fiction and non- fiction texts, using a
variety of strategies; |
T |
T |
T |
T |
|
T |
|
BREV.02 |
Choose reading materials for study and personal enjoyment, with
teacher guidance; |
|
T |
|
|
T |
T |
|
BREV.03 |
Demonstrate knowledge of English vocabulary related to classroom
studies; |
|
T |
|
T |
|
T |
|
BREV.04 |
Read texts with familiar content or vocabulary, using a variety of
reading strategies; |
T |
T |
|
|
T |
|
|
BREV.05 |
Choose appropriate resources from preselected materials for use in
teacher-directed assignments; |
|
T |
T |
T |
|
T |
|
Code |
Specific Expectations |
1 |
2 |
3 |
4 |
5 |
6 |
|
BRE 1.01 |
Demonstrate understanding of fiction and non-fiction texts designed
or adapted for second-language learners; |
e |
e |
T |
T |
|
e |
|
BRE 1.02 |
Read and respond to a variety of materials selected for study and
pleasure; |
|
e |
e |
e |
e |
T |
|
BRE 1.03 |
Use classroom, school, and local libraries to find reading materials
for study and personal enjoyment; |
|
e |
|
T |
|
T |
|
BRE 2.01 |
Use context and familiar vocabulary in texts to infer the meaning of
new words; |
e |
e |
|
T |
|
e |
|
BRE 2.02 |
Use vocabulary-acquisition strategies; |
T |
e |
|
T |
T |
T |
|
BRE 2.03 |
Maintain a vocabulary notebook or list for various subject areas; |
T |
T |
|
e |
e |
T |
|
BRE 3.01 |
Extract information from specific features of text; |
|
e |
e |
e |
e |
e |
|
BRE 3.02 |
Demonstrate comprehension of teacher-prepared texts and summaries; |
|
e |
|
e |
|
e |
|
BRE 3.03 |
State the main idea of individual passages that contain familiar
vocabulary; |
|
e |
|
e |
e |
e |
|
BRE 3.04 |
Skim text with familiar vocabulary or content for overall
comprehension; |
|
T |
|
T |
|
T |
|
BRE 3.05 |
Scan text with familiar vocabulary of specific information; |
|
|
e |
T |
|
T |
|
BRE 3.06 |
Demonstrate comprehension of syntactic cues; |
|
e |
|
|
|
|
|
BRE 4.01 |
Locate information in subject- specific non-fiction sources; |
|
e |
e |
e |
e |
T |
|
BRE 4.02 |
Use graphic organizer provided by teacher to extract information from
preselected texts; |
|
e |
|
T |
|
e |
ESLBO: Writing Expectations
|
Code |
Overall Expectations |
1 |
2 |
3 |
4 |
5 |
6 |
|
BWRV.01 |
Write in a variety of forms; |
T |
T |
T |
T |
T |
T |
|
BWRV.02 |
Use some elements of the writing process, with teacher guidance, with
an emphasis on prewriting activities; |
|
T |
T |
T |
|
|
|
BWRV.03 |
Use a variety of simple sentence patterns and basic conventions of
standard Canadian English with some accuracy in written form; |
T |
T |
T |
T |
T |
T |
|
Code |
Specific Expectations |
1 |
2 |
3 |
4 |
5 |
6 |
|
BWR 1.01 |
Write short journal entries, notes, dialogues, narratives,
autobiographies, reports, personal responses, and letters, with teacher
guidance; |
e |
e |
e |
e |
e |
e |
|
|