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COURSE OUTLINE- The Hill Academy-ESL Department
ESLEO - English as a Second Language, ESL Level 5
Course Developer: Chantelle Morgan
Development Date: August 2015
Revision Date: January 26, 2016
Course Title: English as a Second Language, ESL Level 5
Course Type: Open
Course Code: ESLEO
Credit Value: 1.00
Prerequisite: ESL Level 4 (ESLDO) or equivalent
Curriculum Policy Document: English as a Second Language and English Literacy Development, the
Ontario Curriculum, Grades 9 to 12, 2007 Revised
Course Description: This course provides students with the skills and strategies they need to make the transition to college
and university preparation courses in English and other secondary school disciplines. Students will be
encouraged to develop independence in a range of academic tasks. They will participate in debates and
lead classroom workshops; read and interpret literary works and academic texts; write essays,
narratives, and reports; and apply a range of learning strategies and research skills effectively. Students
will further develop their ability to respond critically to print and media texts.
Overall Expectations: ESLEO
A. LISTENING AND SPEAKING
By the end of the course, students will:
1. Demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of
purposes;
2. Use speaking skills and strategies to communicate in English for a variety of classrooms and
social purposes;
3. Use correctly the language structures appropriate for this level to communicate orally in
English.
B. READING
By the end of this course, students will:
1. Read and demonstrate understanding of a variety of texts for different purposes;
2. Use a variety of reading strategies throughout the reading process to extract meaning from texts;
3. Use a variety of strategies to build vocabulary;
4. Locate and extract relevant information from written and graphic texts for a variety of purposes.
C. WRITING
By the end of this course, students will:
1. Write in a variety of forms for different purposes and audiences;
2. Organize ideas coherently in writing;
3. Use correctly the conventions of written English appropriate for this level, including grammar,
usage, spelling, and punctuation;
4. Use the stages of the writing process.
D. SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
By the end of this course, students will:
1. Use English and non-verbal communication strategies appropriately in a variety of social
contexts;
2. Demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of
the contributions of diverse groups to Canadian society;
3. Demonstrate knowledge of and adaptation to the Ontario education system;
4. Demonstrate an understanding of, interpret, and create a variety of media texts.
Unit Titles and Descriptions
*Note: All four overall strands of the course (Reading, Writing, Speaking and Listening, and
Socio-Cultural Competence and Media Literacy) will be taught in each of the following units,
along with the appropriate grammar concepts outlined in the Language Reference Chart in the
Ontario Curriculum, Grades 9 to 12, English as a Second Language and English Literacy
Development (Revised) 2007. All units implement inquiry based learning strategies and
processes and therefore, allotted times must be flexible to support student learning. Adjustments
will be made accordingly.
Time and
Sequence
Unit 1 The Origins of the English Language
Big Questions: Where did English come from? How are languages developed?
The first unit of the course marks the beginning of an ongoing class-wide inquiry
project which discusses the questions: where does English come from? How are
languages developed? Through discussing their personal journeys with the
English language, students will look at the development of the English language
and contrast it to their native languages. Students will be introduced to their final
exam substitution which will include seminar on the evolution of the English
language in which all four strands will be assessed. This project will be evaluated
at the end of the course.
10 hours
Unit 2 Languages in Canada: Canadian Short Stories
Big Question: How has the English language developed and evolved in Canada
over time?
In this unit, students will learn about the heroes’ journey through reading several
level-appropriate Canadian short stories. By reading and discussing a variety of
short stories and myths, students will gain an understanding of the key elements
of short stories (characterization, theme, plot, structure, setting, voice, literary
devices. Students will be exposed to a variety of genres and literary styles and
will acquire the vocabulary and grammar skills necessary for discussing and
interpreting these styles. They will learn the ingredients for good storytelling and
20 hours
will develop the skills to incorporate those components in their own writing
through several opportunities to practice writing and dissect the writing of others.
Students will improve their reading comprehension and learn about the evolution
of the English language in Canada by engaging with and studying the short stories
and myths collected for this unit.). The unit will culminate the unit by creating
their own Canadian short story. Students will be encouraged to use some of the
idioms and period language discussed in class.
Unit 3 Spoken Word Poetry, Hip-Hop and Rap
Big Question: Where does “slang” come from? How is it formed and used?
In this unit, students will examine the use of slang, vernacular and dialects
through an inquiry based on spoken word poetry, rap, and hip-hop music with a
special focus on Canadian performing artists and lyricists. Students will learn the
conventions of the spoken word poetry form and will compose a piece of their
own. They will continue to explore the evolution of the English language and its
contemporary forms. We will discuss the use of idioms, jargon, technology
influenced acronyms and terminology. As per spoken word tradition, which is
focused on social issues, student will be required to research an event or issue
which is important to them and then compose their piece about this topic.
25 hours
Unit 4 Choices and Propaganda: The Art of Persuasive Language
Big Question: How is language used to persuade people to act and respond in a
particular way?
Through surveying a variety of literary forms, students will consider the themes
of rhetoric, choices, author voice and identity, and how all of these aspects affect
how readers interpret and are influenced by text. We will be studying these
effects in short stories, essays, and media. Throughout the unit, students will
refine and develop their creative and report-writing skills, as well as their research
and oral-presentation skills. Students will get a chance to experiment writing in
all of the above modes with a focus on artistic choices and the effective use of
rhetoric to persuade and influence readers. In the culminating activity, students
will choose a current issue and write a commercial script or public service
announcement to display their understanding of rhetorical language.
20 hours
Unit 5 Novel Study: from Black and White to Bright and Beautiful
Big Question: How is language used to help us imagine words on a page?
In this unit, students will read The Giver, by Lois Lowry (1993). This novel is
filled with social commentary as it depicts our society in a dystopian future. By
studying this novel, students will become familiar with the dystopian/ sci-fi genre
and its characteristics. Through engaging with this text, students will have plenty
of opportunities to form, organize and voice their opinions of our current society,
what it may look like in the future, and how their present experiences relate to the
text. To culminate this unit, students will watch The Giver film, directed by
Phillip Noyce, and will compare the elements of the film to the novel in a
25 hours
comparative essay.
Unit 6 Final Evaluation
Big Question: What have I learned about the English language, its conventions
and origins?
In class time will be allowed for the preparation, completion, and presentation of
the following mandatory course components:
Culminating Activity -15%
Final Exam Substitution– 15%
10 hours
Total 110 hours
ESL Course Background
This course, and all ESL courses, are designed for English language learners who have had
opportunities to develop language and literacy skills in their own language appropriate to their age or
grade level. Most English language learners are in this group. These learners may be entering
secondary school from elementary school alongside their English-speaking peers, or they may be
entering secondary school in Ontario having recently arrived from other countries. They can read and
write in their own language within the expected range for students of their age in their own country.
They can build on their existing first-language skills when learning English in an ESL program.
Who should take the ESLEO course?
The five ESL courses are based on levels of proficiency in English. Depending on learners’ previous
experience with English, students may be placed in ESL Level 1, 2, 3, 4, or 5. For example, a student
who has been in full-time education in his or her country of origin but who has never studied English
would be placed in ESL Level 1. A student who has been in full-time education in his or her country of
origin and has studied some English might be placed in ESL Level 2 or 3 on the basis of the initial
English language assessment. A student who has studied English for several years might be placed in
ESL Level 3, 4, or 5, on the basis of the initial English language assessment. Students of Grade 9 age
whose initial assessment indicates that they are beyond ESL Level 4 (ESLDO) should be placed
directly in Grade 9 Applied English (ENG1P) or Grade 9 Academic English (ENG1D).
Teaching/Learning Strategies:
A wide variety of instructional strategies are used to provide learning opportunities to accommodate a
variety of learning styles, interests and ability levels. These include brainstorming/webbing, modeled
writing, journal writing, co-operative learning groups, teacher read-alouds, silent reading, listening
centre, graphic organizers, K-W-L charts, think/pair/share, worksheets, Total Physical Response, field
trips, language games, vocabulary charts, key word lists, compiling a classroom picture dictionary,
choral reading, student-created books, class and community surveys, information gap, cloze exercises,
questionnaires, language experience stories, directed reading, mapping, classifying and categorizing,
Internet searches, activity centres, making a collage, pair, group, and class interaction, viewing non-
narrative videos, sharing languages and cultures, role-play, follow teacher presentations on the white
board and projector, self and peer assessment, student presentations, collection portfolios, independent
projects, research, and songs.
Assessment and Evaluation Strategies of Student Performance:
Assessment is a systematic process of collecting information or evidence about a student's progress
towards meeting the learning expectations. Assessment is embedded in the instructional activities
throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning
activity is planned to make that demonstration possible. This process of beginning with the end in mind
helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or
evidence and to provide meaningful feedback to the student about how to improve or sustain the
performance in the course. Scaled criteria designed as rubrics are often used to help the student to
recognize their level of achievement and to provide guidance on how to achieve the next level.
Assessment is embedded within the instructional process throughout each unit rather than being an
isolated event at the end. Often, the learning and assessment tasks are the same, with formative
assessment provided throughout the unit. In every case, the desired demonstration of learning is
articulated clearly and the learning activity is planned to make that demonstration possible. This
process of beginning with the end in mind helps to keep focus on the expectations of the course as
stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of
achievement.
Assessment and evaluation strategies utilized in this course include portfolios, group and individual
presentations, role plays, projects, quizzes, written tests, listening tasks, dictations, labeling of
diagrams, charts, and maps, projects, self-assessments, peer assessments, journals, tracking of reading
logs, diagnostic teacher observations, and examinations.
ESLEO - English as a Second Language, ESL Level 5
Assessment is based upon the levels of achievement.
Assessment and evaluation in ESL will focus upon the following categories of learning:
o K - Knowledge and Understanding: Subject-specific content acquired in each course and the
comprehension of its meaning and significance
o I - Inquiry/Critical Thinking/Problem Solving: The use of critical and creative thinking skills
and inquiry research, and problem-solving skills and/or processes
o C - Communication: The conveying of meaning through various forms
o A - Application: The use of knowledge and skills to make connections within and between various
contexts.
Assessment tools to be used throughout the course include the following:
The 4 Level Achievement Chart
Rubrics
Checklists
Rating Scales
Anecdotal Comments
Each of Knowledge, Thinking and Inquiry, Communication and Application will be weighted as
follows in this course:
Knowledge 20%
Thinking/Inquiry 20%
Communication 30%
Application 30%
100%
Course Work 70%
Final Exam/Culminating Assignment 30%
Total: 100%
The primary purpose of assessment and evaluation is to improve student learning. Assessment for this
purpose includes both “assessment for learning” and “assessment as learning”.
In assessment for learning, students will be provided with:
descriptive feedback
coaching for improvement.
In assessment as learning, students will develop their capacity to be independent, autonomous learners
who are able to:
set individual goals,
monitor their own progress,
determine next steps, and
reflect on their thinking and learning.
These are valuable lifelong learning skills that will prove useful far beyond the classroom setting.
Evaluation is based on assessment of learning and provides evidence of student achievement with
respect to the overall curriculum expectations of the course. The quality of student learning will be
quantified on the basis of established performance standards (e.g. rubrics).
The Final Grade:
The evaluation for this course is based on the student's achievement of curriculum expectations and the
demonstrated skills required for effective learning. The percentage grade represents the quality of the
student's overall achievement of the expectations for the course and reflects the corresponding level of
achievement as described in the achievement chart for the discipline. A credit is granted and recorded
for this course if the student's grade is 50% or higher. The final grade for this course will be determined
as follows:
70% of the grade will be based upon assessment tasks completed throughout the course. This
portion of the grade will reflect the student's most consistent level of achievement throughout
the course, although special consideration will be given to the most recent evidence of
achievement.
30% of the grade will be based on a final summative assessment task of four parts. There is no
exam in this course.
The Report Card:
The report card will focus on two distinct but related components of student achievement: the
achievement of curriculum expectations and the development of learning skills. The report card will
contain separate sections for the reporting of these two aspects. (Responsibility, Organization,
Independent Work, Collaboration, Initiative, Self Regulation).
A Summary Description of Achievement in Each Percentage Grade Range
and Corresponding Level of Achievement
Percentage
Grade
Range
Achievement
Level
Summary Description
80-100% Level 4 A very high to outstanding level of achievement.
Achievement is above the provincial standard.
70-79% Level 3 A high level of achievement. Achievement is at the
provincial standard.
60-69% Level 2 A moderate level of achievement. Achievement is
below, but approaching, the provincial standard.
50-59% Level 1 A passable level of achievement. Achievement is
below the provincial standard.
below 50% Level R Insufficient achievement of curriculum expectations.
A credit will not be granted.
Achievement Chart: English as a Second Language and Literacy Development, Grades 9-12
Categories 50-59%
(Level 1)
60-69%
(Level 2)
70-79%
(Level 3)
80-100%
(Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and
the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content (e.g., vocabulary,
grammatical structures,
punctuation, terminology,
forms of text and media)
demonstrates
limited
knowledge of
content
demonstrates
some knowledge
of content
demonstrates
considerable
knowledge of
content
demonstrates
thorough
knowledge of
content
Understanding of content (e.g., information and
ideas, themes in novels and
short stories, literary
devices, language variety)
demonstrates
limited
understanding of
content
demonstrates
some
understanding of
content
demonstrates
considerable
understanding of
content
demonstrates
thorough and
insightful
understanding of
content
Thinking - The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills (e.g., focusing an inquiry,
gathering information,
organizing a project)
uses planning
skills with
limited
effectiveness
uses planning
skills with
moderate
effectiveness
uses planning
skills with
considerable
effectiveness
uses planning
skills with a high
degree of
effectiveness
Use of processing skills (e.g., selecting, analysing,
generating, integrating,
synthesizing, evaluating,
forming conclusions)
uses processing
skills with
limited
effectiveness
uses processing
skills with some
effectiveness
uses processing
skills with
considerable
effectiveness
uses processing
skills with a high
degree of
effectiveness
Use of critical/creative
thinking processes (e.g., reading process,
writing process, oral
discourse, research)
uses critical /
creative thinking
processes with
limited
effectiveness
uses critical /
creative thinking
processes with
some
effectiveness
uses critical /
creative thinking
processes with
considerable
effectiveness
uses critical /
creative thinking
processes with a
high degree of
effectiveness
Communication - The conveying of meaning through various forms
The student:
Expression and
organization of ideas and
information (e.g.,
presentations, dialogues,
discussions, role playing,
debates, graphic texts,
media works) and written
forms (e.g., journals, notes,
narratives, reports,
résumés, stories, poems)
expresses and
organizes ideas
and information
with limited
effectiveness
expresses and
organizes ideas
and information
with some
effectiveness
expresses and
organizes ideas
and information
with
considerable
effectiveness
expresses and
organizes ideas
and information
with a high
degree of
effectiveness
Communication for
different audiences and
purposes (e.g., use of
English in socially and
culturally appropriate
ways)
communicates
for different
audiences and
purposes with
limited
effectiveness
communicates
for different
audiences and
purposes with
some
effectiveness
communicates
for different
audiences and
purposes with
considerable
effectiveness
communicates
for different
audiences and
purposes with a
high degree of
effectiveness
Use of conventions (e.g.,
grammatical structures,
spelling, punctuation, style,
usage), vocabulary, and
terminology of the
discipline in oral, visual,
and written forms
uses conventions,
vocabulary, and
terminology of
the discipline
with limited
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with
considerable
effectiveness
uses conventions,
vocabulary, and
terminology of
the discipline
with a high
degree of
effectiveness
Application - The use of knowledge and skills to make connections within and between various
contexts
The student:
Application of knowledge
and skills (e.g., language
knowledge, language
learning strategies, reading
strategies, vocabulary
building strategies) in
familiar contexts
applies
knowledge and
skills in familiar
contexts with
limited
effectiveness
applies
knowledge and
skills in familiar
contexts with
some
effectiveness
applies
knowledge and
skills in familiar
contexts with
considerable
effectiveness
applies
knowledge and
skills in familiar
contexts with a
high degree of
effectiveness
Transfer of knowledge
and skills (e.g., language
knowledge,
languagelearning
strategies, reading
strategies,
vocabularybuilding
strategies) to new contexts
transfers
knowledge and
skills to new
contexts with
limited
effectiveness
transfers
knowledge and
skills to new
contexts with
some
effectiveness
transfers
knowledge and
skills to new
contexts with
considerable
effectiveness
transfers
knowledge and
skills to new
contexts with a
high degree of
effectiveness
Making connections
within and between
various contexts (e.g.,
between the language and
the social and cultural
environment, including the
school; between learning
English and becoming
aware of citizen
responsibilities, developing
personal and career goals,
and understanding cultural
references in literature)
makes
connections
within and
between various
contexts with
limited
effectiveness
makes
connections
within and
between various
contexts with
some
effectiveness
makes
connections
within and
between various
contexts with
considerable
effectiveness
makes
connections
within and
between various
contexts with a
high degree of
effectiveness
Late Assignments:
Students are expected to submit their work on time and with all requirements met. The Ministry
encourages our teachers to provide timely and effective feedback to students in order for students to
develop the prescribed skills, and late submissions impact their ability to do so. Based on the Growing
Success documents, students will be given ample opportunity to complete their work in class and will
be given a clear set of expectations, including timelines and curriculum connections. If a student fails to
comply with the teacher's selected timelines, as per the Growing Success documents, the teacher may
use his/her professional judgment to enforce strategies which may include reduction of marks.
The student’s final grade will reflect their most recent and most consistent work.
Missed Tests/Assignments/Presentations:
If a test/presentation is missed for a valid reason, students must bring a note on the first day back
explaining why that specific assignment was missed.
At the teacher’s discretion, the student may be given a replacement assignment. The student must be
prepared to do the presentation on the first they return to class (students must request a test-re-write
application form if applicable).
Exam Policy:
All the students will be expected to partake in their final exams at the time and place scheduled. If a
student is away, they must provide a doctor’s note, otherwise a zero will be given.
RESOURCES REQUIRED BY THE STUDENT:
Students will have all the resources they need right inside the course except for access to the internet
for some additional articles and access to some independent reading materials (books, magazines).
Students will also be asked to listen to the radio and watch television for a series of tasks.
Resource(s) Used in this Course:
Richards, Jack C., Johnathan Hull and Susan Proctor. Interchange: Student Book 3. 4th ed. New York:
Cambridge University Press, 2013. Print
PROGRAM PLANNING CONSIDERATIONS FOR ENGLISH LITERACY:
Teachers who are planning a program in English Literacy must take into account considerations in a
number of important areas. Essential information that pertains to all disciplines is provided in the
companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and
Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:
types of secondary school courses
education for exceptional students
the role of technology in the curriculum
English as a second language (ESL) and English literacy development (ELD)
career education
cooperative education and other workplace experiences
health and safety
Considerations relating to the areas listed above that have particular relevance for program planning in
English Literacy are noted here.
EDUCATION FOR EXCEPTIONAL STUDENTS:
In planning courses in English, teachers should take into account the needs of exceptional students as
set out in their Individual Education Plan. English courses reflect the creative part of our literary world,
which offers a vast array of opportunities for exceptional students. Students who use alternative
techniques for communication may find a venue for their talents as writers. Just as English responds to
the needs and demands of the greater world of work, English courses are largely shaped by the needs
and demands of students who will all eventually end up in this greater world.
THE ROLE OF TECHNOLOGY IN THE CURRICULUM:
Information technology is considered a learning tool that must be accessed by English Literacy students
when the situation is appropriate. As a result, students will develop transferable skills through their
experience with word processing, internet research, presentation software, and telecommunication
tools, as would be expected in any business environment.
ENGLISH AS A SECOND LANGUAGE AND ENGLISH LITERACY DEVELOPMENT
(ESL/ELD):
This English course can provide a wide range of options to address the needs of ESL/ELD students.
Detailed analysis of the components of sentences aid ESL students in mastering the English language
and all of its idiosyncrasies. We have purposely chosen literature from different countries to enrich out
student's own experiences. In addition, since all occupations require employees with a wide range of
English skills and abilities, many students will learn how their backgrounds and language skills can
contribute to their success in the larger world.
ANTIDISCRIMINATION EDUCATION IN PROGRAMS FOR ENGLISH LANGUAGE
LEARNERS:
The implementation of antidiscrimination principles in education influences all aspects of school life. It
promotes a school climate that encourages all students to work to high standards, affirms the worth of
all students, and helps them strengthen their sense of identity and develop a positive self-image. It
encourages staff and students alike to value and show respect for diversity in the school and the wider
society. It requires schools to adopt measures to provide a safe environment for learning, free from
harassment, violence, and expressions of hate. Antidiscrimination education encourages students to
think critically about themselves and others in the world around them in order to promote fairness,
healthy relationships, and active, responsible citizenship. The ELD program provides many
opportunities to support the principles relating to antidiscrimination education. The ELD program
should enable students to recognize the contributions of various cultures to Canada including the
unique role of Aboriginal people in the historical and cultural development of the country. The wealth
of linguistic and cultural diversity in ELD courses allows students to share information with each other
about their own languages and cultures and about their experiences of their native countries and as
newcomers to Canada. This will help students to develop a sense of personal identity and belonging.
Both students and teachers should explore aspects of intercultural communication – for example, how
different cultures interpret the use of eye contact and body language in conversation and during
presentations. Teachers should be aware of global events that may affect students and that can also be
used as opportunities for instruction. Resources should be chosen not only to reflect the diversity of the
student population but also on the basis of their appeal for both girls and boys in the classroom.
CAREER EDUCATION:
English definitely helps prepare students for employment in a huge number of diverse areas. The skills,
knowledge and creativity that students acquire through this English course are essential for a wide
range of careers. Being able to express oneself in a clear concise manner without ambiguity would be
an overall intention of this English course, as it helps students prepare for success in their working
lives.
COOPERATIVE EDUCATION AND OTHER WORKPLACE EXPERIENCES:
By applying the skills they have developed, students will readily connect their classroom learning to
real-life activities in the world in which they live. Cooperative education and other workplace
experiences will broaden their knowledge of employment opportunities in a wide range of fields. In
addition, students will increase their understanding of workplace practices and the nature of the
employer-employee relationship. Teachers of English should maintain links with community-based
businesses to ensure that students have access to hands-on experiences that will reinforce the
knowledge they have gained in school.
HEALTH AND SAFETY:
The English program provides the reading skills for the student to be able to explore the variety of
concepts relating to health and safety in the workplace. Teachers who provide support for students in
workplace learning placements need to assess placements for safety and ensure that students can read
and understand the importance of issues relating to health and safety in the workplace.
CONSIDERATIONS FOR DISTANCE LEARNING
Though The Hill Academy is not a distance learning environment, most of our student-athletes spend
time traveling to sporting tournaments and thus, miss class time throughout the year. Considerations
must be made to accommodate for their very full schedules and absence from the classroom. Some
strategies that can be implemented when teaching World Issues for Grade 12 include:
-Flipped classroom model: introduction to content provided in the forms of online forums, videos,
online articles etc.
-Online classroom discussions through Google Classrooms
-Independent reading of articles and independent reflection and inquiry surrounding the article/ given
topic in class