MISSISSAUGA SECONDARY SCHOOL
ENGLISH DEPARTMENT - Grade 10 Applied English/Locally Developed English
COURSE: Grade 10 Applied English/Locally Developed English, ENG2P0/ENG 2L0
Course Description:
The English Applied Grade 10 course provides the
foundation for the English College Grade 11 course, and
the courses leading to the workplace and college. The goal
of this course is to support students in the development of
language proficiency and focus on reading short literary
texts and informational texts such as magazines and
newspapers. This course emphasizes key reading, writing,
oral communication, and thinking skills that students need
for success in secondary school, post-secondary programs,
and daily life. The students will study plays, novels, short
stories, newspaper and magazine articles, and will describe
and create media works. An important focus will be the
correct use of spoken and written language.
Course Units and Learning Goals
Big Idea: Growth and Maturation
Unit 1: Short fiction & non-fiction
Sight Lines 10
Unit 2: Novel Study
Speak
Unit 3: Drama
Romeo and Juliet
Unit 4: EQAO (literacy test) preparation
News report, reading comprehension, opinion paragraphs
The four major strands of the English program include
Literature Studies and Reading, Writing, Language and
Media Studies. The overall expectations of the course are
described below.
Core texts may include: SightLines 10, ResourceLines 9/10, Language
Works 10, Speak, Romeo and Juliet (parallel text), Romeo and Juliet
(graphic text),
Ministry Course Overall Expectations:
Literature Studies and Reading
read and demonstrate an understanding of texts
from various periods,
demonstrate an understanding of the elements of
fiction, drama, poetry, and non-fiction
describe the elements of style in texts from various
periods
Writing
use a variety of print and electronic primary and
secondary sources to gather and assess information
and develop ideas for writing;
select and use appropriate writing forms
use a variety of organizational structures and
patterns
revise written work, independently and
collaboratively, with a focus on accuracy, clarity
edit and proofread to produce final drafts, using
correctly the grammar, usage, spelling, and
punctuation conventions
Language
apply knowledge of the English language, vocabulary
and structures
use listening and oral communication skills with a
focus on using academic language
Media Studies
demonstrate an understanding of a variety of media
texts, audiences, and industry practice
demonstrate an understanding of the relationships
among form, purpose, audience and production
techniques
Course Weighting
Term
70%
Knowledge
17.5%
Thinking
17.5%
Communication
17.5%
Application
17.5%
Final Exam/ Summative 30%
Assessment and Evaluation - Key Terms and Definitions:
Assessment for Learning: The ongoing process of gathering and
interpreting evidence about student learning for the purpose of
determining where students are in their learning, where they need to
go and how best to get there (e.g. portfolios, observations,
conversations, diagnostic pieces, response writing, written assignments,
concept maps, interviews and progress monitoring). The information
gathered is used by teachers to provide feedback and adjust instruction
to help students focus their learning. Assessment for learning is a highyield instructional strategy that takes place while the student is still
learning and serves to promote learning.
Assessment as Learning: The process of developing and supporting
student metacognition. Students are actively engaged in this
assessment process: that is, they monitor their own learning (e.g.
metacognitive questions, journals and self-assessment, graphic
organizers, interviews, conferences); use assessment feedback from
teacher, self, and peers (through editing) to determine next steps; and
to set individual learning goals. Assessment as learning requires
students to have a clear understanding of the learning goals and success
criteria (e.g. co-constructing rubrics/check lists, self assessment and
peer assessment).
Assessment of Learning: The process of collecting and interpreting
evidence for the purpose of summarizing learning at a given point in
time, to make judgements about the quality of student learning on the
basis of established criteria, and to assign a value to represent that
quality (e.g. test, essays, reflective writing and presentations). The
information gathered may be used to communicate the student’s
achievement to parents, other teachers, students themselves and
others. It occurs at or near the end of a cycle of learning.
MISSISSAUGA SECONDARY SCHOOL – Grade 10 Applied English/Locally Developed English
Achievement Chart Category
Observations
Knowledge & Understanding
Knowledge of content
(e.g., forms of text; strategies used when listening and speaking,
reading, writing, and viewing and representing; elements of style;
literary terminology, concepts, and theories; language conventions)
Understanding of content
(e.g. concepts; ideas; opinions; relationships among facts, ideas,
concepts, themes)
Thinking
Use of planning skills
(e.g., generating ideas, gathering information, focusing research,
organizing information)
Use of processing skills
(e.g., drawing inferences, interpreting, analysing, synthesizing,
evaluating)
Use of critical/creative thinking processes
(e.g., oral discourse, research, critical analysis, critical literacy,
metacognition, creative process)
Communication
Expression and organization of ideas and information (e.g., clear
expression, logical organization) Oral, graphic, and written forms,
including media forms
Communication for different audiences
and purposes (e.g., use of appropriate style, voice, point of view) in
oral, graphic, and written forms, including media forms
Use of conventions (e.g. grammar, spelling, punctuation, usage),
vocabulary, and terminology of the discipline in oral, graphic, and
written forms, including media forms
Application
Application of knowledge and skills (e.g. literacy strategies and
processes; literary terminology, concepts, and theories) in familiar
contexts
Transfer of knowledge and skills (e.g., literacy strategies and
processes; literary terminology, concepts, and theories) to new
contexts
Making connections within and between various contexts (e.g.,
between the text and personal knowledge and experience, other
texts, and the world outside school)
Evidence of Learning
Conversations
Products
*Literary Essay(s) (10%)
Participation
Problem solving group
work
Informal Presentations
Teacher and peer
feedback/ editing
Group work records
Conferences (i.e.
student-teacher, group)
Reading skills
Classroom contributions
Written expressions
Response Journals
Listening and speaking
skills
Self-assessment
Records of practice
including checklists &
anecdotal notes (i.e.
homework, classroom
contributions).
*Book/Film Review(s)
(5%)
Records of practice
*Oral Presentation(s)
(10%)
Memoir or
Personal/Reflective
Writing
(5%)
Paragraphs, Quizzes,
Tests, EQAO Newspaper
Article, Series of
Paragraphs, Précis
(40%)
Exam (30%)
*denotes major assignment
STUDENTS ASSESSMENT, EVALUATION, AND REPORTING IN PEEL SECONDARY SCHOOLS
Success Criteria for completing this course:
Learning Skills: It is an expectation that each student is assessed not only on their academic achievement but also on their Learning
Skills. These skills include: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self Regulation. Learning skills
will not be factored into the grade for this course but will appear on the report card. It is important to remember that the development
and consistent practice of these skills will influence academic achievement.
Late and Missed Assignments: Please see the Policy on Absence of Evidence of Student Achievement as outlined on page 28 of the
student agenda.
Plagiarism and Cheating: Please see the Policy on Plagiarism and Cheating as outlined on page 29 in the student agenda.
Homework, Assignments and Effective Communication: To earn a credit students have a responsibility to submit sufficient evidence of
understanding within established deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that
is provided, so that his/her grade accurately reflects what was learned. In the event that a student produces insufficient evidence of the
key understandings for the course, the entire credit is at stake.
Student Signature:__________________________________
Revised: May 2012
Parent Signature: ________________________________