Course Description:

This course develops the literacy, communication, and critical and creative thinking skills required for success in academic and daily life. Students will analyze challenging literary texts from a range of cultures and periods. Diverse informational and graphic texts will also be studied. Students will create different forms of oral, written and graphic media texts. Emphasis is placed on developing precision and clarity in the use of language and the appropriate use of stylistic devices. This course is intended to prepare students for the compulsory Grade 12 University or College preparation course.

Aims and Objectives:

• To improve communication skills in English, through the use of role-playing, script-writing, and improvisation.
• Rereading the text, the setting, main character, minor character, and plot. Concept - All stories have a sequence of events that happen at a certain time and place that involves a person, animal, or object that has self-awareness.
• To develop verbal and non-verbal, individual communication skills for living.
• To enhance student’s artistic and creative abilities and gives them a better understanding of themselves and their world.
• To enable the learner to communicate effectively and appropriately in a real-life situation.
• To develop an interest in and appreciation of Literature.
• Expand academic vocabulary.
• Learn to monitor and self-correct their linguistic output.
• Learn to “think” in the target language, i.e. to learn to use the language without heavily relying on their first language.

Expectations:

• Oral communication

Through this course the student will be able to:

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

• Reading and Literature Studies

Through this course the student will be able to:

1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.
3. Reading with Fluency: use knowledge of words and cueing systems to read fluently.
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

• Writing

Through this course the student will be able to:

1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience.
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience.
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

• Media Studies

Through this course the student will be able to:

1. Understanding Media Texts: demonstrate an understanding of a variety of media texts.
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Unit-wise Progression:

Teaching/Learning Methodologies:

The English curriculum is based on the premise that all students can be successful language learners. Since the overriding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. High-quality instruction will include the following:

• Instruction that is guided by the formative assessment takes into consideration students’ strengths and addresses their learning needs.
• Instructions that clarify the purpose for learning and helps students activate prior knowledge.
• Instruction that is differentiated to meet individual needs.
• Instruction that models learning strategies and encourages students to talk and reflect on their thinking and learning processes.
• Instruction that introduces a rich variety of activities that integrate expectations and provides explicit teaching of knowledge and skills.
• Instruction that provides opportunities for guided and independent practice.
• Instruction that encourages higher-level thinking skills (analysis, synthesis, evaluation).
• Instruction that encourages students to think about fairness, equity, social justice, and citizenship in a global society.
• Reading various works
• Vocabulary Building
• Directed Reading Activities
• Multimedia Production
• Direct Instruction
• Research Process
• Independent Study
• Writing Processes
• Portfolio
• Conferencing
• Guided Internet Research
• Expressing Another Point of View
• Guided Writing
• Independent Reading
• Reading Responses
• Media Analysis
• Response Journal
• Creative Writing
• Comparative Essay Writing

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E-Learning Approach:

E-learning is not only a training method but it is a learning method that is tailored to individuals. It is found that different terminologies have been used to define learning that takes place online which actually makes difficult to develop a generic definition.

E-learning includes the delivery of content via Internet, Intranet, and Extranet, satellite broadcast, audio-video tape, interactive TV and CD-ROM. The term implies that the learner is at a distance from the tutor or instructor, that the learner uses some form of technology.

With attention to this new system of education that is spreading across the globe its imperative that the content of such study programs are enhanced and modified to serve both the learner and the instructor well whilst dealing with the gap of conventional studying methodologies. Thus the courses promise its reader an experience full of engagement, student-concentric approach, personalization and Interaction.  Using a wide array of multimedia tools, cloud based LMS and diverse repository of subject tailored audio-visual material that student can utilize and learn in a stimulated work environment where he’s in charge of his work hours.

Our e-learners paddle through these courses in the mediation of skilled mentors to the finish line with understanding of their subject’s application into real world problems following a futuristic model of education.

Strategies for Assessment and Evaluation of Student Performance:

Assessment is the ongoing gathering of information related to the individual student’s progress in achieving the curriculum expectations of the course. To guide the student to his/her optimum level of achievement, the teacher provides consistent and detailed feedback and guidance leading to improvement. Strategies may include:

• Diagnostic assessment
• Formative assessment
• Summative assessment
• Performance assessment
• Portfolio assessment
• Rubrics
• Checklists

The final grade will be based on:

Resources Required by the Student:

• Microsoft Suite (Word, Excel, Power-point etc.)
• A laptop, or Mac, or Android, or any other operating system functional enough to use the web browser and use online software’s.
• Curriculum Reference: The Ontario Curriculum, English