ESLDO – English as a Second Language
This course prepares students to use English with increasing fluency and accuracy in classroom and social situations and to participate in Canadian society as informed citizens. 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. Students will develop the oral-presentation, reading, and writing skills required for success in all school subjects. They will extend listening and speakingskills through participation in discussions and seminars; study and interpret a varietyof grade-level texts; write narratives, articles, and summaries in English; and respondcritically to a variety of print and media texts.
₹450.00
*Course outline is subject to change
Overall Curriculum Expectations
By the end of this course, students will :
LISTENING AND SPEAKING
- demonstrate the ability to understand, interpret, and evaluate spoken English for a variety ofpurposes;
- use speaking skills and strategies to communicate in English for a variety of classroom and social purposes;
- use correctly the language structures appropriate for this level to communicate orally in English.
READING
- read and demonstrate understanding of a variety of texts for different purposes;
- use a variety of reading strategies throughout the reading process to extract meaning from texts;
- use a variety of strategies to build vocabulary;
- locate and extract relevant information from written and graphic texts for a variety of purposes.
WRITING
- write in a variety of forms for different purposes and audiences;
- organize ideas coherently in writing;
- use correctly the conventions of written English appropriate for this level, including grammar, usage, spelling, and punctuation;
- use the stages of the writing process.
SOCIO-CULTURAL COMPETENCEAND MEDIA LITERACY
- use English and non-verbal communication strategies appropriately in a variety of social contexts;
- demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society;
- demonstrate knowledge of and adaptation to the Ontario education system;
- demonstrate an understanding of, interpret, and create a variety of media texts.
Outline of Course Content
The unit will commence the course by reflecting on their educational journeys. Students will learn about educational resources available in their schools (university & college guides, credit-mapping, etc.) They will use these resources to reflect and consider university degrees they would like to study and schools they would like to attend. Then, they will be introduced to the concept of a biography and be shown examples; they will understand the relevant terminology and explore the variety of forms (non/fiction, media, etc.). For their culminating assignment, students will be asked to create their own biography in any form of their choosing. The biography will be focused on their education both personal and academic.
In this unit, students will learn about the variety of sources of information available to us in 2021, including social media, blogs, digital magazines, podcasts, published papers, and articles. (Pick 3-4) They will learn the relevant terminology and be taught how to receive and evaluate information and perspectives with relation to facts, reliability, authority, bias, and representation. Students will identify the conventions of the media forms. Before beginning their culminating activity, students will learn how to research and cite information. For their culminating activity, students will research an issue that they care about, and write a detailed and supported article describing the situation, followed by a personal reflection of their bias in their writing.
In this unit, students will refine their listening and speaking skills by engaging with increasingly complex oral texts focused on inspiring change and revealing injustices. Students will listen to political speeches, spoken word poetry (such as Prince Ea), and satirical comedies/speeches (such as Colbert’s Bush speech). Students will learn about the conventions of persuasion and be shown examples of text analysis. For their culminating activity, students will produce an oral presentation/recording of them giving a formal/satirical speech about a topic of their choosing.
Students will work their way through a guided writing unit. Firstly, they will be once again reminded of the importance of academic honesty. Then students will select a topic of their choosing from the options provided. The topics chosen must be based on issues of Canadian Citizenship & History/Heritage. They will work step-by-step through the writing process. As they complete most of the lessons, students will submit their work (drafts, vocabulary building, information collection, bibliographies, etc) one by one to acquire feedback. The final lessons will focus on publishing and finalizing the written work.
Students will be introduced to various examples of Canadian literature such as poetry, short stories, and music. Students will be asked to analyze the texts with a focus on diction, setting, symbolism, and social commentary.
You will select a novel of your choice and submit a reading package. You will write a reflection of 600-800 words, focusing on social issues, personal development, or personal beliefs, and how they are reflected, challenged, or represented by the novel you chose.
Culminating Activity + Final Exam