Riverdale Collegiate Institute Toronto District School Board EVALUATION POLICY and COURSE OUTLINE 2012

Transcription

1 Riverdale Collegiate Institute Toronto District School Board EVALUATION POLICY and COURSE OUTLINE 2012 [GRADE 9 and 10 Locally Developed English] Note 1: All Ontario Ministry of Education curriculum documents with full course content information can be located at Note 2: Detailed information on Ministry of Education assessment, evaluation, and reporting policy is provided in Ontario Schools, Kindergarten to Grade 12, Policy and Program Requirements (OS), 2011, located at 1. Course Details Program Area: English Curriculum Leader: Laura Hegge Course title: LDCC2 Credit Value 1 Prerequisite: none Textbooks and resource materials that are essential to the course: Signature Reading Series McGraw-Hill magazine articles, pamphlets, short fiction, cross-curricular text material, graphs, tables, manuals, brochures, etc. The teacher will often use other materials in the classroom, particularly current newspaper articles and students writing. They will also use films. (The Help, What s Eating Gilbert Grape, Rudy, Hairspray) Course content, which consists of relevant, engaging, authentic texts, is designed to prepare students for interacting with the type of material they will eventually encounter in the workplace. 2. Overall Goals Course Description: In this course, students focus on extending their literacy and communication skills to prepare students for success in their daily lives, in the workplace, and in Grade 11 Workplace preparation. The course is organized into strands that extend listening and talking skills, reading and vewing skills and writing skills. In all strands, the focus is on refining foundational literacy skills and on using language clearly and accurately in a variety of authentic contexts. Students build their strategies and engage in the processes involved in talking, listening, reading, viewing, writing and thinking and reflect regularly upon their growth in these areas.

2 Overall Expectations Units/Topics grammar study (parts of speech, punctuation, using quotations, vocabulary on going/ integrated) Work in writing folder Unit 1: short articles/ opinion pieces Unit 2: short novel study Unit 3: film study Unit 4: poetry Unit 5: EQAO test prep Unit 6: Drama unit Culminating Activities Timing Throughout Course Sept. / Oct. (6-8 weeks) Nov. Dec. (6-8 weeks). Dec./ Jan. (4-6weeks).Feb (2-4 weeks) March (2-3 weeks) April (2-3 weeks) May/ June EVALUATION PLAN As required by the Ministry of Education and Training, each student is evaluated according to the four achievement categories: Knowledge/Understanding, Thinking & Investigation, Communication and Application. These marks are recorded by the English teacher in four strands: Literature Studies and Reading, Writing, Oral Communication and Media. Grade nine LDCC English Developing Listening and Skills Developing Reading and Viewing Skills Developing Writing Skills Grade ten LDCC English Extending Listening and Skills Extending Reading and Viewing Skills Extending Writing Skills Weighting: TERM (April-June) Listening & 20% Reading &Viewing Skills 40% Writing Skills 40% FINAL EVALUATION Term 70% Culminating Activities 30% 70% Term Work Students must demonstrate achievement of all the overall expectations of the course. Unit Task Strand Focus Date Due

3 1: Non-fiction, opinion pieces, newspaper unit 2: Graphic novels/ short novel study 3. Biography study and research: diagnostic activities, response writing, letter writing, expository paragraph, summary, sight passage test / reflective writing oral presentation / character from film analysis listening test writing portfolio evaluation Creative writing (graphic novel or short story for children) supported opinion essay (3-5 paragraph) news article based on a graphic novel or short story oral presentation/ listening test response writing reflective writing/ oral presentation writing folder evaluation Reading/ writing / Viewing Reading/ Writing 4. Poetry creative writing 5. EQAO test prep Sight test Supported opinion essay 6. Drama study Unit test Culminating Activities View film/ oral character presentation/ media product/ response writing/ read biography/ comprehension questions Viewing/ REPORTING Four Reports Cards will be issued during the year. All reports will give a numeric grade to each student calculated as indicated above. All reports are cumulative. The November, February

4 and April report cards are snapshots of all course work until that point in time. They will be based on the most consistent level of achievement to that point in time. LEARNING SKILLS Learning skills are critical for achievement of the curriculum expectations. On each report card there are 6 learning skills: Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-regulation. Teachers report on the six Learning Skills using the following: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement. Learning skills are not used to determine a student s grade in the course. TEACHING /ASSESSMENT AND EVALUATION STRATEGIES A range of teaching, assessment and evaluation strategies will be used to address the needs of students learning styles and allow students a variety of methods to demonstrate their achievement of the expectations. Teaching Strategies To facilitate the learning of the various concepts, a variety of teaching strategies will be used and might include: Activity Based Strategies examples: practical laboratory work, oral presentations, field trip, simulations, activity centres) Cooperative Learning Strategies examples: Think-Pair-Share, Teams-Games-Tournament, Group Investigation Arts Based Strategies examples: drawing and origami Direct Instruction Strategies examples: Socratic dialogue, lecture, demonstration, conferencing, review, tutorial, textbook Independent Learning Strategies examples: homework, independent reading/study, memorization, note making, reports Inquiry/Research Models examples: inquiry process, research process, scientific process, writing process Technology Applications examples: database application, internet websites and research, media presentation Thinking Skills Strategies examples: brainstorming, classifying, concept mapping, concept attainment,

5 concept formation, experimenting, expressing another point of view, graphing, issue-based analysis, lateral thinking, oral explanation, problem solving Assessment The primary purpose of assessment is to improve student learning. Assessment is ongoing, varied in nature and allows students to assess their own progress and determine next steps. The following assessment strategies may be used at different times throughout the course: quizzes, practice tests, conferencing, practical skill checks, written assignments, self-assessment/peer-assessment, reflective summary Evaluation Evaluation is varied and is used to determine a student s achievement grade. The following evaluation strategies may be used at different times throughout the course: quizzes, tests, written lab reports, practical skill checks, written assignments, presentations, written exams SUBJECT OR COURSE SPECIFIC INFORMATION: The Locally Developed Compulsory Credit courses in English focus on the knowledge and skills that students need to be well prepared for success in the Grade 11 Workplace Preparation course. The LDCC courses empower students to make meaningful connections between what they know and what they need to know. These courses support students in becoming confident speakers, readers, writers, viewers, and thinkers.