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