1DUNBARTON HIGH SCHOOL

ENG2D1 COURSE OUTLINE

COURSE/DESCRIPTION:
This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need
for success in their secondary school academic programs and in their daily lives. Students will analyze literary texts from
contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media
texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication.
This course is intended to prepare students for the compulsory Grade 11 university or college preparation course. Prerequisite:
English, Grade 9, Academic or Applied
COURSE UNITS: (order of units will vary)

70% 0F FINAL MARK

SAMPLE ASSIGNMENTS:

INTRODUCTORY AND/OR TRANSITION UNITS

May Include:

Short Stories

Poetry

Essays

Graphic Texts and/or Films

Non-fiction and Autobiography

FOCAL POINTS:

NOVELS - TWO or more of the following:

To Kill a Mockingbird

A Separate Peace,

The Cellist of Sarajevo

Midnight at the Dragon Caf

Never Let Me Go

A Crime in the Neighborhood

The Curious Incident of the Dog in Nighttime

new novels as they become available

ACTIVITIES:

Reading comprehension activities

Cooperative learning activities

Literature Circles and other oral language

activities

Note taking and writing activities

Reading quizzes / unit test

Thematic essay

PLAYS - one or more of the following:

Inherit the Wind

Taming of the Shrew

Julius Caesar

Twelfth Night

ACTIVITIES:

Drama, roleplaying, and oral language

activities

Short writing assignments (Opinion Pieces,

News Reports)

Media analysis

Quizzes/ unit test

Essay

CULMINATING ACTIVITY

30% OF FINAL MARK

COMPONENTS:
ISU Novel Study and Exam

Responding to literature
Understanding characters
Understanding narrative voice
Understanding irony
Understanding literary devices
Analyzing themes
Understanding essays

INDEPENDENT READING AND WRITING (culminating

activity)

Students read at least one novel

Exploratory writing
Essay
Media component

EXAM

Analyzing key passages

Demand Essay

CURRICULUM STRANDS:
ORAL COMMUNICATION
READING AND LITERATURE STUDIES
WRITING
MEDIA STUDIES
CULMINATING ACTIVITY

15%
20%
25%
10%
15%

EXAM

15%

TEACHING/LEARNING STRATEGIES:
The course expectations are the same for every section, but the order of units and the specific assignments may vary between
sections. Assessment information is used to plan instruction and teachers adapt course materials for individual classes in order to
provide many opportunities for students to practice and apply their developing knowledge and skills. This approach is explained
in the Ontario Curriculum documents for English:
Language is best learned through activities that present stimulating ideas, issues, and themes that are meaningful to
students. Since no single instructional approach can meet all the needs of each learner, teachers select classroom
activities that are based on an assessment of students individual needs, proven learning theory, and best practices. In
effective English programs, teachers introduce a rich variety of activities that integrate expectations from different
strands and provide for the explicit teaching of knowledge and skills. They also provide frequent opportunities for
students to rehearse, practice, and apply skills and strategies, and to make their own choices.
* * * * * *
Teachers develop appropriate instructional strategies to help students achieve the curriculum expectations, as well as
appropriate methods for assessing and evaluating student learning. Teachers bring enthusiasm and varied teaching
and assessment approaches to the classroom, addressing different student needs and ensuring sound learning
opportunities for every student. Using a variety of instructional, assessment, and evaluation strategies, teachers
provide numerous opportunities for students to develop the literacy and language skills that will allow them to
participate more effectively in their communities as responsible and active citizens. The study of literature and the
media provides students with an awareness and appreciation of the culture that surrounds, challenges, and nourishes
them.
The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)
COMMON MAJOR ASSIGNMENTS:
These assignments are common to every section of the course and may be included in any of the units. Students will be given
multiple opportunities to practice their skills.

TYPE OF ASSIGNMENT

STRAND

-Writing a News Report

-Writing/Media

-Writing a Series of Opinion Paragraphs

-Writing

-Writing an Essay

-Writing

-Reading Comprehension Activities

-Reading and Literature Studies

-Roleplaying and Literature Circle

Discussions

-Oral Language
-Media

-Creating or analyzing a Media Piece

TEACHER : Jonathan Demaray

Parent communication: Email: jonathan_demaray@durham.edu.on.ca
Assignement submission : Email : jdemaraydhs@gmail.com
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COURSE EXPECTATIONS
ORAL COMMUNICATION
OVERALL EXPECTATIONS
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
OVERALL EXPECTATIONS
1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary,
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
OVERALL EXPECTATIONS
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 informational,
literary, 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
OVERALL EXPECTATIONS
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.