G.S.S.

Gananoque Secondary School

(613)-382-4741 Principal: C. Boston Vice Principal: M. McNair

Course Name: Ontario Secondary School Literacy Course, Grade 12 Course Code: OLC 4O Teacher: Mr. Tinkess Department: Communications

Credit Value: 1 Prerequisite: Date: February 2, 2012 Program Leader: Mrs. West

Course Description: (Ministry Document:

OSSLC, Grade 12, 2003 )

OLC 40 This course is designed to help students acquire and demonstrate the cross-curricular literacy skills that are evaluated by the Ontario Secondary School Literacy Test (OSSLT). Students who complete the course successfully will meet the provincial literacy requirement for graduation. Students will read a variety of informational, narrative, and graphic texts and will produce a variety of forms of writing, including summaries, information paragraphs, opinion pieces, and news reports. Students will also maintain and manage a portfolio containing a record of their reading experiences and samples of their writing.

Resources:
Textbook: Replacement Cost: $ Additional Resources: Additional Resources: There are dozens of additional resources for this course including plays, poetry, novels, writing, and grammar resources. Each is individually priced and signed out to students on an individual basis with the understanding that it will be returned in acceptable condition or replaced by the student if lost or damaged.

Extra Help:
The staff of GSS is committed to the success of all students. Students are strongly encouraged to seek extra help from the teacher both in and out of the classroom and to take advantage of their MSIP support.

Communication:
Please feel free to contact me at the school, 613-382-4741, if you have any questions or concerns. My voicemail extension is 617, and my email address is corey.tinkess@ucdsb.on.ca.

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Assessment & Evaluation Ministry of Educations Fundamental Principles: The primary purpose of assessment and evaluation is to improve student learning. To ensure that
assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: are fair, transparent, and equitable for all students; support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Mtis, or Inuit; are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; develop studentsself-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Learning Skills:

Teachers use their professional judgment to provide authentic and relevant opportunities to help students develop their learning skills and work habits. The student: Responsibility

Organization

Independent Work Collaboration

Initiative

Self-Regulation 2|Page

Fulfils responsibilities and commitments within the learning environment. Completes and submits class work, homework, and assignments according to agreed-upon timelines. Takes responsibility for and manages own behaviour. The student: Devises and follows a plan and process for completing work and tasks. Establishes priorities and manages time to complete tasks and achieve goals. Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks. The student: Independently monitors, assesses, and revises plans to complete tasks and meet goals. Uses class time appropriately to complete tasks. Follows instructions with minimal supervision. The student: Accepts various roles and an equitable share of work in a group. Responds positively to the ideas, opinions, values, and traditions of others. Builds healthy peer-to-peer relationships through personal and media-assisted interactions. Works with others to resolve conflicts and build consensus to achieve group goals. Shares information, resources, and expertise, and promotes critical thinking to solve problems and make decisions. The student: Looks for and acts on new ideas and opportunities for learning. Demonstrates the capacity for innovation and a willingness to take risks. Demonstrates curiosity and interest in learning. Approaches new tasks with a positive attitude. Recognizes and advocates appropriately for the rights of self and others. The student: Sets own individual goals and monitors progress towards achieving them.

 Seeks clarification or assistance when needed. Assesses and reflects critically on own strengths, needs, and interests. Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals. Perseveres and makes an effort when responding to challenges.

Gananoque Secondary School Course Name: Ontario Secondary School Literacy Course, Grade 12 Course Code: OLC 40

G.S.S.

Overall Course Expectations:

(See table Learning/Summative Tasks for corresponding evaluation tools)
Learning/Summative Tasks (See Table Below) 7 8 9 10 11 12

13

14

15

16

17

CA

OVERALL EXPECTATIONS OLC 40

Building Reading Skills demonstrate the ability to read and respond to a variety of texts demonstrate understanding of the organizational structure and features of a variety of informational, narrative, and graphic texts, including information paragraphs, opinion pieces, textbooks, newspaper reports and magazine stories, and short fiction demonstrate understanding of the content and meaning of informational, narrative, and graphic texts that they have read using a variety of reading strategies use a variety of strategies to understand unfamiliar and specialized words and expressions in informational, narrative, and graphic texts Building Writing Skills demonstrate the ability to use the writing process by generating and organizing ideas and producing first drafts, revised drafts, and final polished pieces to complete a variety of writing tasks use knowledge of writing forms, and of the connections between form, audience, and purpose, to write summaries, information paragraphs, opinion pieces (i.e., series of paragraphs expressing an opinion), news reports, and personal reflections, incorporating graphic elements where necessary and appropriate Understanding and Assessing Growth in Literacy demonstrate understanding of the importance of

* *

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communication skills in their everyday lives at school, at work, and at home demonstrate understanding of their own roles and responsibilities in the learning process demonstrate understanding of the reading and writing processes and of the role of reading and writing in learning demonstrate understanding of their own growth in literacy during the course

Assessment & Evaluation Tools: The primary purpose of assessment and evaluation is to
improve student learning. The assessments will cover the four areas of the achievement chart, namely 1) Knowledge & Understanding, 2) Thinking & Inquiry, 3) Communication, 4) Application
Learning / Summative Tasks (Numbers correspond to Course Expectations table) 6. Current Events 11. Reflection 7. Brochure 12. Song Connections 8. Summaries/KWL 13. Timeline of Key Events 9. Glossary 14. Grammar Tests 10. Rants 15. Advice Column

1. 2. 3. 4. 5.

Job Interview How-to Manual Workplace Poster Recruitment Video Research Paper

16. 17. CA

Peer Editing Create a Website Job Fair

Final Mark:

Assessing, evaluating and reporting on the demonstration of learning skills and work habits is separate from the achievement of curriculum expectations and should not be considered in the determination of a students grade. The final grade will be determined as follows: Term work: 70% Culminating Activities: 30% Culminating Activities in this course include: Job Fair - June 7/8, 2012

G.S.S.
Gananoque Secondary School Course Name: Ontario Secondary School Literacy, Grade 12 Course Code: OLC 4O

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