Course Description
Course Outline
| Unit | Unit Title | Key Focus (Ministry Expectations) | Hours |
|---|---|---|---|
| Unit 1 | Oral Communication & Media Foundations | Active listening, speaking skills, formal and informal communication, media literacy, critical thinking, and presentation skills | 18 hrs |
| Unit 2 | Reading & Literary Studies | Short stories, poetry, drama, literary elements, inference, interpretation, analysis, and connections between texts | 25 hrs |
| Unit 3 | Reading Long Text (Novel / Play) | Plot, character, theme, setting, perspective, literary devices, author’s purpose, and critical interpretation | 25 hrs |
| Midterm | Midterm Evaluation | Assessment of learning and skills developed in Units 1–3 | 2 hrs |
| Unit 4 | Writing & Language Conventions | Paragraphs, essays, organization, evidence, grammar, sentence structure, voice, style, revision, and editing | 22 hrs |
| Unit 5 | Media Studies & Research | Media forms, audience, purpose, bias, persuasion, research skills, source evaluation, and citation | 15 hrs |
| Final Evaluation | Final Evaluation | Assessment of reading, writing, oral communication, media literacy, and application of course skills | 3 hrs |
| Total Course Hours | 110 hrs | ||
Overall Curriculum Expectations
Oral Communication
- Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.
- Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
- 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
- Read and demonstrate an understanding of a variety of literary, informational and graphic texts, using a range of strategies to construct meaning.
- Recognize a variety of text forms, text features and stylistic elements and demonstrate understanding of how they help communicate meaning.
- Use knowledge of words and cueing systems to read fluently.
- Reflect on and identify their strengths as readers, areas for improvement and the strategies they found most helpful before, during and after reading.
Writing
- Generate, gather and organize ideas and information to write for an intended purpose and audience.
- Draft and revise their writing, using a variety of literary, informational and graphic forms and stylistic elements appropriate for the purpose and audience.
- Use editing, proofreading and publishing skills and strategies and knowledge of language conventions to correct errors, refine expression and present their work effectively.
- 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
- Demonstrate an understanding of a variety of media texts.
- Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.
- Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions and techniques.
- 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.
Teaching and Learning Strategies
In this course, students will experience the following activities:
- Presentations and Multimedia:
Presentations, videos, readings, literary examples, multimedia texts, and interactive activities are used to introduce and reinforce course concepts and skills. - Teacher–Student Discussions:
Classroom discussions, conferences, and virtual meetings provide opportunities for students to ask questions, interpret texts, explain ideas, and receive timely feedback. - Instructor Demonstrations:
Teachers model reading strategies, literary analysis, writing techniques, research skills, oral communication, and media analysis through demonstrations and guided instruction. - Reading and Literary Analysis:
Students read and analyze short stories, poetry, drama, novels, and other texts, focusing on themes, characters, literary devices, author’s purpose, and perspective. - Discussion Forums:
Students share interpretations and perspectives, respond to classmates, participate in collaborative discussions, and provide and receive constructive feedback. - Writing Activities:
Students complete paragraphs, essays, responses, creative writing, and other written tasks to develop organization, clarity, grammar, voice, style, and effective communication. - Media and Digital Literacy:
Students analyze media texts to identify purpose, audience, techniques, bias, and perspectives while developing responsible and effective use of digital resources. - Research and Inquiry:
Students develop research skills by locating, evaluating, organizing, and using information from reliable sources and communicating their findings using appropriate documentation. - Individual Activities and Assignments:
Students complete independent reading, writing, research, and practice activities to consolidate and demonstrate their learning. Teachers provide ongoing written and oral feedback and appropriate accommodations in accordance with students’ IEPs. - Collaborative Learning:
Students work individually and collaboratively through peer discussions, group activities, presentations, and shared analysis of texts and media. - Practical Application:
Students apply communication and literacy skills to real-world situations, contemporary issues, personal experiences, and authentic audiences. - Reflection and Metacognition:
Students reflect on their learning, identify strengths and areas for improvement, set learning goals, and use feedback to improve their work.
Assessment Strategies
Assessment practices support student progress and achievement through a variety of diagnostic, formative, and summative strategies. Checklists, observations, conferences, discussions, assignments, quizzes, and written tasks are used regularly to monitor learning and provide timely feedback.
Students also participate in self-assessment and peer assessment to reflect on their learning and identify areas for improvement.
Appropriate accommodations are provided in accordance with students’ IEPs.
Final Grade
Term Work (65%)
Based on assessments completed throughout the course, including:
| Category | Weight | Examples |
|---|---|---|
| Knowledge & Understanding (K/U) | 25% | Reading quizzes, comprehension checks |
| Thinking / Inquiry (T/I) | 25% | Literary analysis, critical thinking tasks |
| Communication (C) | 25% | Essays, presentations, discussions |
| Application (A) | 25% | Creative writing, media texts, real-world connections |
Term work is assessed continuously through assignments, projects, and tests.
Final Assessment (20%)
The final assessment evaluates overall achievement of course expectations and may include:
- Final Exam
All final assessments must be completed independently.
Attendance and Participation (15%)
Excused absences will not negatively affect a student’s mark. Attendance and participation will be evaluated using the Ministry’s established criteria, including participation in class discussions, contribution of ideas, asking relevant questions, respecting the contributions of others, and contributing to a positive classroom learning environment.
Attendance Policy
Regular attendance and active engagement are important for student success in ENG2D – English, Grade 10, Academic. Attendance and participation are monitored through the school’s Learning Management System (LMS).
The ENG2D online credit course is designed to meet or exceed the minimum 110 hours of instructional time required for a credit course. Instructional time and student engagement are monitored through:
- LMS Engagement:
Students are expected to log in regularly and actively participate in lessons, readings, assignments, and other online learning activities. - Biweekly Check-Ins:
Students complete a brief check-in every two weeks to review their progress, participation, and completion of course requirements. - Course Assessments:
Assignments, writing activities, reading responses, quizzes, presentations, and other assessments are used to monitor student progress and pacing. - Instructional Records:
The school maintains records of instructional time, attendance, course participation, and student engagement through the LMS and other course records.
Students are responsible for maintaining regular participation, completing required learning activities, and meeting course deadlines. Students who demonstrate limited participation or fall behind in course requirements may be contacted and provided with appropriate academic support.
Evaluation Model
15% Total Attendance Weight
| Component | Weight | Quantifiable Metric Criteria |
|---|---|---|
| Physical Attendance | 5% | Marked present, or late within 10 minutes, for each scheduled class period; excused absences are removed from the calculation. |
| Weekly Participation Checklist | 5% | Meets at least 3 of 4 weekly in-class engagement indicators (responding/volunteering, group work, guided practice, on-task behaviour). |
| Homework Assignment Punctuality | 5% | Submits homework on or before the due date, through the required platform, with a complete submission. |
Achievement Chart: English Grade 10 (ENG2D)
| Level / % | Knowledge & Understanding (K/U) | Thinking (T/I) | Communication (C) | Application (A) |
|---|---|---|---|---|
| Level 4 (80–100%) | Thorough understanding of texts and language conventions | Insightful analysis and critical thinking | Highly effective, fluent communication | Highly effective application in new contexts |
| Level 3 (70–79%) | Solid understanding of texts and conventions | Effective analysis | Clear and coherent communication | Effective application in familiar contexts |
| Level 2 (60–69%) | Some understanding with minor errors | Inconsistent analysis | Partially clear communication | Limited application |
| Level 1 (50–59%) | Limited understanding | Minimal analysis | Unclear communication | Very limited application |
The Report Card
Student achievement in ENG2D will be communicated formally through official report cards issued at midterm and end of course.
Achievement is reported across four categories:
- Knowledge and Understanding (K/U) – understanding of literary and language concepts
- Thinking and Inquiry (T/I) – analysis, interpretation, and critical thinking
- Communication (C) – clarity and effectiveness of oral and written expression
- Application (A) – application of language skills in new contexts
Learning Skills and Work Habits are evaluated separately as Excellent (E), Good (G), Satisfactory (S), or Needs Improvement (N).
Considerations for Program Planning
Planning Programs for Students with Special Education Needs
| Area | Consideration / Strategy | Examples / Tools |
|---|---|---|
| Identification of Needs | Review IEPs and assessments | Dyslexia, ADHD |
| Learning Goals | Develop individualized SMART goals | Write a structured paragraph with support |
| Curriculum Adaptation | Differentiate texts and tasks | Audio texts, graphic organizers |
| Instructional Strategies | Scaffold learning | Modelled writing, conferencing |
| Assessment & Evaluation | Provide accommodations | Oral responses, extended time |
| Collaboration | Work with support staff and families | Regular communication |
| Monitoring & Adjustment | Track progress | Feedback and revision |
| Motivation & Engagement | Encourage student voice | Choice in reading and writing |
| Resources | Provide additional supports | Writing templates, digital tools |
Program Considerations for English Language Learners
- Ontario schools have multilingual student populations.
- Students may speak a language other than English at home or may use a variety of English that differs from the language used in Ontario classrooms.
- English language learners may be:
- Canadian-born students from multilingual families and communities.
- Newcomers to Ontario from different linguistic, cultural, and educational backgrounds.
- Students may have experience with highly developed educational systems or limited access to formal schooling.
- Teachers should recognize and support students as they adapt to a new linguistic and cultural environment.
The Role of Technology in the English Program
- Information and communications technologies (ICT) can extend and enrich instructional strategies.
- ICT can support students’ language learning and communication skills.
- Digital tools may include:
- Multimedia resources and videos
- Databases and Internet websites
- Digital cameras and other digital tools
- Word-processing and presentation programs
- Students can use ICT to collect, organize, and analyze information.
- Students can use technology to write, edit, create, and present their work.
- ICT can connect students with other schools and the global community.
- Students should be encouraged to use ICT appropriately to support and communicate their learning.
Resources Required
Required Textbooks and Resources
- Nelson English 10 or equivalent Ontario-approved text
- Novels, short stories, poetry, drama, and media texts
- Teacher-provided handouts, worksheets, and writing guides
Digital Resources and Software
- Google Drive – assignment submission and collaboration
- Internet access for research, media analysis, and digital texts
- Microsoft Office Suite (Word, PowerPoint) or equivalent
Teacher Considerations
- Assistive technology (text-to-speech, speech-to-text) may be used.
- Flexible submission formats (written, oral, visual, or digital).
Key Skills Developed
Tips for Success
Stay Updated:
Check Announcements, “What’s New,” and your mailbox daily for important course information and updates.
Manage Your Time:
Check the course calendar, plan ahead, and submit assignments by the due dates. Aim for 1–2 hours of focused study each day.
Follow Instructions:
Review assignment instructions, success criteria, and assessment requirements before submitting your work.
Participate and Communicate:
Participate in discussions and activities, ask questions, and communicate regularly with your teacher for support and feedback.
Use Feedback:
Review teacher feedback, reflect on your learning, and use suggestions to improve future work.
Technical Issues:
Contact the Help Desk.
Course-Related Questions:
Contact your teacher and expect a response within 24 hours. For urgent matters, include “URGENT” in the subject line.
Approach your learning with curiosity, responsibility, and consistent effort to be successful in ENG2D.
