WELCOME TO ENG 2L
A FEW NOTES...
Welcome to first semesterat College Heights. My name is Ms. Woods-Johnson and I am a fairly
new teacher at your school.. .but I'm not new to teaching. For the past 8 years I have taught in
some interesting settings. From adult education to a federal prison for women to a rehab center
for young offenders and F & C.S. kids. I've been inspired by the awesome community feel and I
can't wait to see what the students can do here at Heights.
I come from a broadcasting background. I worked in radio for three years and on and off in
community television since 1995. I decided to head back to teachers college because the idea of
teaching has always intrigued me. I am qualified to teach English, Drama and Communications
Technology... but I have taught a lot of other classes over the years.
Now, for the administrative part...
at this stage of the game, students should:
•
come prepared and be on time to class
•
hand in work on time
•
don't disturb others
•
•
be responsible for their own actions
be respectful of others
I am a firm but fair person. I do not tolerate any "isms" in my class (sexism, racism) and I also
do not tolerate bullying (including cyber) as well as violence, homophobia and negativity. I
want the classroom to be a safe zone - a place where you, the student, feel that you can safely be
who you are and express yourselves (within College Heights codes of conduct). My job is to
yes, teach you curriculum, but to also teach you skills for senior level courses and beyond.
Given my challenging classes in the past, I am tough. That being said, I do have a great sense of
humour - however, this semester can either be an easy one or a hard one. The choice is yours.
I hope to have a fun and creatively challenging time this semester with you. If you need help,
please do not hesitate in asking. Again, at this stage of your school career, you need to meet me
halfway. I am here to help but I can't force the help upon you.
WELCOME TO GRADE 10 LOCALLY DEVELOPED ENGLISH!
I'm sure we all have an interesting story to tell. That being said, I'd like to
establish a "safe zone" and a sense of trust in the classroom (for both
written and verbal discussions). But keep in mind, everything that we
explore in here has to meet with College Heights' code of conduct (which we
will go over). Now, I do have to say that legally, if I get a feeling that what
you are expressing means you are at risk of hurting someone or yourself, I
have to, by law, report it to the V.P. and Principal. I narc out of love!
So, what are we going to be exploring? We will be going over this shortly.
This is my first time through this course so please, be patient and kind.
Changes may occur and if they do, I will let you know in advance. Remember,
70% of your mark is term work, 30% is your final project and exam.
GENERAL SCHEDULE OF THE CLASS:
Depending on the day, the following is a general breakdown of what to expect:
EVERY DAY for the first 10 minutes of class, you will silently read a novel, magazine
or comic of your choosing. You have to bring something to read EVERY DAY. If you
do not bring something, the teacher will provide you with a VERY boring assignment.
The reading material you bring must be appropriate for school...in other words, NO
SMUT of any kind is allowed. If smut is brought into class, the teacher will confiscate it
and there will be a phone call home. This is also a perfect opportunity to collect ideas for
your Brainwave writing journals.
WEEKLY BRAINWAVE SUMMARY: You are responsible for coming up with a
topic every week and reflecting on that topic. The teacher will not mark the topic - but
the teacher will mark how you talk about that topic (summarize it). Detail and depth of
thought will be marked. So, don't be a politician! Be expressive, to-the-point. Don't tip
toe around the issue. Now, this is not to be your personal venting session either. The
teacher will be looking for (along with detail and depth of thought) intellectual concerns,
reflections, reactions and, of course, proper summary style. You have all week to come
up with a topic. Here are some pointers:
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What is going on in the world today? Check out the news, newspapers or even
CNN or MSNBC online to get ideas
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Something that might have happened to you in the past or at school
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Something you overheard that made you think
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Something that someone has said directly to you that made you think
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Events that have personally happened to you and made you react positively or
negatively
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Something that you read or saw in the media that had an impact on you
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Feelings about an assignment or the upcoming school year
The list can go on and on. You get the idea. The Brainwaves are due EVERY
WEDNESDAY. You will be able to work on them in class. They are to be only HALF
A PAGE IN LENGTH (double spaced - meaning every other line must be written on).
You must also have a title for your Brainwave Summary. Make sure it is proofread
before handing it in.
GRAMMAR: grammar will be discussed in class (don't worry, not the whole class).
You must not miss these discussions because there will be occasional quizzes and a final
test.
WHAT YOU WILL NEED FOR THIS CLASS:
•
Binder or Duo tang (but I recommend a three ring binder because I can be the
"Hand-Out Queen")
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Lined paper
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Pens (blue or black but have at least one red pen)
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Pencils
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Eraser(s)
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A great attitude
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A willingness to learn and to participate
Again, if you have any difficulty with any of these assignments, please come to me
BEFORE THE END OF THE SEMESTER!
PARENT/GUARDIAN CONTACT INFORMATION;
Please sign and fill in so I can contact you with any information about the course
or your child's progress.
Again, my name is Ms. Woods-Johnson and I can be reached at 519-821-4510
ext. 424 if you have any questions. You can also e-mail me at
Jennifer. WoodsJohnson@ugdsb.on.ca.
===========================================================
Please detach
I/We have read and understood the information on the ENG 2L Course Outline.
Please return this form to me by Friday, September 9th. Thank you.
Student's name (please print):___________________________________________
Parent/Guardian's Name (please print):___________________________________
Parent/Guardian's Signature:___________________________________________
Parent/Guardian E-mail:_______________________________________________ ^ .W
I '-•'
College Heights Secondary School
English
Grade 10, Locally Adapted
ENG2L - add school code
Teacher(s): Ms. Fickes vyas . u^ocL^-^oW^o^
Course Description
This course emphasises key skills in reading, writing, oral communication, and thinking that
students need for continuing success in secondary school and their lives outside of school. This
course gives students a solid literacy skills foundation to enter Grade 11 English, Workplace and to
prepare them for the successful completion of the Grade 10 Literacy Test. Student read
informational and literary text forms, including novels, editorials, magazine articles and poetry, for
personal and academic purposes. They use their knowledge of media to create media works.
Students will produce clear, complete writing in a variety of forms for real -life purposes, using
appropriate and correct language. In particular, the course encourages students to develop and
reflect upon strategies that will improve their literacy skills.
Units/Topics
1. Dreams and Goals
2. Literacy Test Preparation
3. Novel study
4. Graphic novel/ Comic culminating unit
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Resources
Megawords 2
How to Spell
Spellography
Language Power E
Reading and Reasoning - Level 1
HungerGames
Teaching and Learning Strategies
A wide variety of strategies will be used to meet the needs of the students: whole
and small group instruction, collaborative work, learning logs, etc.
There will be a strong emphasis on reading and writing strategies. Based on availability,
Desktop Publisher and Power Point will be the focus for competency in Information
Technology.
Key Curriculum Learning Expectations:
By the end of this course, students will
Reading
- read and demonstrate an understanding of the content, components and styles of many
types of fiction and non-fiction.
Writing
-gather writing ideas using many types of print and electronic resources;
-write using the correct forms based on the purpose and the audience;
-use a variety of organisers to write logically;
-revise, edit, and proof-read written work both collaboratively and independently
to make sure writing is clear and accurate.
Language
-speak, write and read correctly and effectively for different reasons and
audiences;
-use listening techniques and oral communication skills to participate in different t
types of oral presentations.
Media
-describe the elements, intended audiences and production practices in different
media forms and explain how these affect media works;
-create media works and explain their intended effects.
www.curriculum.org
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Assessment and Evaluation
Both term work and summative work will be based on the following weighting of the
Achievement Level Categories:
Knowledge/Understanding
Thinking/Inquiry
17.5%
Communication
17.5%
Application
17.5%
Term Work
17.5%
707o of the final grade will be based on work
throughout the term
Final Summative Evaluation
30% of the final grade will be based on the
final evaluation:
Final Culminating Activity
15%
-includes expectations from a minimum of three of
the course's curriculum strands
-may be started one third into the term
-is completed 2-3 weeks before the exam
Examination
15%
1.5 hours in total length
-includes reading and follow-up activity
-includes writing from a prompt
Assessment Tools
rubrics, checklists, anecdotal reports, etc.
Learning Skills
will be reported separately from academic
achievement
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