St. Edmund Campion CSS
275 Brisdale Drive
Brampton, Ontario, L7A 3C7
Phone: 905-846-7124
We believe that each one, created in the image and likeness of God, is called by
name into the Dufferin-Peel community to realize the Ontario Catholic School
Graduate Expectations to the fullest extent possible as we all journey from the
early years to vocation.
COURSE OUTLINE
English/ELL
Grade 10 Advanced Placement
ENG 2DP
ENG 1D1 or ENG 1DP (suggested min. 80%)
Department:
Course:
Course Code:
Prerequisite:
Course Description:
The Grade Ten Pre-Advanced Placement English course is a building block in the evolution of the
AP English student. AP students will be exposed to classic literature, and literary conventions
that recur as they move from grade nine to grade twelve in the AP stream. This course
emphasizes analytic reading, writing, media literacy, oral communication, and thinking skills.
Students will analyze literary texts including short stories, poems, novels, plays, and short
essays. They will interpret texts and create oral, written, and media texts in a variety of forms.
An important focus will be the correct and effective use of spoken and written language to
communicate effectively, as per the parameters of the AP program. Finally, the student will
engage in self-directed learning by use of the Accelerated Reading Program and the
culminating performance task. This course prepares students for the Grade 12 Advanced
Placement English course and the Advanced Placement Board Exams.
Unit Titles: Units will be covered in random Catholic Graduate Expectations:
order based on availability of resources which
will be selected according to teacher
preference.
Students educated in a Catholic school are expected to
become
1. Review of Fiction and Literary Terms
2. Film and Media Studies
3. Novel Studies
4. Modern Drama
5. Shakespearean Drama
Ongoing:
Poetry (will be integrated into several units)
1. A Discerning Believer Formed in the Catholic
Faith Community
2. An Effective Communicator
3. A Reflective and Creative Thinker
4. A Self-directed, Responsible, Life Long Learner
5. A Collaborative Contributor
6. A Responsible Citizen
Writing and Grammar
Preparing for the OSSLT
Accelerated Reading–40 points (see handout)
ENG 2DP Resources:
Into the Wild
Catcher in the Rye
The Scarlet Letter
Othello
Course Notes and Reading Materials
Texts are property of St. Edmund Campion
Secondary School and the Board of Education.
All resources assigned to students are the
responsibility of the student.
Students are expected to return texts to their
teachers in the condition which they were received.
Damaged and/or lost texts must be replaced
through payment in cash to the teacher, or by
debit/credit card in the main office. Payment is
expected before additional resources are given to
the student.
Assessment and Evaluation: An effective program in English will include a balance of assessment
for learning and assessment of learning tasks. Student marks will be determined by evaluating process &
product in a balanced manner with respect to the four categories. A student whose achievement is below
50% at the end of a course will not obtain a credit for the course.
Category Weightings
Knowledge/Understanding
Thinking
Communication
Application
Weight %
Final Summative Assessments
Weighting
25%
Term Work
(including 5% A.R - 40 points)
Culminating Task
70 %
25%
25%
25%
15%
The CPT is “administered during the last 6 weeks of a
course under the supervision of the teacher.”
Exam
15%
Sight Passage and a Literary Essay (1.5-2 hours)
Learning Skills and Work Habits
Teachers will also report on a student’s development of the following six Learning Skills and Work Habits:
Responsibility, Independent Work, Initiative, Organization, Collaboration, and Self-Regulation. The
development of learning skills and work habits, which will reflect strategies that were used with the student,
is reported using the following four indicator letters:
E = Excellent - consistently demonstrates
G = Good - usually demonstrates
S = Satisfactory - sometimes demonstrates
N = Needs Improvement - rarely demonstrates
Evaluation Policies:
1. All assignments will have a due date which will be shared with students in writing OR orally in class.
2. Assignments submitted after the due date established by the teacher will be accepted with a penalty of
5% per day up to a total of 10% over two days.
3. In accordance with the Board Assessment & Evaluation Policy Document, students will receive a
ZERO for any assignment that is not submitted by the closure date which will also be established by
the teacher. Assignments will not be accepted if the teacher returns the marked assignment.
4. Repeated lateness or failure to submit tasks indicates poor organization skills, and will result in
parental contact, and will be reflected in the learning skills section of the report card.
5. Should a student miss an evaluation due to a legitimate absence, in accordance with the Board A&E
Policy Document, the student and teacher will make arrangements to address the missed evaluation
in a timely manner.
6. In the cases of extended vacation or prolonged absence, consultation with the appropriate administrator
may be required.
7. In the event that the student does not make up the missed evaluation(s), a zero may be assigned.
8. If it is determined that the evaluation(s) has/have been missed as a result of a skip/truancy or has/have
been plagiarized, a zero most likely will be assigned.
9. For all other cases of absence and/or missed evaluations (including absence during the CPT period or final
examination period), please refer to the Board A&E Policy as outlined in the student agenda.
Academic Honesty:
It is the responsibility of students to be academically honest in all aspects of their school work so that he marks
they receive are a true reflection of their own achievement.
Cheating is an act of academic dishonesty and comes in many forms such as, but not limited to, communicating in
any form during assessments, copying from others, and using unauthorized sources, notes, aids, and/or personal
electronic devices.
Plagiarism, an example of cheating, is the act of claiming another’s words, ideas, and/or work as one’s own such
as, but not limited to: copying an assignment completed by someone else; piecing together material from one or
several sources, or pasting from electronic sites; quoting or paraphrasing material without citing the source or
without using quotation marks for direct quotations.
Plagiarism and Cheating are serious offences. All students are introduced to and thoroughly informed of the
correct strategies and steps to use to avoid plagiarism. It is the student’s responsibility to follow all instructions
and conventions with respect to citing and documenting primary or secondary sources.
Depending on the grade and level of the student, an appropriate and progressive consequence will be assigned for
academic dishonesty. For more information see the student agenda and English Department Progressive Policy
provided by the teacher.
THE ACHIEVEMENT CHART and EVALUATION
Students will be assessed and evaluated using a variety of methods to measure process work, final products, skills displayed, critical
literacy, and metacognition. Tests, quizzes, assignments, presentations, cooperative learning activities and other methods of evaluation
will be used at the teacher's discretion. Students who do not submit assignments or do not participate in activities may not provide
sufficient data for assessment and evaluation of Ministry Expectations and therefore, will not gain their credit. Please refer to the list
of expectations for policies regarding late and missing assignments as outlined in the student agenda.
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CATEGORY
KNOWLEDGE/UNDERSTANDING
KNOWLEDGE OF CONTENT (TEXT FORMS, LITERARY
TERMINOLOGY, ELEMENTS OF STYLE, THEORIES)
UNDERSTANDING OF CONTENT (CONCEPTS, IDEAS, FACTS,
THEMES) AND ITS SIGNIFICANCE
THINKING
THE USE OF CRITICAL AND CREATIVE SKILLS, PLANNING SKILLS,
AND PROCESSING SKILLS
INTERPRETATION, ANALYSIS, PROBLEM SOLVING, CREATIVITY,
CRITICAL LITERACY, RESEARCH, ORGANIZATION, AND
INFERENCE
COMMUNICATION
COMMUNICATING INFORMATION ORALLY AND IN WRITING
THROUGH VARIOUS FORMS
ORGANIZATION, USE OF APPROPRIATE CHOICE OF LANGUAGE
AND STYLE FOR AUDIENCE AND PURPOSE
GRAMMAR, LANGUAGE USAGE, SPELLING, PUNCTUATION
APPLICATION
MAKING CONNECTIONS WITHIN AND BETWEEN CONTEXTS
(TO SELF, TO SCHOOL, TO WORLD, TO OTHER TEXTS)
APPLYING KNOWLEDGE AND SKILLS IN FAMILIAR AND NEW
CONTEXTS
WRITING AND REWRITING (USE OF PROCESS)
APPLYING THEORIES, CONCEPTS AND TERMS
LEVEL R BELOW
50%
INSUFFICIENT
ACHIEVEMENT
OF
CURRICULUM
EXPECTATIONS
LEVEL 1:
50-59%
LEVEL 2:
60-69%
LEVEL 3:
70-79%
A PASSABLE
LEVEL OF
ACHIEVEMENT
A MODERATE
LEVEL OF
ACHIEVEMENT
A HIGH LEVEL
OF ACHIEVEMENT
ACHIEVEMENT
IS BELOW THE
PROVINCIAL
STANDARD.
ACHIEVEMENT
IS BELOW, BUT
APPROACHING
THE
PROVINCIAL
STANDARD
ACHIEVEMENT IS AT
THE
PROVINCIAL
STANDARD.
LEVEL 4:
80-100%
A HIGH TO
OUTSTANDING LEVEL OF
ACHIEVEMENT
ACHIEVEMENT IS
ABOVE THE
PROVINCIAL
STANDARD.
CURRICULUM EXPECTATIONS AND STRANDS IN THE ENGLISH CURRICULUM
The expectations identified for each course describe the knowledge and skills that students are expected to develop and demonstrate.
The expectations in the compulsory courses of the English curriculum are organized in four broad areas of learning. Taken together, the
Overall and Specific Expectations represent the mandated curriculum.
Oral Communication-is a fundamental means of communication with others and the cornerstone of learning in all areas
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-requires students to consider increasingly abstract concepts and to use language structures that are
more complex and vocabulary that is more specialized
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, 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-provides students with opportunities to communicate competently using a range of forms and styles to suit specific purposes
and audiences and correctly applying the conventions of language – grammar, usage, spelling, and punctuation.
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 literary, informational, 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-focuses on the construction of meaning through the combination of several media “languages” – images,
sounds, graphics, and words in songs video games, advertising, tv shows, magazines, news articles.
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