ASSESSMENT CANADA SHANDONG SECONDARY SCHOOL
加拿大山东中学
Tai’an City, Shandong Province
People’s Republic of China
COURSE OUTLINE: Board/Authority Authorized Course:
ENGLISH AS A SECOND LANGUAGE (ESL) 10
Teacher: KATHERINE FAITH MADDELA
First Semester SY 2021-2022
DESCRIPTION: BAA English as a Second Language 10 (BAA-ESL 10) course is designed for students
whose first language is not English and may require additional English language support and
understanding of local culture to access the B.C. curriculum and reach their potential. Through
BAA-ESL 10 instruction, students learn English language skills as well as social and cultural
requirements necessary to succeed in an academic environment and contribute to society,
while maintaining their cultural heritage.
https://curriculum.gov.bc.ca/curriculum/english-language-arts/11/composition
ASSESSMENT: Students will be evaluated on their work (e.g. essays, role plays, presentations,
class participation, etc.) and progress in a cumulative fashion, with the grade for each
reporting period providing a snapshot at that time based on the following criteria:
40 % In-Class Activities / Process Outputs
20 % Quizzes / Product Outputs
30 % Homework / Assignments
10 % Term Exam / Project
BIG IDEAS:
The exploration of text and story
deepens our understanding of
diverse, complex ideas about identity,
others, and the world.
Engagement with writing
processes can support creativity
and enhance clarity of expression.
Texts are socially,
culturally, geographically,
and historically
constructed.
Language
shapes ideas
and influences
others.
Questioning what we hear, read, and
view contributes to our ability to be
educated and engaged citizens.
CORE COMPETENCIES: The course follows the core competencies:
1. Communicating
2. Collaborating
1. Creative Thinking
2. Critical and Reflective
Thinking
English as a Second Language (ESL) 10
1. Personal Awareness and
Responsibility
2. Positive Personal and
Cultural Identity
3. Social Awareness and
Responsibility
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FIRST PEOPLES’ PRINCIPLES OF LEARNING: The First Peoples Principles of Learning will be also
play a large role in the learning that we do in the classroom. They are principles that help
guide all of us in our life-long learning adventures.
1. Learning ultimately supports the well-being of the self, the family, the community, the
land, the spirits, and the ancestors.
2. Learning is holistic, reflexive, reflective, experiential, and relational (focused on
connectedness, on reciprocal relationships, and a sense of place).
3. Learning involves recognizing the consequences of one’s actions.
4. Learning involves generational roles and responsibilities.
5. Learning recognizes the role of indigenous knowledge.
6. Learning is embedded in memory, history, and story.
7. Learning involves patience and time.
8. Learning requires exploration of one’s identity.
9. Learning involves recognizing that some knowledge is sacred and only shared with
permission and/or in certain situations.
COURSE TOPICS:
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CURRICULAR CONTENT
(Units Themes, Topics, and Focus)
UNIT 1: Canadian and BC Culture
- Writing: ideas and information, details and strategies, word
choice
- Reading: word attack skills, decoding and fluency
- Oral Language: meaning, vocabulary, form
- Cultural Studies: Canadian culture and BC culture
UNIT 2: Indigenous and First Peoples’ Perspectives
- Writing: sentence fluency, voice, organization and connection
- Reading: comprehension (vocabulary, main ideas, genre)
- Oral Language: meaning, vocabulary, form
- Cultural Studies: indigenous and first peoples’ perspectives
UNIT 3: History, Geography, and Government
- Writing: (transition and cohesion, capitals and pronunciation,
spelling)
- Reading: comprehension (retelling, inferences, interpretations)
- Oral Language: meaning, vocabulary, form
- Cultural Studies: history and government, geography and
mapping skills
UNIT 4: Communication, Media, and Laws
- Writing: (grammar and editing, word attack skills, decoding and
fluency)
- Reading: response & analysis (connections, opinions & reactions)
- Oral Language: meaning, vocabulary, form
- Cultural Studies: culture, communication, media, and laws
English as a Second Language (ESL) 10
PERIOD
(Time Frame)
 Weeks 1-5
 Weeks 6-10
 Weeks 11-15
 Weeks 16-20
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RESOURCES:
https://www.englishclub.com/teach/teacherthemes.htm
The Lighter
Side of TEFL
Headway
Internet and webbased sources
COURSE & CLASS EXPECTATIONS:
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The self-paced nature of this course requires that students manage their time effectively
to complete the course by the deadline. Successful students make their own schedule
to plan out the completion of the course.
Students must read all the information and attempt all activities in the course in order
to be successful in the course.
Students must take care that their communication with the teacher and with other
students (through email, class app message, or in person) is course related, clear and
respectful.
Students must ascertain that their work is their own and not plagiarized from any other
source. This includes previous work submitted for another course, other people’s
assignments, Web or other resources etc. Acknowledgment of sources is highly
appreciated.
MARKING SCALE
Students’ marks are based on the grades they receive on a particular assignment, participation
in class activities, proficiency to work in group, and ability to think about own learning.
Letter Grade
A
B
C+
C
CI/F
Indicator
Extending (Ext)
Proficient (Pro)
Developing (Dev)
Emerging (Em)
Emerging (Em)
Incomplete / Failing
Description
Excellent Quality
Very Good Quality
Good Quality
Satisfactory Quality
Minimal Quality
Failure
Percentage
86-100%
73-85%
67-72%
60-66%
50-59%
0-49%
KatherineMaddela@cseec.education
WeChat: MissKMaddela
English as a Second Language (ESL) 10
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