Grade 12 Ontario Literacy Course

 

 

 

 

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COURSE  ASSESSMENT/EVALUATION  OUTLINE

COURSE TITLE:

Ontario Secondary School Literacy Course, Grade 12

   COURSE CODE:

OLC4O

COURSE TYPE/GRADE:

Open/12

 CREDIT VALUE:

1

PREREQUISITE:

Students who have been eligible to write the OSSLT at least twice and who have been unsuccessful at least once.

DATE:

2017-2018

TEACHER NAME:

Seán Adams

PERIOD:

B

COURSE DESCRIPTION :

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.

 

  OVERALL CURRICULUM EXPECTATIONS:
  • 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;
  • useknowledgeofwritingforms,andoftheconnectionsbetweenform,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
Overall Expectations
By the end of this course, students will:

  • demonstrate understanding of the importance of 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:

Throughout the course, a range of instructional strategies will be used to address students’ needs.  Assessment is the onoing proces of gathering and analyzing information from a variety of sources. Diagnostic assessments are used to identify students’ strengths and learning needs to assist with planning, modifying and adjusting instruction.  Formative assessments, which occur throughout the learning process, give students multiple opportunities to practice and receive feedback in an effort to improve their learning and achievement of the curriculum expectations.

EVALUATION:

Evaluation measures achievement of the overall curriculum expectations.  They are summative and usually take place at the end of important segments of learning (end of a unit, strand, term, semester), following student practice and constructive feedback.  Evaluations give students an opportunity to apply and demonstrate their learning based on established achievement criteria. 
Seventy per cent (70%) of the final grade will be based on the evaluations conducted during the course. There will be numerous and varied opportunities for students to demonstrate their achievement of the curriculum expectations across all four achievement categories according to the weighting described below.  Missed and/or incomplete assignments will have an impact on the final grade where there are a number of curriculum expectations that have not been evaluated because of missed assignments.
Thirty per cent (30%) of the final grade will be based on summative evaluation(s) administered towards the end of the course and following the same weighting of the achievement chart categories as the term evaluation.  All students must take part in the course-culminating activities that make up the 30% final evaluation mark. 

                                                                                                                       

WEIGHTING ACCORDING TO ACHIEVEMENT CHART CATEGORIES:

 

Knowledge/Understanding

25

%

 Thinking

25

%

Communication

25

%

Application

25

%

 

LEARNING SKILLS:

There are six clusters of learning skills required for effective learning, achievement of the curriculum expectations and student success in and out of school: Responsibility, Independent Work, Organization, Initiative, Collaboration and Self-Regulation. 

LATE & MISSED ASSIGNMENTS:

Submitting course work on time is an important aspect of student learning and time management.  Students will be informed of due dates and ultimate deadlines, which is the last opportunity for students to submit an assignment for evaluation.  Late submissions will be reported as part of the learning skills on the report card and a variety of strategies will be used to encourage on-time submission of assignments including parent, student-teacher conferences, counselling, contracts, alternative assignments and extra help.  A mark deduction for late assignments up to and including the full value of the assignment may be used as a last resort.   

ACADEMIC HONESTY:  

Students are expected to be academically honest by submitting their own original work, and the marks they receive are intended to reflect their own academic achievement.  When evidence of dishonesty is confirmed, the incident and the consequences will be communicated to the principal/vice-principal, the student and parent(s)/guardian.

A mark of zero may be awarded for the assignment in question and a repeated pattern of academic dishonesty may result in an escalating severity of consequences.

COMMUNICATION:

Extra help will be available, including before classes, at lunch, and after school.                                                               
Phone calls home will be made regularly to discuss academics, attendance, punctuality or behaviour.
The teacher can be contacted at 416-393-1455.
Formal Parent/Teacher Meetings/Conferences will be twice a year. Upon request, meetings can be arranged at any time during the school year.

   COURSE EVALUATION PLAN

 

30% Final Evaluations

EVALUATION TASKS

ACHIEVEMENT CHART FOCUS

WEIGHTING (%)

 

Final Writing Portfolio

 

K/U,  T, C, A

 

30

70% Course Work

 

UNIT SEQUENCE

TIMING
(Hrs or Dates)

EVALUATION TASK(S)

 

ACHIEVEMENT CHART FOCUS

 

DUE DATE

 

Reading Log

 

 

 

 

Each Quad
50 Hours

 

Narrative, Graphic, Information Texts and Oral Questions

 

K/U, T, C, A

 

Weekly

 

 

 

 

 

 

 

Writing Log

 

Each Quad
60 Hours

Summaries, Information and Opinion Paragraphs, and Reports

 

K/U, T, C, A

 

Weekly