Everything we do in this course points at one or more of these expectations, from ENG2D — English, Grade 10, Academic. Lesson pages link here so you can always see why we are doing something.
Where these come from
The wording below is the Ontario curriculum’s own. See About These Expectations — including a note about the codes.
The four strands are taught together rather than in turn: you read to write, write about what you read, and talk about all of it.
graph TD A["A. Oral Communication"] --> B["B. Reading and Literature Studies"] B --> C["C. Writing"] C --> D["D. Media Studies"] D --> A
Overall and specific expectations
Strand A. Oral Communication
By the end of this course, students will:
A1. Listening to Understand
listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
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A1.1
identify the purpose of a variety of listening tasks and set goals for specific tasks (e.g., listen to a teacher read a prose selection aloud in order to identify how the rhythm of the sentences enhances the mood; clarify and extend the ideas of others in a class discussion; synthesize information from a guest speaker’s presentation)
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A1.2
select and use appropriate active listening strategies when participating in a variety of classroom interactions (e.g., ask questions and respond to the ideas of others during a class discussion about a short story; maintain attentiveness and focus during a guest speaker’s presentation)
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A1.3
select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex texts (e.g., make jot notes during a class discussion about character development; discuss, in a small group, other classmates’ ideas about a controversial issue in order to understand divergent opinions)
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A1.4
identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways (e.g., listen to a read-aloud of a scene from a Shakespeare play and summarize the content; use a graphic organizer to compile the main ideas and supporting details from several television newscasts about a current event/issue)
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A1.5
develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., explain how the narrator’s tone in the voice-over influenced their interpretation of the visuals in a movie trailer; explain similarities and differences between the deliveries of a monologue in the stage and film productions of a play)
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A1.6
extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare their own delivery of a Shakespearean monologue with deliveries by their classmates or in professional productions; use role play and drama to explore ideas, emotions, and issues presented in oral texts; listen to a professionally recorded play and then explain how a character’s struggle resonated with a personal experience)
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A1.7
analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response (e.g., explain how a fellow student has used a combination of personal anecdotes and research to support his or her opinion in a presentation; review a radio news broadcast and examine the effective use of “sound bites” to inform and engage the audience)
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A1.8
identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., listen to and then discuss mock interviews for a variety of job types; assess “testimonial” commercials; analyse the language used in role plays)
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A1.9
evaluate the effectiveness of a variety of pres-
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A2. Speaking to Communicate
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
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A2.1
communicate orally for a variety of purposes, using language appropriate for the intended audience (e.g., prepare a group read-aloud of a short story for a school-wide literary festival; prepare a “Speakers’ Corner” message about a contemporary issue; create and present a skit involving characters who hold opposing views on a topic; make a class presentation on the issues affecting Aboriginal communities)
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A2.2
demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., adapt speech according to the role/ responsibility assumed in a reading-circle discussion; negotiate consensus, when appropriate, by identifying the commonalities among the various points of view; use language and forms of address that are appropriate for the level of formality of the situation)
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A2.3
communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience (e.g., identify and use specific references from a text to strengthen arguments in a presentation; present an argument that has a clearly stated purpose, point-by-point development, and relevant supporting details)
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A2.4
use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., use examples of idioms from diverse cultures to illustrate a concept during a presentation; use emotive language in a persuasive appeal to a large group; use contemporary English to adapt a Shakespearean soliloquy)
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A2.5
identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences (e.g., enunciate clearly, while varying tone, pace, and volume, to ensure that all members of a diverse audience will understand the message; adjust volume, pace, and pitch to suit the purpose of speaking and the size and type of audience; adapt voice to role-play the subject of a biography for a mock interview)
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A2.6
identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately to help convey their meaning and with sensitivity to audience needs and cultural differences (e.g., use a variety of non-verbal cues to enhance a dramatic reading; assume a posture that maintains an engagement with the audience when giving a presentation; play charades in a small group)
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A2.7
use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience (e.g., use graphic organizers on an overhead projector to compare the elements of two short stories; use costumes and props to enhance a dramatic presentation)
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A3. 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. 1. Listening to Understand Purpose
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A3.1
describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills (e.g., explain how they used visual and audio aids to clarify ideas in a small-group presentation; discuss what they find most difficult about presenting orally in class, and list strategies that might make it easier)
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A3.2
identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., identify and explain narrative techniques that they could incorporate into a group oral presentation; explain how reading a humorous short story improves their ability to tell amusing anecdotes of their own)
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Strand B. Reading and Literature Studies
By the end of this course, students will:
B1. Reading for Meaning
read and demonstrate an understanding of a variety of literary, informational,
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B1.1
read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading (e.g., compare the diction and imagery used in a contemporary poem and a poem on the same theme from a different historical period; develop a character sketch based on a brief biography of a historical figure they admire to prepare for a short role-play presentation; use an electronic database to locate information from various sources about religious or cultural practices of an ethnic group different from their own)
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B1.2
select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts (e.g., make jot notes based on teacher prompts during a read-aloud; pose questions about a character’s motivation or actions in a fictional text; role-play alternative solutions to a conflict presented in a text; activate prior knowledge about a topic using an anticipation guide)
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B1.3
identify the most important ideas and supporting details in texts, including increasingly complex texts (e.g., flag key passages that reveal character in a text; highlight or make notes about ideas or details that support the author’s thesis; prepare a series of tableaux to represent key events in a story; determine what essential information is conveyed by the captions in a graphic text)
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B1.4
make and explain inferences about texts,
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B1.5
extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., recall similar structures of texts previously read to help in analysing a new text; with a partner, role-play a mock interview about a public personality’s reaction to a recent profile in a print or online source; explain how something in your own experience or background has influenced your understanding of a character’s behaviour)
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B1.6
analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how figures of speech in a text highlight the theme and help create a mood; determine how the setting in two short stories helps clarify each story’s main theme)
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B1.7
evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions (e.g., explain why the plot of a novel is believable or not; explain why one online information source is more useful than another; explain some of the ways in which a particular novel engages the reader; explain why the wording of the text in an advertisement succeeds in capturing the attention of its teen audience)
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B1.8
identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., determine the fairness of depictions of comic characters in a Shakespeare play, of the antagonist or villain in a novel, of poverty and poor people in a newspaper article)
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B2. Understanding Form and Style
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
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B2.1
identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning (e.g., explain the function of setting in a short story; explain the function of rhyme in a sonnet; explain the role of a refrain or repeated phrase in a ballad or story; explain the function of transition words in an opinion piece or argument; explain the role of a comparison and contrast structure in a persuasive essay or a book review; explain why some characters in a Shakespeare play speak mainly in verse and others mainly or only in prose)
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B2.2
identify a variety of text features and explain how they help communicate meaning (e.g., “explanatory” titles or epigraphs for individual chapters in a novel; logo size, illustrations, font sizes, and colour in an advertisement)
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B2.3
identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., determine the differences in meaning or effect when the same symbol, such as the sun or water, is used in two different poems; compare the images, symbols, and literary devices used in an Aboriginal myth and a Greek myth; explain how a mythical allusion in a piece of literature or an advertisement enhances the theme or message; determine what effects are achieved in works by two different authors, one of whom uses a variety of sentence types while the other does not)
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B3. Reading With Fluency
use knowledge of words and cueing systems to read fluently;
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B3.1
automatically understand most words in a variety of reading contexts (e.g., idioms, euphemisms, and slang expressions in literary texts; academic and technical terms in reports and essays; the different meanings of a familiar word in different contexts)
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B3.2
use appropriate decoding strategies to read and understand unfamiliar words (e.g., use a dictionary of foreign words and expressions to find the meaning of foreign words and phrases in dialogue in a novel; use knowledge of prefixes, suffixes, and roots to predict meaning; make personal lists of common prefixes and suffixes for easy reference; read beyond an unfamiliar word or phrase to infer meaning from the overall sense of the passage)
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B3.3
identify and use a variety of strategies to expand vocabulary (e.g., identify examples of idioms, euphemisms, slang, dialect, acronyms, academic language, and technical terminology and use a variety of resources to check their meaning; review the etymology of unfamiliar words in an etymological dictionary)
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B4. 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. 1. Reading for Meaning Variety of Texts
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B4.1
describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify detailed steps they can take to improve as readers (e.g., describe the strategies they used in reading a short story and explain how the strategies were helpful; use a Venn diagram to identify which strategies are useful at a particular stage of the reading process and which are useful at more than one stage – or at all stages)
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B4.2
identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., describe in a double-entry journal how viewing pictures of a historical period contributes to their understanding of fiction set in that period)
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Strand C. Writing
By the end of this course, students will:
C1. Developing and Organizing Content
generate, gather, and organize ideas and information to write for an intended purpose and audience;
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C1.1
identify the topic, purpose, and audience for a variety of writing tasks (e.g., an academic essay examining a theme in one of Shakespeare’s plays for the teacher; a speech about an Aboriginal leader or role model for peers; a rite-of-passage narrative relating the experience of a fictional character for peers and adults; a narrative about a significant personal moment in their own Grade 9 experience for new Grade 9 students; an article on a local issue for a community newspaper)
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C1.2
generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., free write or consult a writing journal to evolve or focus a topic for a narrative; identify and rank focus questions for further investigation; brainstorm in a small group to create a list of potential topics and questions for enquiry; conduct an electronic search for information on an author for a class project; summarize and paraphrase information and ideas in point-form notes; use formal debate strategies to explore ideas prior to research)
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C1.3
locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a research portfolio; identify a range of sources in school or public libraries and on the Internet that will provide the most appropriate information for an assignment; interview family and community members, experts, or witnesses to events; use key word searches and other browsing strategies to locate a range of periodical and e-book information in online databases; accurately record page references for information from primary sources; record all sources of information in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a detailed template to evaluate sources and information for reliability, accuracy, currency, and relevance to the topic; discuss the information selected, the progress of their research to date, and new sources to consider with the teacher or teacher-librarian)
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C1.4
identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing (e.g., use a clear statement of their topic or thesis to highlight the main points they plan to cover in a persuasive magazine article; identify appropriate classification categories and use them to itemize the characteristics of a protagonist in a story or play; use a cause-and-effect chart to organize an argument for an essay; develop an extended metaphor as a prompt for writing a poem; use a web diagram to show how quotations from a text support their argument in an opinion piece; classify images from song lyrics for a music review; use a timeline to trace the development of a tragic hero for an in-class essay)
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C1.5
determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task (e.g., verify information in another source; review supporting quotations to ensure that they accurately illustrate the intended point; use a checklist to ensure that all main points are adequately supported)
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C2. 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;
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C2.1
write for different purposes and audiences using a variety of literary, graphic, and informational forms (e.g., a speech to persuade their peers to take action on an issue; a myth or updated fairy tale for young children; a review of a music CD or a song to be shared with the class; the cover for a “talking books” CD for a senior; a biography about a family member)
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C2.2
establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing (e.g., rewrite a story by a favourite author, adopting the point of view and voice of a character other than the original narrator, or of an entirely new character; use a formal, impersonal voice in an essay to communicate their intention to maintain objectivity; use imagery that reveals or reflects their mood or attitude in a lyrical free verse poem)
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C2.3
use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience (e.g., identify concrete, specific words they can use to depict objects and events vividly and with exactness; identify long-winded expressions they can replace with more concise language)
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C2.4
write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., use a variety of sentence structures, including compoundcomplex sentences; use prepositional and participial phrases and adjectival and adverbial clauses to add details and/or qualifying information; insert rhetorical questions for emphasis in an argumentative essay; insert a sentence fragment to interrupt the flow in a paragraph for effect; use subject-verb inversion to vary sentence rhythm)
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C2.5
explain how their own beliefs, values, and experiences are revealed in their writing (e.g., compare their writing on a topic with a piece written from a different viewpoint and identify and explain the differences; write in-role to support an opinion with which they personally disagree and use feedback from a partner to assess whether they have represented the position fairly)
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C2.6
revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., reinforce a mood or feeling by sharpening the focus of the imagery and other rhetorical devices in a poem or short story; identify and remove redundancies and clarify or expand supporting details; rearrange ideas to improve parallel structure in a comparison and contrast essay)
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C2.7
produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
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C3. 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;
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C3.1
use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors (e.g., spell correctly specific historical, academic, and literary terms used in course materials; relate spelling patterns to word origin and meaning by examining the linguistic roots of words; maintain a list of words with “trick” spellings; use print and electronic spelling resources and knowledge of some international spelling variations to check accuracy and select preferred “Canadian” spellings where appropriate; use understanding of sound-symbol relationships, word structures, word meanings, and generalizations about spelling to identify and correct misspellings)
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C3.2
build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., find specialized or academic vocabulary in reference resource materials to replace vague or inaccurately used words; maintain a list of examples of technical terms and media phrases with their uses in various contexts; maintain a list of homonyms, with their different meanings and uses in context; use a dictionary to find the etymology of unfamiliar words in a history or science article)
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C3.3
use punctuation correctly and appropriately to communicate their intended meaning (e.g., use the semicolon to separate independent clauses and items in a list that contain sublists separated by commas; use underlining or italics to indicate book titles; use quotation marks to indicate titles of shorter works)
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C3.4
use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently (e.g., construct a variety of phrases and clauses and arrange them appropriately to write complete and correct simple, compound, complex, and compound-complex sentences; select verb tenses appropriate to the particular context; make subjects and verbs agree; make pronouns agree with their antecedents)
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C3.5
proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., consult print and electronic resources to ensure that words with more than one connotation are used appropriately in the context; discuss with a partner how to correct identified problems)
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C3.6
use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience (e.g., format written work to meet the requirements of a particular publication; use an engaging design and layout for an anthology of their poetry; choose appropriate fonts and design an eye-catching layout for the front and back covers of a teen magazine)
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C3.7
produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
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C4. 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. 1. Developing and Organizing Content and ideas in point-form notes; use formal debate strategies to explore ideas prior to research) to your own experience? Which will likely require the most research?” Identifying Topic, Purpose, and Audience
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C4.1
describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify appropriate steps they can take to improve as writers (e.g., explain the benefits of sharing their brainstorming list with a partner; identify the graphic organizers they find most useful for organizing their writing ideas and the characteristics that make them useful; identify the proofreading technique or tip they found most helpful)
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C4.2
identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., explain how selecting graphics and designing a layout for a poster strengthened the visualizing skills they need to set the scene for a poem or story)
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C4.3
select a variety of examples of different types of writing that they think reflect significant advances in their growth and competence as writers and explain the reasons for their choice (e.g., identify work in which they deliberately tried to include strong verbs and concrete diction; explain how they used real-life examples to add depth to their essay about a societal issue)
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Strand D. Media Studies
By the end of this course, students will:
D1. Understanding Media Texts
demonstrate an understanding of a variety of media texts;
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D1.1
explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences (e.g., magazines include content and advertisements to appeal to specific demographic groups; trailers or posters for actionadventure movies feature scenes and artefacts that appeal to a predominantly male audience)
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D1.2
interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey (e.g., the use of talking animals as characters in a TV program or on a website often signals an intention to appeal to children; in a fashion feature, models’ facial expressions and body language, as well as the setting and lighting of the photographs, create a mood or attitude that is associated with the fashions themselves)
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D1.3
evaluate how effectively information, ideas, issues, and opinions, are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose (e.g., determine whether they get more information about a news story from a TV clip or a newspaper report; determine how accurately an animated children’s film featuring animal “characters” depicts aspects of human societies)
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D1.4
explain why the same media text might prompt different responses from different audiences (e.g., explain why seniors and teens might respond differently to a political speech; suggest reasons why not all their peers like the same type of music)
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D1.5
identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., explain the perspectives evident in the covers of a selection of novels featured in the school’s English program; comment on the point of view evident in a television news story, identifying other possible points of view; analyse the text and images in a major department store’s website to identify groups and occupations that are represented and those that are nowhere evident)
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D1.6
explain how a variety of production, marketing, and distribution factors influence the media industry (e.g., suggest reasons why a film company is using the marketing strategies revealed on its website to market a specific new release; suggest reasons why particular products are advertised in a specific magazine)
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D2. 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;
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D2.1
identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning (e.g., identify the features offered in an online version of a newspaper that are not provided in the print version, and vice versa; suggest what type of content is appropriate for a podcast and explain why)
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D2.2
identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience (e.g., the use of visual irony in political cartoons; the use of symbols as well as words to convey health and safety warnings on a range of product packages)
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D3. Creating Media Texts
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
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D3.1
describe the topic, purpose, and audience for
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D3.2
select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., explain why a posting on a videosharing website would be the best way to promote a new song)
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D3.3
identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate specific aspects of their intended meaning (e.g., product packaging conventions/ techniques: illustrations and familiar or easy-tointerpret symbols and icons to assist in product identification)
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D3.4
produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a sports magazine cover for a teenage audience; posters promoting their independent reading selections for display in the school library; a commercial promoting the contributions of Aboriginal people)
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D4. 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. 1. Understanding Media Texts Purpose and Audience
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D4.1
describe a variety of strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify appropriate steps they can take to improve as media interpreters and producers (e.g., explain how a checklist helped them focus their efforts during production of a media text; use a checklist to assess their strengths as media creators and to identify areas for improvement; identify alternative production strategies they might find useful in the future)
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D4.2
identify a variety of their skills in listening, speaking, reading, and writing and explain how the skills help them interpret and produce media texts (e.g., the ability to understand how rhyme and symbols enhance meaning in a poem can help them create a powerful song lyric)
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