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English, Grade 10, Academic
Course Overview
Course Title
English, Grade 10, Academic
Course Type
Academic - Online Delivery
Course Code
Credit Value
ENL1W, English, Grade 9, De-streamed
IMG Education
Revision Date
Course Description
This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, interpret and evaluate informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on the selective use of strategies that contribute to effective communication. This course is intended to prepare students for the compulsory Grade 11 university or college preparations course.
Course Resources
This course is entirely online and does not require any additional resources such as a textbook. Students may choose to use:
a personal copy of The Outsiders by S.E. Hinton (an online, free-to-use copy will be provided in the course)
Overall Course Expectations
Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
Read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
Use knowledge of words and cueing systems to read fluently;
Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
Generate, gather, and organize ideas and information to write for an intended purpose and audience;
Draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
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.
Demonstrate an understanding of a variety of media texts;
Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
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.
Course Content Outline
The short story unit builds on the literary elements of the short story. It offers many opportunities to apply reading strategies and interpretation of stores read. Concepts include: plot, setting, theme, point of view, character and symbols are explored. The short stories themselves contain underlying themes which will be analyzed to see how authors make a story work for a message. Students will be challenged to think on a wider level about interconnected issues and themes that run throughout the materials.
By the end of this unit, students will demonstrate an understanding of the elements of drama: literary elements, technical elements, and performance elements. Students will undergo a comparative analysis of prose and verse and the significance of characteristics. They will review literary devices such as irony, metaphor, simile, personification, pun, and imagery, and determine the effect of each in the dramatic text. Students will make connections between dramatic themes, their lives, and the outside world. Students will practice oral reading and critical analysis of monologues, soliloquies, and dialogues and identify speaking strategies for the effect of voice on oral presentation.
Students will have an opportunity to work with reading and writing forms used in the OSSLT as practice. It will help students to prepare for expectations for OSSLT and become familiar with the types of formats used (e.g. short answer, long answer, multiple-choice).
In the novel study unit, students will explore literary devices and central themes as they read and study The Outsiders, by S.E. Hinton. Students will develop their ability to read and interpret literature and internalize reading strategies and make connections between issues in the novel and current events. Students will read the text for meaning, analysing key themes, characters and ideas to generate ideas about the text. They will use other sources to support ideas as they identify and evaluate the language of the novel. Students will compare themes in the novel to those of Romeo and Juliet as classic literature, next to current issues, themes and stories.
Students will build on media concepts explored in ENG1D to demonstrate an understanding of a variety of media texts. They will identify and describe some key features of media texts, relating them to current issues and events. They will evaluate the effectiveness of various media formats with an understanding of how media affects our perception and use critical thinking skills to evaluate various forms of media.
110 hrs
Teaching/Learning Strategies
A variety of teaching and learning strategies are used, including but not limited to:
Asynchronous video lessons, explaining and modeling key concepts
Asynchronous Power Points with key concepts, applications and relevant examples
Synchronous sessions with the instructor
Inquiry and problem solving process using a prescribed series of steps
Oral and written reports and presentations
Open ended discussion questions
Reading responses focusing on critical thinking and analysis
Research skills focused upon using secondary sources to support ideas
Written responses, often scaffolded with graphic organizers
Mind maps: organize societal, environmental, and economic consideration of concepts discussed throughout the course
Case Study Analysis: students will consider data from experiments or research to answer analysis/thinking questions
Brainstorming: group generation of ideas expressed without criticism or analysis
Collaborative and cooperative learning: small group learning providing high levels of student engagement and interdependence
Structured discussion and debate: allows for detailed analysis
Formal presentation: collaborative approach to constructing presentations
Student Led Discussion: students will design open-ended critical thinking questions to discuss with their classmates and facilitate discussion
Use success criteria to set goals for learning
Develop and use checklists to reflect on skills used and those to improve
Specific questions and discussion will guided self-reflection skills for reflecting on on-going learning, process, interpretation and evaluation
Assessment and Evaluation
The primary purpose of assessment and evaluation is to improve student learning. Assessment for learning, as learning and of learning as outlined in the Ministry document Growing Success will be the focus in this course.
Assessment will be ongoing and is intended to provide students with feedback for improvement, as intended in using for and as assessment procedures.
Examples of Assessment For/As Learning
Graphic organizers
Teacher feedback
Peer feedback
Practice with feedback
Sticky note activities
Placemat activities
Practice quizzes
Success Criteria
Exit tickets
Goal setting
Reading/writing logs
Examples of Assessment Of Learning
Differentiated Products (e.g. newscast, graphic organizers, outlines)
Oral reports
Media production
Technology products
Evaluation will be summative and will occur at key points during the term (70 percent) and at/near the end of the course (30 percent). Evaluation will provide information about student achievement based on student performance in the four areas of Knowledge/Understanding, Thinking/Inquiry, Communication and Application. In determining a final grade, the teacher will especially consider the student’s most recent consistent level of achievement.
Products including projects, portfolios, essays, reports, written assignments, in-class (online) assignments, and rich performance tasks such as presentations, seminars, independent research, exhibitions, recitals, skills demonstration, role-playing, and work samples.
Observations including instructional question and answer sessions for review of previous material, questions and answers, journals/learning logs, group and independent work, tests and quizzes, and discussions.
Conversations, including, student-teacher interviews and conferences, informal feedback and review, and discussions to review self and peer evaluations.
The final evaluation is comprised of an exam, independent student project, or a combination of both, that is worth 30 percent of the final mark. It will that evaluate student mastery of the curriculum in these areas: knowledge/understanding, thinking/inquiry, application and communication.
KTAC Total % of Course
Knowledge 25%
Thinking 25%
Communication 25%
Application 25%

The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

Percentage Grade Range

Achievement Level

Summary Description




Level 4+

Level 4

Level 4-

A very high to outstanding level of achievement. Achievement is above the provincial standard




Level 3+

Level 3

Level 3-

A high level of achievement. Achievement is at the provincial standard.




Level 2+

Level 2

Level 2-

A moderate level of achievement. Achievement is below, but approaching, the provincial standard.




Level 1+

Level 1

Level 1-

A passable level of achievement. Achievement is below the provincial standard

Below 50%:  Insufficient achievement of curriculum expectations. A credit will not be granted.


Level 3 (70-79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course.


Student Achievement Chart - Levels of Achievement

The achievement chart also identifies four levels of achievement, defined as follows:


Level 1 (50-59%) represents achievement that falls much below the provincial standard.The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course.


Level 2 (60-69%) represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.


Level 3 (70-79%) represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses.


Level 4 (80% +) identifies achievement that surpasses the provincial standard.The student demonstrates the specified knowledge and skills with a high degree of effectiveness.However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.


Knowledge and Understanding

  • knowledge of content
  • understanding of content


  • use of planning skills
  • use of processing skills
  • use of critical/creative thinking processes, skills, and strategies


  • expression and organization of ideas and information in oral, visual, and/or written forms
  • communication for different audiences and purposes in oral, visual, and/or  written forms
  • use of conventions, vocabulary, and terminology of the discipline in oral, visual, and/or written forms


  • application of knowledge and skills in familiar contexts
  • transfer of knowledge and skills to new contexts
  • making connections within and between various contexts


Learning Skills

The development of learning skills and work habits is an integral part of a student’s learning. To the extent possible, however, the evaluation of learning skills and work habits, apart from any that may be included as part of a curriculum expectation in a subject or course, will not be considered in the determination of a student’s grades.

Learning Skills and Work Habits

Sample Behaviours

The Student:


  • fulfils responsibilities and commitments within the learning environment;
  • completes and submits class work, homework,and assignments according to agreed-upon timelines;
  • takes responsibility for and manages own behaviour.


  • devises and follows a plan and process for completing work and tasks;
  • establishes priorities and manages time to complete tasks and achieve goals;
  • identifies,gathers,evaluates,and uses information, technology, and resources to complete tasks.

Independent Work

  • independently monitors, assesses, and revises plans to complete tasks and meet goals;
  • uses class time appropriately to complete tasks;
  • follows instructions with minimal supervision.


  • accepts various roles and an equitable share of work in a group;
  • responds positively to the ideas,opinions,values,and traditions of others;
  • builds healthy peer-to-peer relationships through personal and media-assisted interactions;
  • works with others to resolve conflicts and build consensus to achieve group goals;
  • shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.


  • looks for and acts on new ideas and opportunities for learning;
  • demonstrates the capacity for innovation and a willingness to take risks;
  • demonstrates curiosity and interest in learning;
  • approaches new tasks with a positive attitude;
  • recognizes and advocates appropriately for the rights of self and others.


  • sets own individual goals and monitors progress towards achieving them;
  • seeks clarification or assistance when needed;
  • assesses and reflects critically on own strengths,needs,and interests;
  • identifies learning opportunities,choices,and strategies to meet personal needs and achieve goals;
  • perseveres and makes an effort when responding to challenges.
Program Planning Considerations

At Freedom High School we believe in every students’ ability to succeed and we are committed to enabling and empowering each student to reach his or her full potential. We recognize that every student has unique interests, abilities, and goals.   

Every course at Freedom High School is grounded in the principles of Universal Design and allows for a flexible learning environment that can accommodate individual learning differences. Our mission is to provide education that is not limited by physical, financial, or social factors. Instruction as well as assessment is differentiated and adapted to support every student’s needs and ensure each student's’ success. The use of technology supports students by allowing each learner to learn at his or her own speed.  Educators pay particular attention to the following beliefs:

  • all children can succeed,
  • each child has his or her own unique patterns of learning,
  • successful instructional practices are founded on evidence-based research, tempered by experience,
  • universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of children,
  • classroom educators are the key educators for a child's literacy and numeracy development,
  • classroom educators need the support of the larger community to create a learning environment that supports children with special education needs, and
  • fairness is not sameness.

Based on legislation in Ontario (Education Act, Ontario Human Rights Code, Charter of Rights and Freedoms and the Special Education in Ontario Policy and Resource Guide, 2017), Freedom High School accommodates students requiring course accommodations.

Students needing instructional, environment, or assessment accommodations in a course of study without change to the curriculum expectations are eligible to earn a course credit through the program offerings at Freedom High School.

Freedom High School supports English Language Learners and English as a Second Language learners both through dedicated ESL/ELL courses as well as within credit courses.  Our language learning courses help learners acquire a basic level of English language proficiency and prepare for credit courses. Additionally, each credit course employs best practices and strategies to support ESL and ELL learners.   

The ELL and ESL policy at Freedom High School is based on The Ontario Curriculum Grades 9-12: English as a Second Language and English Literacy Development, 2007 policy and best practices to support English Language Learners. Freedom High School offers support for English Language Learners in a variety of accommodations related to:

  • instructional strategies, including but not limited to:
    • bilingual resources,
    • cloze activities,
    • visual cues,
    • cooperative learning and peer tutoring,
    • guided reading and writing;
  • learning resources, including but not limited to:
    • graphic organizers,
    • use of visual materials,
    • simplified texts,
    • bilingual dictionaries,
    • jigsaw and learning games,
    • role play activities;
  • assessment accommodations (timing/scheduling, setting, presentation, response), including but not limited to:
    • extra time or scheduling accommodations,   
    • use of exemplars,
    • key word lists / translation on assessments,
    • oral responses,
    • scaffolded written responses.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.

Students use critical-thinking skills in when they assess, analyse, and/or evaluate the impact of something and when they form an opinion and support that opinion with a rationale. In order to think critically, students need to ask themselves effective questions in order to: interpret information; analyse situations; detect bias in their sources; determine why a source might express a particular bias; examine the opinions, perspectives, and values of various groups and individuals; look for implied meaning; and use the information gathered to form a personal opinion or stance, or a personal plan of action with regard to making a difference.

Students approach critical thinking in various ways. Some students find it helpful to discuss their thinking, asking questions and exploring ideas. Other students may take time to observe a situation or consider a text carefully before commenting; they may prefer not to ask questions or express their thoughts orally while they are thinking.

Freedom High School courses support critical thinking by giving students opportunities to interpret information, analyse situations, and detect biases.

Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.

Literacy is defined as the ability to use language and images in rich and varied forms to read, write, listen, view, represent, and think critically about ideas. It involves the capacity to access, manage, and evaluate information; to think imaginatively and analytically; and to communicate thoughts and ideas effectively. The activities and tasks that students undertake in all Freedom High School courses involve oral, written, and visual communication skills. For example, students use language to record their observations, to describe their inquiries in both informal and formal contexts, and to present their findings in presentations and reports in oral, written, graphic, and multimedia forms. 

The acquisition and development of literacy skills is promoted in all Freedom High School courses and builds on, reinforces, and enhances mathematical literacy. For example, clear, concise communication often involves the use of diagrams, charts, tables, graphs, and graphic text.

Inquiry is at the heart of learning in all courses offered at Freedom High School. Students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopedias, interviews, videos, and the Internet. The questioning they practised in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and validate information allows a student to become an independent, lifelong learner.

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools, 2009 states that schools “have a vital role to play in preparing our young people to take their place as informed, engaged, and empowered citizens who will be pivotal in shaping the future of our communities, our province, our country and our global environment.”

The three goals of environmental education are organized around the themes of teaching and learning, student engagement and community connections, and environmental leadership. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage learners in practising and promoting environmental stewardship, both at school and in the community. The third goal stresses the importance of providing leadership by implementing and promoting responsible environmental practices throughout the education system so that staff, parents, community members, and children become dedicated to living more sustainably.

The environmental education goals outlined in Acting Today, Shaping Tomorrow  have been embedded in each course of study offered by Freedom High School.  Instead of learning about environmental topics in one course, students learn about sustainability, stewardship, and the Earth’s biological and physical systems through our interdisciplinary approach to teaching and learning.

At Freedom High School, we pride ourselves on our commitment to equity, inclusivity and diversity, where each person, regardless of his or her ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, is welcomed and valued as an integral member of our community.  Freedom High School seeks to provide a safe, inclusive, and supportive environment where all our stakeholders, including students, teachers, staff, parents and guardians, and all community members feel included, respected, and treated fairly.  

In addition to creating an equitable and inclusive environment, Freedom High School also draws attention to the contributions and perspectives of First Nations, Metis, and Inuit peoples.  All our courses are developed with the Ontario First Nations, Metis, and Inuit Education Policy Framework in mind and our curriculum reflects the diversity of Canadian society.

Financial literacy may be defined as “having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence”. Freedom High School believes that financial literacy is an important component in developing well-rounded individuals and setting them up for future success. In addition to acquiring knowledge in such specific areas as saving, spending, borrowing, and investing, students need to develop skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues.

The goal at Freedom High School is to help students acquire the knowledge, skills and attitudes that will enable them to understand and respond to complex issues regarding their personal finances, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. Using The Ontario Curriculum Grades 9-12: Financial Literacy Scope and Sequence of Expectations, 2016 resource guide, Freedom High School endeavours to integrate financial literacy learning opportunities into all of our courses as appropriate to that subject.

The school library can help to build and transform students’ knowledge to support lifelong learning in our information- and knowledge-based society. The school library program supports student success across the language curriculum by encouraging students to read widely, teaching them to read for understanding and enjoyment, and helping them to improve their research skills and to use information gathered through research effectively. Freedom High School supports students by providing access to a multitude of online resources such as image and video libraries, digital libraries and databases, articles, journals, and more. FHS teachers also promote the respect of intellectual property rights for all literature and media.

Increasing reliance on computers, telecommunication networks, and information technologies in society and the workplace makes it essential for students to become computer literate and to develop “information literacy” skills. Information literacy is the ability to access, select, gather, critically evaluate, create, and communicate information, and to use the information obtained to solve problems and make decisions. In preparation for further education, employment, citizenship, and lifelong learning, students must be capable of deriving meaning from information by using a wide variety of information literacy skills.

Freedom High School uses technology in courses, where appropriate, to ensure that students acquire the knowledge, skills, and attitudes that will allow them to use computer and information technology safely, effectively, confidently, and ethically throughout their academic careers and lives.

Freedom High School courses integrate current events and issues within the curriculum expectations and do not treat them as separate topics. The integration of current events and issues into the curriculum helps students make connections between what they are learning in class and past and present-day local, national, and global events, developments, and issues. Examining current events helps students analyse controversial issues, understand diverse perspectives, develop informed opinions, and build a deeper understanding of the world in which they live. In addition, investigating current events will stimulate students’ interest in and curiosity about the world around them.

The guidance and career education program plays a central role in secondary schools by providing students with the tools they need for success in school, in the workplace, and in their daily lives. Consulting the Ontario Ministry of Education Guidance and Career Education Curriculum documents (The Ontario Curriculum Grades 9 and 10: Guidance and Career Education, 2006, The Ontario Curriculum Grade 11 and 12: Guidance and Career Education, 2006, and The Ontario Curriculum Grades 9 to 12: Course Descriptions and Prerequisites, 2011, and other policy and resource documents), Freedom High School aims to support students in their program planning. Freedom High School provides guidance to students in the form of course selection and academic counselling to ensure that students are taking the appropriate courses to fulfill their academic goals. Students will be encouraged to keep a journal throughout their courses and record their strengths and interests as it relates to future career plans. Freedom High School also assists students in applying for university and/or college by communication student achievement directly to post-secondary institutions.  

Freedom High School sees cooperative education and workplace experience as an important aspect of education.  We believe that these experiences will enrich a student's understanding of curriculum through real-life learning and increase a student's knowledge of employment opportunities.  Although Freedom High School does not currently offer cooperative education programs, the school supports students who wish to apply for a cooperative or workplace experience and connects students with Ministry of Education policies and links.

Freedom High School courses integrate current events and issues within the curriculum expectations and do not treat them as separate topics. The integration of current events and issues into the curriculum helps students make connections between what they are learning in class and past and present-day local, national, and global events, developments, and issues. Examining current events helps students analyse controversial issues, understand diverse perspectives, develop informed opinions, and build a deeper understanding of the world in which they live. In addition, investigating current events will stimulate students’ interest in and curiosity about the world around them.

Freedom High School aims to provide and safe, healthy and caring learning environment for all its stakeholders, where all students, staff, and parents or guardians are and feel safe, included and accepted.  Freedom High School provides its stakeholders with freedom from violence and harassment, ensuring that each person feels safe and supported. The learning environment, instructional materials, and teaching and assessment strategies reflect the diversity of all learners. To ensure a safe and healthy environment, Freedom High School complies with all provincial and federal health and safety legislation. The Ontario Curriculum Grades 9-12: Health and Safety Scope and Sequence of Expectations, 2017

Freedom High School courses provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. If students are conducting surveys and/or interviews, teachers must supervise their activities to ensure that they respect the dignity, privacy, and confidentiality of their participants. Teachers should ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which we have easy access to abundant information, it is very easy to copy the words of others and present them as one’s own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only the more “blatant” forms of plagiarism, but also more nuanced instances that can occur. Students often struggle to find a balance between writing in their own voice and acknowledging the work of others in the field. Merely telling students not to plagiarize, and admonishing those who do, is not enough. The skill of writing in one’s own voice, while appropriately acknowledging the work of others, must be explicitly taught to all students. Using accepted forms of documentation to acknowledge sources is a specific expectation within the inquiry and skill development strand for each course.