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Unit 100 - 29 Gervais Drive, North York, ON.
M3C 1Y9
Copyright 2024 Ontario Open School Inc. All Rights Reserved.
Course Prerequisite
International Languages, Level 1, Academic- LYABD
Description
This course provides opportunities for students to increase their competence and con dense in listening, speaking, reading, and writing in the language of study. Students will communicate about academic and personally relevant topics in increasingly spontaneous spoken interactions and will develop their creative and critical thinking skills through exploring and responding to a variety of oral and written texts. Students will continue to enrich their understanding and appreciation of diverse communities in regions of the world where the language is spoken. They will also investigate personal and professional contexts in which knowledge of the language is required and develop skills necessary for lifelong language learning.
Course Info
Course Outline & Units
Unit Order | Unit Name | Suggested Time |
|---|---|---|
| Unit 1 | Communicating By the end of this unit, students will:
| 25 hours |
| Unit 2 | Understanding Cultural and Society In this unit, students will explore different aspects of Arab culture, including art, sports, fashion, and food. Students will practice their Listening, Speaking, Reading, and Writing skills by exploring texts, images, and videos on these themes and will practice applying them to their own experiences and environments. Students will also be introduced to grammar through these themes. | 26 hours |
| Unit 3 | Exploring the Arabic Media In this unit, students will explore different aspects of Arabic media, including Cinema, music, literature, and television. Students will practice their Listening, Speaking, Reading, and Writing skills by exploring texts, images, and videos on these themes and will practice applying them to their own experiences and discuss their opinions regarding television, movies, and music. Students will also be introduced to grammar through these themes. | 25 hours |
| Unit 4 | Short Stories In this unit, students will examine a variety of short stories through a variety of media styles. Students will practice their Listening, Speaking, Reading, and Writing skills by exploring texts, images, and videos on these stories. Students will also be introduced to grammar | 26 hours |
| Final Evaluation 30% | Culminating Assignment Final Exam | 6 hours 2 hours |
| Total | 110 Hours |
Learning Strategies
A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:
| Strategies marked with “X” are used in the course. | |||
| Direct Instruction (teacher-led) | X | Class Activity (teacher facilitation) | X |
| Direct Instruction (discussion possible) | X | Experiential learning (learn by doing) | X |
| Class Discussion (teacher facilitated) | X | Worksheets/Surveys | X |
| Small Group Discussion | X | Individual or Group Research | |
| Partner Discussion/Conferencing | X | Teacher modeling | X |
| 1:1 Conferencing Teacher & Student | X | Text-based modeling | |
| Teacher reading to class | X | Use of Computers / Internet | X |
| Silent individual reading | X | Use of video tape or audio materials | |
| Group based reading | X | Role Playing | |
| Independent Work (teacher facilitation) | X | Presentations | X |
| Group Work (teacher facilitation) | X | Guest Speaker / Interviews / Questions | |
| Brainstorming | X | Field Trip | |
Course FAQ
The course duration is 110 hours, delivered in an online school format.
International Languages, Level 1, Academic- LYABD
The course fee is based on the selected option of Online Instructor-Class Credit For detailed information and pricing, please check our website.
Assessment & Resources
Purpose
The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.
A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.
Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:
- Products
- Observations
- Conversations
Assessment for Learning – we provide feedback and coaching. Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.
Assessment as Learning – we help students monitor progress, set goals, reflect on their learning
Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves.
Assessment of Learning – we use assessments to provide evaluative statements about student achievement. Assessment OF Learning is the assessment that becomes public and results in statements of symbols
(marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.
ASSESSMENT TOOLS
| Assessment tools marked with “X” are used in the course. | |||
| Marking schemes | X | Rubrics | X |
| Anecdotal comments | X | Checklists | X |
| Rating Scales | |||
Assessment Strategies
| Assessment for Learning | Assessment as Learning | Assessment of Learning | |||
| Quizzes | Journal/Reflections | X | Tests | X | |
| Tests | Exit and Entrance Cards | Presentations | |||
| Presentations | KWL Chart | Journals | |||
| Journals | X | Self/Peer assessment | X | Essays | X |
| Essays | Logs | Models | |||
| Models | Projects | X | |||
| Projects | X | Demonstrations | |||
| Demonstrations | Conferencing | ||||
| Conferencing | X | Questioning | X | ||
| Questioning | Independent Study Assignment | X | |||
| Independent Study Assignment | Art Exhibits | ||||
| Art Exhibits | Researching | ||||
| Researching | Reading Aloud | ||||
| Reading Aloud | Problem Solving (process focused) | ||||
| Problem Solving (process focused) | X | Debates | |||
| Debates | Work Sheets | ||||
| Work Sheets | X | Role Playing | |||
| Role Playing | Direct Instruction | ||||
| Direct Instruction | X | ||||
Resources
Growing Success: Assessment Evaluation and Reporting in Ontario Schools, First Edition Covering Grades 1-12
http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
Easy Method of Learning Arabic – Level I textbook – Publisher: Dar Elem Leelamayee – Labanon
Internet websites, Arabic Journals related to the curriculum Ontario Curriculum 2016
Course Final Grade & Report Card
Grading
- The final grade is based on performance in 3 areas: products, observations, conversations.
- 70% of the grade is based on evaluations conducted throughout the course.
- 30% is based on a final evaluation.
Weighting of categories
| Knowledge/Understanding | Thinking/Inquiry | Communication | Application |
| 25% | 25% | 25% | 25% |
Play Video
Course Grade | Grade 12 |
|---|---|
Course Code | LYACU |
Course Category | Classical Studies and International Languages |
Course Type | University Preparation |
Course Delivery | Online |
Course Duration | 110h |
Course Credit | 1.00 |
