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    1. Courses
    2. [TCA-T5] OLC4O, Ontario Secondary School Literacy Course Grade 12 by Ms. M. Hodelin (2024-25 T5)

    • Welcome!

      Course Introduction

         Welcome OLC4O     Welcome OLC4O



      • TEACHER: Ms. M. Hodelin

         ZOOM LINK:  https://edu4u.zoom.us/j/9992552146  

        TEACHER EMAIL: malaika.h@teacademy.ca

        TECHNICAL SUPPORT: Fan Wu (fanw@edu4u.ca)

        Moodle Maintenance: A reminder that every Saturday from 5 pm - Sunday at 12 am (EDT), Moodle is unavailable as it is undergoing maintenance. Ensure you have all the work you need downloaded or that you complete your tasks outside of this time 



      • Announcements Forum

        Check here frequently for general news and announcements throughout the term.
      • Checklist File
      • Introduction File

      • Course and counsellor evaluation:   https://moodle.edu4u.ca/mod/feedback/view.php?id=240583

        Addy:    https://moodle.edu4u.ca/mod/feedback/view.php?id=209160

        Anne:   https://moodle.edu4u.ca/mod/feedback/view.php?id=209165

        Christine:   https://moodle.edu4u.ca/mod/feedback/view.php?id=209170 ;

    • COURSE ORIENTATION
      COURSE ORIENTATION
    • Learning Journal and Discussion Forum
      Learning Journal and Discussion Forum
    • COURSE AGREEMENT
      COURSE AGREEMENT

      COURSE AGREEMENT

      Students must read and agree to the following procedures and policies before starting the course.

    • Unit 1 - Summary Writing

      Unit 1 - Summary Writing
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    • Lesson 1.1- Introduction to Summary Writing
      Lesson 1.1- Introduction to Summary Writing

      Lesson 1.1- Introduction to Summary Writing

      Specific ExpectationsDemonstrate the ability to read independently for personal, school-related, and career-related purposes Explain the purposes and uses of a summaryConstruct summaries that clearly state the main idea and include important support- ing detailsLearning Goals To read an informational text and identify the main ideas and supporting details Respond to the text by sharing your opinions and knowledge of natural disastersUnderstand what a summary is, why they are used and their key elements Write a simple summary of today’s article Success Criteria I can answer simple recall questions about today's readingI can brainstorm what I know about the topic "Natural Disasters" , providing at least two pointsI can identify the main ideas and supporting details of the three natural disasters discussed in today's reading I can write a 100-150 word summary of today's article

    • Lesson 1.2 Text Previewing and Summary Writing
      Lesson 1.2 Text Previewing and Summary Writing

      Lesson 1.2 Text Previewing and Summary Writing

      Specific Expectations describe, orally and/or in writing, personally relevant texts they have read and their responses to them; use appropriate pre-reading strategies to preview new textsuse appropriate strategies to organize ideas and information for writingLearning goals and success criteria Discuss the issues presented in the article with peers, providing and receiving support to understand and communication personal opinions and relevant textual information.Use appropriate modal verbs during conversations. Write a summary of an article, following the guidelines on the summary checklist

    • Lesson 1.3 Visualization
      Lesson 1.3 Visualization

      Lesson 1.3 Visualization

      Specific Expectations demonstrate the ability to read independently for personal, school-related, and career-related purposes use knowledge of the organizational structure of information paragraphs to identify the main ideamake connections between personal experiences and the content of texts to consolidate and extend understanding of different types of textsLearning goals: By the end of this lesson, you will be able to Read and respond to a simple text on an environmental issue.Use appropriate vocabulary, grammar, and writing style to respond to the text. Make connections between a written and oral text Write a summary of a text about whales

    • Lesson 1.4 Summary Writing Evaluation
      Lesson 1.4 Summary Writing Evaluation

      Lesson 1.4 Summary Writing Evaluation

      Specific Expectations use appropriate strategies to organize ideas and information for writing construct summaries that clearly state the main idea and include important support- ing details use appropriate strategies to edit written work explain the purpose and uses of summaries construct personal reflections, in para- graph form, choosing a clear focus and using appropriate examples to explain their thinking demonstrate understanding that reading is an active process of thinking and constructing meaning Success Criteria Use the stages of the writing process to summarize an academic text. Explain your choices for the information included in your summaryDiscuss your reading and writing progress with your teacher.Identify and explain ways to improve your literacy.

    • Unit 2 Information Texts

      Unit 2 Information Texts
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    • Lesson 2.1 -The Features of Informational Texts
      Lesson 2.1 -The Features of Informational Texts

      Lesson 2.1 -The Features of Informational Texts

      Specific Expectations explain the purpose and uses of information paragraphs use appropriate strategies for gathering supporting ideas and information from print and electronic sources identify the topic, the audience, the purpose for writing, and the requirements of the particular writing form; use appropriate strategies to monitor comprehension when reading informational and narrative texts use oral language skills, in English or a first language, to support and enhance their reading experiences Learning Goals: By the end of this lesson you will be able toRead an information text and accurately answer simple questions to demonstrate your understanding of the main ideas. Use post-reading strategies to identify the purpose of the text and respond to the content.Recognize the structure of an informational textUse the stages of the writing process to write a simple informational text about the history of cheese.

    • Lesson 2.2 - The KWL Chart & Steps for Informational Writing
      Lesson 2.2 - The KWL Chart & Steps for Informational Writing

      Lesson 2.2 - The KWL Chart & Steps for Informational Writing

      Specific Expectationsidentify the topic, the audience, the purpose for writing, and the requirements of the particular writing form;use pre-writing strategies to generate ideas for writing (e.g., brainstorming; constructing mind maps and semantic webs);use appropriate strategies for gathering supporting ideas and information from print and electronic sources use appropriate strategies to organize ideas and information for writing write complete and correct sentencesexplain the purpose and uses of information paragraphs (e.g., to outline safety procedures; to describe the requirements of a job; to give information about new equipment; to report on own progress);construct clear, complete information paragraphs, some with graphic elements, for a variety of purposes, using correct paragraph structuredemonstrate understanding that writing is a process that involves a range of thinking and composing skillsdemonstrate understanding that their subject, audience, and purpose for writing influence their choices of form, tone, and level of languageLearning Goals: By the end of this lesson you will be able toDefine new words using context clues Use the KWL pre-reading strategy to aid in understanding of an informational text Write an informational text on a topic of your choosingChoose the most relevant details from a teacher-selected video to include in the informational text.Discuss your writing process with your teacher

    • Lesson 2.3- Annotating and Creating Citations
      Lesson 2.3- Annotating and Creating Citations

      Lesson 2.3- Annotating and Creating Citations

      Learning Goals: By the end of this lesson you will be able toRead an informational text, while annotating and taking notes to ensure that you understand new ideas and vocabulary, and can identify the essential facts presented in the text Conduct effective research on a chosen topicWrite a simple informational text using information sourced from research Specific Expectations use appropriate strategies to monitor comprehension when reading informa- tional and narrative texts identify the topic, the audience, the purpose for writing, and the requirements of the particular writing form; use pre-writing strategies to generate ideas for writing use appropriate strategies for gathering supporting ideas and information from print and electronic sources construct clear, complete information paragraphs, some with graphic elements, for a variety of purposes, using correct paragraph structure

    • Lesson 2.4 Writing about People
      Lesson 2.4 Writing about People

      Lesson 2.4 Writing about People

      Specific Expectations describe, orally and/or in writing, personally relevant texts they have read and their responses to themuse appropriate strategies to locate information in different types of textsuse appropriate strategies to make inferences about and interpret different types of texts, includingidentify the topic, the audience, the purpose for writing, and the requirements of the particular writing use pre-writing strategies to generate ideas for writinguse appropriate strategies for gathering supporting ideas and information from print and electronic sourcesuse appropriate strategies to organize ideas and information for writing Learning Goals: By the end of this lesson you will be able toMake a personal connection to a reading about teensResearch and plan an informational text Success CriteriaI can: Identify the Who What When Where How and Why of a text Explain my personal feelings about a reading Identify the topic and audience for an informational text Research and locate at least four important facts and details about a young personPlan and organize a multi-paragraph informational text Revise, edit and publish an informational text that includes a title, subtitles, and images

    • Lesson 2.5 Unit Test
      Lesson 2.5 Unit Test

      Lesson 2.5 Unit Test

      Specific Expectations describe, orally and/or in writing, personally relevant texts they have read and their responses to themuse appropriate strategies to locate information in different types of textsuse appropriate strategies to make inferences about and interpret different types of texts,identify the topic, the audience, the purpose for writing, and the requirements of the particular writing use pre-writing strategies to generate ideas for writinguse appropriate strategies for gathering supporting ideas and information from print and electronic sourcesuse appropriate strategies to organize ideas and information for writingdemonstrate understanding that reading is an active process of thinking and con- structing meaning identify the behaviours and attitudes they need to promote their own learning demonstrate understanding that writing is a process that involves a range of thinking and composing skills Success CriteriaI can: read and understand an informational text about the Residential Shool System in Canda and the Pope's Abology to people affected by this system Research and find suitiable information about the topicPlan and organize and informational text Write, revise, edit and publish a on-page informational text about the realities of the Reseidential School System in Canada. Talk about how I use the writing process

    • Unit 3 - News Writing

      Unit Description: In this unit, students are introduced to the format and structure of a news report. They will read and write factual and unbiased new reports on a variety of relevant topics. Students will continue to use writing strategies, including planning, drafting and revising, to ensure that their final products are well-constructed and easy to understand.
      Unit 3 - News Writing
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    • Lesson 3.1 Reading the News
      Lesson 3.1 Reading the News

      Lesson 3.1 Reading the News

      Specific Expectationsuse appropriate strategies to monitor comprehension when reading informational and narrative texts use appropriate strategies to discover the meaning of unfamiliar and technical words encountered in their reading use appropriate strategies to track and record ideas and information while reading informational and narrative texts explain the purpose and uses of news reports describe the communication skills they need to function effectively in a variety of situations at school, at work and in daily life Learning Goals: By the end of this lesson you will be able to identify the main ideas in a news reportUnderstand and identify the elements of a news article

    • LESSON 3.2- Writing the News
      LESSON 3.2- Writing the News

      LESSON 3.2- Writing the News

      Curriculum Expectations Construct clear, coherent, and objective news reports that include relevant facts, information, and supporting details, using the five-questions model – Who? What? Where? When? Why? use appropriate strategies to organize ideas and information for writing explain how the ability to read, write, listen, and speak effectively can help them to succeed at school, at work, and in their personal lives Learning Goals: By the end of this lesson you will be able toWrite effective news headlines and lead paragraphs. Reflect on their media literacy skills

    • LESSON 3.3 Writing Your News Article
      LESSON 3.3 Writing Your News Article

      LESSON 3.3 Writing Your News Article

      Curriculum Expectations identify the topic, the audience, the purpose for writing, and the requirements of the particular writing form; use pre-writing strategies to generate ideas for writing create a first draft that includes the main and supporting ideas in the required formConstruct clear, coherent, and objective news reports that include relevant facts, information, and supporting details, using the five-questions model – Who? What? Where? When? Why?use appropriate strategies to edit written workLearning Goals: In this lesson, you will Use context clues to find the meanings of new wordslearn how to write a simple news articleUse your knowledge of a news article to provide meaningful feedback to your classmatesEdit your own writing based on the feedback provided

    • Lesson 3. 4 Unit 3 Assessment
      Lesson 3. 4 Unit 3 Assessment

      Lesson 3. 4 Unit 3 Assessment

      Curriculum Expectations identify the topic, the audience, the purpose for writing, and the requirements of the particular writing form; use pre-writing strategies to generate ideas for writing Construct clear, coherent, and objective news reports that include relevant facts, information, and supporting details, using the five-questions model – Who? What? Where? When? Why?use appropriate strategies to edit written workdemonstrate understanding that their subject, audience, and purpose for writing influence their choices of form, tone, and level of language demonstrate an understanding that writing is a process that involves a range of thinking and composing skillsLearning Goals and Success Criteria In today's lesson, you will :Plan and write a news article based on today's readingDiscuss the strategies that you use before, during and after writing

    • MIDTERM
      MIDTERM

    • Unit 4 - Opinion Writing

      Unit 4 emphasizes the development of critical and creative thinking so that students may present reasoned and well-thought-out arguments on a variety of topics. students are encouraged to read more and use writing strategies that include planning and revising, to ensure that they can participate in discussions about important and sometimes controversial topics, being both convincing and respectful.
      Unit 4 - Opinion Writing
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    • LESSON 4.1 Introduction to Opinion Writing
      LESSON 4.1 Introduction to Opinion Writing

      LESSON 4.1 Introduction to Opinion Writing

      Specific Expectations use appropriate strategies to discover the meaning of unfamiliar idiomatic expressions encountered in their reading explain the purpose and uses of opinion pieces (e.g., to justify a point of view; to persuade; to convince);construct a series of paragraphs, clearly stating an opinion in the opening paragraph and supporting it in subsequent paragraphs with clear, sufficient, and convincing reasonsidentify the behaviours and attitudes they need to promote their own learning explain how the ability to read, write, listen, and speak effectively can help them to succeed at school, at work, and in their personal lives use appropriate strategies to locate information in different types of texts,quote and/or cite information from sources accurately, and acknowledge all sources of ideas and information used in written work;describe, orally and/or in writing, personally relevant texts they have read and their responses to themLearning Goals: By the end of this lesson you will be able to Identify and express a clear point of view on a selected issue. Organize ideas and supporting evidence to plan an opinion essay. Provide real-world examples that support our arguments. Recognize opposing viewpoints (counterarguments) and develop appropriate rebuttals. Use complete sentences to clearly express and explain our ideasSuccess Criteria : I can: Choose and clearly state my opinion on a given topic. Provide three strong arguments that support my opinion. Support each argument with a relevant real-world example. Identify a logical counterargument that someone might have. Develop a clear rebuttal that responds to the counterargument. Use full, clear sentences to explain each idea in my outline. Organize all parts of my opinion essay plan using the required format.

    • Lesson 4. 2 : The Rhetorical Triangle
      Lesson 4. 2 : The Rhetorical Triangle

      Lesson 4. 2 : The Rhetorical Triangle

      Specific Expectations:identify the topic, the audience, the purpose for writing, and the requirements of the particular writing form;use pre-writing strategies to generate ideas for writing write complete and correct sentencesconstruct a series of paragraphs, clearly stating an opinion in the opening paragraph and supporting it in subsequent paragraphs with clear, sufficient, and convincing reasons Learning Goals: In this lesson, you will be introduced to the Rhetorical Triangle- an idea founded by Aristotle, which identifies three main areas or types of persuasive techniques that when used together, form the perfect persuasive argument. You will begin to use these techniques in your writing while focusing on identifying and choosing facts and statistics that support your point of view

    • Lesson 4.3- More Rhetorical Devices
      Lesson 4.3- More Rhetorical Devices

      Lesson 4.3- More Rhetorical Devices

      Specific Expectationsidentify the topic, the audience, the purpose for writing, and the requirements of the particular writing form;use pre-writing strategies to generate ideas for writing write complete and correct sentencesconstruct a series of paragraphs, clearly stating an opinion in the opening paragraph and supporting it in subsequent paragraphs with clear, sufficient, and convincing reasons use appropriate strategies for gathering supporting ideas and information from print and electronic sourcesLearning Goals: By the end of this lesson you will be able toIdentify Rhetorical Devices Create persuasive arguments using Rhetorical Devices Write an opinion essay

    • Lesson 4.4 - Essay Planning - The Pros and Cons of a Topic
      Lesson 4.4 - Essay Planning - The Pros and Cons of a Topic

      Lesson 4.4 - Essay Planning - The Pros and Cons of a Topic

      Curriculum Expectations use appropriate strategies to expand their vocabulary through reading demonstrate the ability to read independently for personal, school-related, and career-related purposesidentify the topic, the audience, the purpose for writing, and the requirements of the particular writing form;use pre-writing strategies to generate ideas for writing , write complete and correct sentencesconstruct a series of paragraphs, clearly stating an opinion in the opening paragraph and supporting it in subsequent paragraphs with clear, sufficient, and convincing reasons use appropriate strategies for gathering supporting ideas and information from print and electronic sourcequote and/or cite information from sources accurately, and acknowledge all sources of ideas and information used in written work;Learning GoalsBy the end of this lesson you will be able to:Identify the pros and cons of a debatable topicPlan and write a 5 paragraph essay on a debatable topic

    • Unit 5 Graphic Texts

      Unit Overview : Throughout this unit, students continue regular, purposeful, independent reading, applying reading strategies to a variety of informational texts that use graphic elements. Students will engage with a variety of graphic text forms and apply newly mastered literacy skills in new contexts.
      Unit 5 Graphic Texts
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    • Unit 6 Narrative Reading and Writing

      Unit Description: The emphasis in this unit is on the style and structure of narrative texts. Students will have the opportunity to read and respond to fictional and non-fictional narratives, as they learn how to write their own narrative essays. Continued emphasis is placed on building vocabulary and the proper use of grammatical writing structures.
      Unit 6 Narrative Reading and Writing
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    • Unit 7 Reading for Pleasure

      Unit Description : In unit 7, students will read for pleasure and to explore topics that they find interesting and meaningful. They will work independently to read and respond to narrative texts about a variety of topics. Students will practice using reading strategies before, during and after reading as they make inferences, identify biases and make connections between what they read and what they have seen or experienced. Students will create a detailed reading log, which will be graded at the end of the unit.
      Unit 7 Reading for Pleasure
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