Get help with English, Grade 10, Applied
Most tutoring makes you sit through material you already know. MapleMind flips that: pick the exact skill that's causing trouble — any of the 62 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official Ontario English, Grade 10, Applied curriculum
Ontario defines English, Grade 10, Applied by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 1 | 16 | Oral Communication |
| Strand 2 | 14 | Reading and Literature Studies |
| Strand 3 | 19 | Writing |
| Strand 4 | 12 | Media Studies |
Every skill below, taught one on one.
Try the first session free
How MapleMind teaches English, Grade 10, Applied — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Oral CommunicationOfficial strand · Strand 1
Listening to understand and speaking to communicate in practical and workplace situations: active listening, interpreting and analyzing oral texts, and delivering clear, effective spoken communication.
Listening to Understand
- Setting a purpose and goals for listeningeng2p.ENG2P.1.1 — Identify the purpose of a variety of listening tasks and set goals for specific tasks.
- Using active listening strategieseng2p.ENG2P.1.2 — Select and use appropriate active listening strategies when participating in a variety of classroom interactions.
- Listening comprehension strategies for complex textseng2p.ENG2P.1.3 — Select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including both simple and complex texts.
- Identifying the important ideas in oral textseng2p.ENG2P.1.4 — Identify the important information and ideas in oral texts, including both simple and complex texts, in a variety of ways.
- Interpreting oral texts with evidenceeng2p.ENG2P.1.5 — Develop and explain interpretations of oral texts, including both simple and complex texts, using evidence from the text and its oral and visual cues.
- Extending understanding by making connectionseng2p.ENG2P.1.6 — Extend understanding of oral texts, including both simple and complex texts, by connecting their ideas to personal knowledge and experience, other texts, and the world.
- Analyzing how oral texts communicateeng2p.ENG2P.1.7 — Analyse oral texts, including both simple and complex texts, focusing on how they communicate information, ideas, issues, and themes and influence the listener's response.
- Identifying perspectives and bias in oral textseng2p.ENG2P.1.8 — Identify and analyse the perspectives and/or biases evident in oral texts, including both simple and complex texts, and comment on questions they raise about beliefs, values, identity, and power.
- Evaluating presentation strategieseng2p.ENG2P.1.9 — Evaluate the effectiveness of a variety of presentation strategies used in oral texts, including both simple and complex texts, and suggest other strategies that could be used effectively.
- Communicating orally for a purpose and audienceeng2p.ENG2P.1.10 — Communicate orally for a variety of purposes, using language appropriate for the intended audience.
- Adapting interpersonal speaking strategieseng2p.ENG2P.1.11 — Demonstrate an understanding of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, with sensitivity to cultural differences.
- Communicating a clear, structured argumenteng2p.ENG2P.1.12 — Communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience.
- Word choice and stylistic devices in speakingeng2p.ENG2P.1.13 — Use appropriate words, phrases, and terminology, and different stylistic devices, to communicate meaning and engage the intended audience.
- Using vocal strategies effectivelyeng2p.ENG2P.1.14 — Identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately with sensitivity to audience needs and cultural differences.
- Using non-verbal cueseng2p.ENG2P.1.15 — Identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately with sensitivity to audience needs and cultural differences.
- Using audio-visual aids to support a presentationeng2p.ENG2P.1.16 — Use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience.
The official wording — 16 outcomes in this unit
- eng2p.ENG2P.1.1
identify the purpose of several different listen- ing tasks and set goals for specific tasks
- eng2p.ENG2P.1.2
identify and use several different active listen- ing strategies when participating in a variety of classroom interactions
- eng2p.ENG2P.1.3
identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts
- eng2p.ENG2P.1.4
identify the important information and ideas in both simple and complex oral texts in several different ways
- eng2p.ENG2P.1.5
develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations
- eng2p.ENG2P.1.6
extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
- eng2p.ENG2P.1.7
analyse both simple and complex oral texts, focusing on the ways in which they communi- cate information, ideas, issues, and themes and influence the listener’s/viewer’s response
- eng2p.ENG2P.1.8
identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, identity, and power
- eng2p.ENG2P.1.9
explain how several different presentation strategies are used in oral texts to inform, per- suade, or entertain
- eng2p.ENG2P.1.10
communicate orally for several different purposes, using language suitable for the intended audience
- eng2p.ENG2P.1.11
demonstrate an understanding of several dif- ferent interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
- eng2p.ENG2P.1.12
communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience
- eng2p.ENG2P.1.13
use appropriate words, phrases, and terminol- ogy, and several different stylistic devices, to communicate their meaning and engage their intended audience
- eng2p.ENG2P.1.14
identify several different vocal strategies and use them selectively and with sensitivity to audience needs
- eng2p.ENG2P.1.15
identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning
- eng2p.ENG2P.1.16
use several different audio-visual aids to sup- port and enhance oral presentations
Unit 2Reading and Literature StudiesOfficial strand · Strand 2
Reading and understanding a variety of practical and workplace texts: applying comprehension strategies, analyzing form and style, and reading with fluency.
Reading for Meaning
- Reading diverse texts with a purposeeng2p.ENG2P.2.1 — Read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading.
- Using reading comprehension strategieseng2p.ENG2P.2.2 — Select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including both simple and complex texts.
- Identifying important ideas and supporting detailseng2p.ENG2P.2.3 — Identify the most important ideas and supporting details in texts, including both simple and complex texts.
- Making and explaining inferenceseng2p.ENG2P.2.4 — Make and explain inferences about texts, including both simple and complex texts, supporting explanations with well-chosen stated and implied ideas from the texts.
- Extending understanding by making connectionseng2p.ENG2P.2.5 — Extend understanding of texts, including both simple and complex texts, by making appropriate connections to personal knowledge and experience, other texts, and the world.
- Analyzing how texts develop ideas and themeseng2p.ENG2P.2.6 — Analyse texts in terms of the information, ideas, issues, or themes they explore, examining how aspects of the texts contribute to these elements.
- Evaluating the effectiveness of texts with evidenceeng2p.ENG2P.2.7 — Evaluate the effectiveness of texts, including both simple and complex texts, using evidence from the text to support their opinions.
- Identifying perspectives and bias in textseng2p.ENG2P.2.8 — Identify and analyse the perspectives and/or biases evident in texts, including both simple and complex texts, and comment on questions they raise about beliefs, values, identity, and power.
Understanding Form and Style
- Characteristics of text formseng2p.ENG2P.2.9 — Identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning.
- Text features and how they communicateeng2p.ENG2P.2.10 — Identify a variety of text features and explain how they help communicate meaning.
- Elements of style and their effectseng2p.ENG2P.2.11 — Identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts.
- Understanding words automatically in contexteng2p.ENG2P.2.12 — Automatically understand most words in a variety of reading contexts.
- Decoding unfamiliar wordseng2p.ENG2P.2.13 — Use appropriate decoding strategies to read and understand unfamiliar words.
- Strategies to expand vocabularyeng2p.ENG2P.2.14 — Identify and use a variety of strategies to expand vocabulary.
The official wording — 14 outcomes in this unit
- eng2p.ENG2P.2.1
read several different short, contemporary, student- and teacher-selected texts from diverse cultures, identifying specific purposes for read- ing
- eng2p.ENG2P.2.2
use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts
- eng2p.ENG2P.2.3
identify the important ideas and supporting details in both simple and complex texts
- eng2p.ENG2P.2.4
make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts
- eng2p.ENG2P.2.5
extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
- eng2p.ENG2P.2.6
analyse texts in terms of the information, ideas, issues, or themes they explore, examin- ing how various aspects of the texts contribute to the presentation or development of these elements
- eng2p.ENG2P.2.7
evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions
- eng2p.ENG2P.2.8
identify perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, identity, and power
- eng2p.ENG2P.2.9
identify several different characteristics of informational, literary, and graphic text forms and explain how they help communicate meaning
- eng2p.ENG2P.2.10
identify several different text features and explain how they help communicate meaning
- eng2p.ENG2P.2.11
identify several different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text
- eng2p.ENG2P.2.12
automatically understand most words in sev- eral different reading contexts
- eng2p.ENG2P.2.13
use appropriate decoding strategies to read and understand unfamiliar words
- eng2p.ENG2P.2.14
identify and use several different strategies to expand vocabulary
Unit 3WritingOfficial strand · Strand 3
Developing and organizing content, drafting and revising in practical and workplace forms and styles, and applying knowledge of conventions to practical and workplace writing.
Developing and Organizing Content
- Identifying topic, purpose, and audienceeng2p.ENG2P.3.1 — Identify the topic, purpose, and audience for a variety of writing tasks.
- Generating and focusing ideaseng2p.ENG2P.3.2 — Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and resources.
- Locating and selecting supporting informationeng2p.ENG2P.3.3 — Locate and select information to appropriately support ideas for writing, using a variety of strategies and resources.
- Organizing ideas with suitable patternseng2p.ENG2P.3.4 — Identify, sort, and order main ideas and supporting details for writing tasks, using strategies and organizational patterns suited to the content and purpose.
- Checking that ideas are relevant, accurate, and completeeng2p.ENG2P.3.5 — Determine whether the ideas and information gathered are relevant, accurate, and complete and appropriately meet the requirements of the writing task.
Using Knowledge of Form and Style
- Writing in a variety of forms for purposes and audienceseng2p.ENG2P.3.6 — Write for different purposes and audiences using a variety of literary, graphic, and informational forms.
- Establishing voice in writingeng2p.ENG2P.3.7 — Establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing.
- Choosing vivid, precise wordseng2p.ENG2P.3.8 — Use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for the intended audience.
- Varying sentences and making smooth transitionseng2p.ENG2P.3.9 — Write complete sentences that communicate meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth, logical transitions between ideas.
- Recognizing beliefs and values in your writingeng2p.ENG2P.3.10 — Explain how their own beliefs, values, and experiences are revealed in their writing.
- Revising drafts to improve content and styleeng2p.ENG2P.3.11 — Revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies.
- Producing revised drafts to criteriaeng2p.ENG2P.3.12 — Produce revised drafts of texts, including both simple and complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations.
Applying Knowledge of Conventions
- Spelling correctly using rules and resourceseng2p.ENG2P.3.13 — Use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others' spelling errors.
- Building and refining word choice for writingeng2p.ENG2P.3.14 — Build vocabulary for writing by confirming word meanings and reviewing and refining word choice, using a variety of resources and strategies.
- Punctuation for clear meaning (commas)eng2p.ENG2P.3.15 — Use punctuation correctly to communicate their intended meaning.
- Grammar: writing correct sentence typeseng2p.ENG2P.3.16 — Use grammar conventions correctly and appropriately to communicate their intended meaning, constructing complete and correct simple, compound, complex, and compound-complex sentences.
- Grammar: agreement and verb tenseeng2p.ENG2P.3.16 — Use grammar conventions correctly and appropriately to communicate their intended meaning, making subjects and verbs agree, pronouns agree with antecedents, and selecting appropriate verb tense.
- Proofreading and correcting writingeng2p.ENG2P.3.17 — Proofread and correct their writing, using guidelines developed with the teacher and peers.
- Using presentation features to publisheng2p.ENG2P.3.18 — Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and heighten its appeal for their audience.
- Producing published work to criteriaeng2p.ENG2P.3.19 — Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations.
The official wording — 19 outcomes in this unit
- eng2p.ENG2P.3.1
identify the topic, purpose, and audience for several different types of writing tasks
- eng2p.ENG2P.3.2
generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appro- priate
- eng2p.ENG2P.3.3
locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate
- eng2p.ENG2P.3.4
identify, sort, and order main ideas and sup- porting details for writing tasks, using several different strategies and organizational patterns suited to the content and the purpose for writ- ing
- eng2p.ENG2P.3.5
determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task
- eng2p.ENG2P.3.6
write for different purposes and audiences using several different informational, literary, and graphic forms
- eng2p.ENG2P.3.7
establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing
- eng2p.ENG2P.3.8
use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience
- eng2p.ENG2P.3.9
write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit dif- ferent purposes and making logical transitions between ideas
- eng2p.ENG2P.3.10
explain how their own beliefs, values, and experiences are revealed in their writing
- eng2p.ENG2P.3.11
revise drafts to improve the content, organiza- tion, clarity, and style of their written work, using a variety of teacher-modelled strategies
- eng2p.ENG2P.3.12
produce revised drafts of both simple and complex texts written to meet criteria identi- fied by the teacher, based on the curriculum expectations
- eng2p.ENG2P.3.13
use knowledge of spelling rules and patterns, several different types of resources, and appro- priate strategies to spell familiar and new words correctly
- eng2p.ENG2P.3.14
build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose
- eng2p.ENG2P.3.15
use punctuation correctly to communicate their intended meaning
- eng2p.ENG2P.3.16
use grammar conventions correctly to commu- nicate their intended meaning clearly
- eng2p.ENG2P.3.17
proofread and correct their writing, using guidelines developed with the teacher and peers
- eng2p.ENG2P.3.18
use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audi- ence
- eng2p.ENG2P.3.19
produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations
Unit 4Media StudiesOfficial strand · Strand 4
Understanding, analyzing, and creating media texts: how they are built for purposes and audiences, their forms/conventions/techniques, and producing your own practical and workplace media texts.
Understanding Media Texts
- How media texts suit purposes and audienceseng2p.ENG2P.4.1 — Explain how media texts, including both simple and complex texts, are created to suit particular purposes and audiences.
- Interpreting overt and implied media messageseng2p.ENG2P.4.2 — Interpret media texts, including both simple and complex texts, identifying and explaining the overt and implied messages they convey.
- Evaluating how effectively media texts communicateeng2p.ENG2P.4.3 — Evaluate how effectively information, ideas, issues, and opinions are communicated in media texts, including both simple and complex texts, and decide whether the texts achieve their intended purpose.
- Why media texts prompt different responseseng2p.ENG2P.4.4 — Explain why the same media text might prompt different responses from different audiences.
- Identifying perspectives and bias in media textseng2p.ENG2P.4.5 — Identify the perspectives and/or biases evident in media texts, including both simple and complex texts, and comment on questions they raise about beliefs, values, identity, and power.
- How production factors shape the media industryeng2p.ENG2P.4.6 — Explain how a variety of production, marketing, and distribution factors influence the media industry.
Media Forms, Conventions, and Creating Media Texts
- Characteristics of media formseng2p.ENG2P.4.7 — Identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning.
- Conventions and techniques in media formseng2p.ENG2P.4.8 — Identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience.
- Planning a media text: topic, purpose, audienceeng2p.ENG2P.4.9 — Describe the topic, purpose, and audience for media texts they plan to create, and identify significant challenges they may face in achieving their purpose.
- Selecting an appropriate media formeng2p.ENG2P.4.10 — 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.
- Planning conventions and techniques for a media texteng2p.ENG2P.4.11 — 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.
- Producing media textseng2p.ENG2P.4.12 — Produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques.
The official wording — 12 outcomes in this unit
- eng2p.ENG2P.4.1
explain how both simple and complex media texts are created to suit particular purposes and audiences
- eng2p.ENG2P.4.2
interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey
- eng2p.ENG2P.4.3
evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended pur- pose
- eng2p.ENG2P.4.4
identify and explain different audience responses to selected media texts
- eng2p.ENG2P.4.5
identify the perspectives and/or biases evident in both simple and complex media texts and comment on any questions they may raise about beliefs, values, identity, and power
- eng2p.ENG2P.4.6
explain how several different production, mar- keting, and distribution factors influence the media industry
- eng2p.ENG2P.4.7
identify some general characteristics of several different media forms and explain how they shape content and create meaning
- eng2p.ENG2P.4.8
identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influ- ence their audience
- eng2p.ENG2P.4.9
describe the topic, purpose, and audience for media texts they plan to create, and identify specific challenges they may face in achieving their purpose
- eng2p.ENG2P.4.10
select a media form to suit the topic, purpose, and audience for a media text they plan to cre- ate, and explain why it is an appropriate choice
- eng2p.ENG2P.4.11
identify several different conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate meaning
- eng2p.ENG2P.4.12
produce media texts for several different pur- poses and audiences, using appropriate forms, conventions, and techniques
Printable workbook · A keepsake of the year
A English, Grade 10, Applied workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
What it looks like in the app
Preparing for the OSSLT?
The OSSLT literacy test is a graduation requirement in Ontario. MapleMind builds reading and writing practice from this course and grades written answers with feedback. Our OSSLT prep guide has a full study plan.
Common questions
Can MapleMind help me with English, Grade 10, Applied?
Yes. MapleMind's AI tutor covers all 62 skills in Ontario's English, Grade 10, Applied — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario's Grade 10 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open English, Grade 10, Applied in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Ontario curriculum for English, Grade 10, Applied?
The official source is linked on this page — Ontario's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
Does MapleMind help with the OSSLT?
Yes. The OSSLT literacy test is a graduation requirement in Ontario. MapleMind builds reading and writing practice from this course and grades written answers with feedback.
Keep exploring
English, Grade 9 (De-streamed)One grade back · Grade 9English, Grade 11, College PreparationThe next grade up · Grade 11All Grade 10 courses in OntarioEvery subject for this gradeEnglish Language Arts 10-1Alberta · just moved?English Language Arts 10-2Alberta · just moved?English Language Arts 10British Columbia · just moved?
Ready when you are
Pick a skill from this page and see it taught properly — free, in the browser, in under a minute.