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Online Credits |  |
| Grade 9 | ||
| Grade 10 | ||
| Grade 11 | ||
| - BAF3M | ||
| - CHA3U | ||
| - CHW3M | ||
| - EMS3O | ||
| - ENG3C | ||
| - ENG3K | ||
| - ENG3U | ||
| - HRT3M | ||
| - MCF3M | ||
| - MCR3U | ||
| - SBI3U | ||
| - SPH3U | ||
| - ETC3M | ||
| - ICS3M | ||
| Grade 12 | ||
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COURSE OUTLINE
Course Title: English
Course Code: ENG3C
Grade: 11
Course Type: College Preparation
Credit Value: 1
Prerequisite: ENG2D or ENG2P
Curriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revisded)
Department: English
Course Developer: Deb Homuth and Kristine Klassen
Development Date: Winter 2008
Course Revised by:
Revision Date:
Course Description:
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic life. Students will study the content, form, and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course.
Unit |
Titles and Descriptions |
Time and Sequence |
Unit 1 |
Teen Angst In this unit students will explore the theme of teen angst as it is presented through the novel Catcher in the Rye and through a study of at least two modern films. |
25 hours |
Unit 2 |
Globalization and its A Small Place In this unit students will examine the essay A Small Place to familiarize themselves with the structure of an essay and as a springboard into the production of visual presentation formats. |
25 hours |
Unit 3 |
Novel Study In this unit students will read and reflect upon the novel Strange Heaven. All assignments in this unit are formative in preparation for the final summative Assessment Task. |
25 hours |
Unit 4 |
Summative Assessment Task Students will be asked to bring their skills of reading, writing, and viewing to bear on the final task which uses Strange heaven as the text but requires the application of skills taught throughout the course. |
25 hours |
Final Evaluation The final exam has two parts. The first part is a sight passage which students will use to demonstrate their language skills. The second part involves writing an essay where evidence of understanding the texts presented on the course will be evaluated. |
10 hours |
|
Total |
110 hours |
Teaching / Learning Strategies:
Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.
| Reading various works | Independent research | Directed Reading Activities |
| Multimedia Production | Direct Instruction | Research Process |
| Independent Study | Writing Processes | Writing to Learn |
| Journal writing | Portfolio | Report |
| Conferencing | Textbooks | Expressing Another Point of View |
| Interviews | Guided Internet Research | Guided Writing |
| Mentoring | Independent Reading | Reading Responses |
| Writing to Learn | Media Analysis | Story Mapping |
| Brainstorming | Response Journal | Crossword Puzzle Construction |
| Role Playing | Creative Writing | Issue Based Analysis |
| Comparative Essay Writing | Simulation |
Assessment and Evaluation Strategies of Student Performance:
Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.
Strategy |
Purpose |
Who |
Assessment Tool |
Discussion Postings |
Diagnostic |
Teacher |
Anecdotal records |
Interview |
Diagnostic |
Teacher |
Anecdotal records |
Portfolio |
Diagnostic |
Self |
Anecdotal records |
Discussion Board Posting / Exercise Questions |
Assessment |
Self/teacher |
Checklist |
Brainstorming |
Assessment |
Self/peer/teacher |
Anecdotal records |
Response Journal |
Assessment |
Self/teacher |
Marking scheme |
Interview |
Assessment |
Self |
Anecdotal records |
Internet Research |
Assessment |
Teacher |
Rating scale |
Vocabulary Builder Exercise |
Assessment |
Teacher |
Checklist |
Peer Teaching |
Assessment |
Peers/Teacher |
Anecdotal records |
Creative Writing |
Assessment |
Teacher |
Checklist |
Issue Based Analysis |
Assessment |
Teacher |
Checklist |
Simulation |
Assessment |
Teacher |
Anecdotal records |
Response Journal |
Evaluation |
Teacher |
Rating scale |
Essay Writing |
Evaluation |
Teacher |
Rubric |
Crossword Puzzle Construction |
Evaluation |
Teacher |
Checklist |
Role Playing |
Evaluation |
Teacher |
Checklist |
Comparative Essay Writing |
Evaluation |
Teacher |
Rubric |
Unit Tests |
Evaluation |
Teacher |
Marking scheme |
Vocabulary Exercises |
Evaluation |
Teacher |
Checklist |
Simulation |
Evaluation |
Teacher |
Rating scale |
Multimedia Presentation |
Evaluation |
Teacher |
Rubric |
Project |
Evaluation |
Teacher |
Rubric |
Final Exam |
Evaluation |
Teacher |
Rubric |
Overall Expectations - ENG3C
| ORAL COMMUNICATION | |
| Overall Expectations | |
| EOC.01 | Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; |
| EOC.02 | Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; |
| EOC.03 | 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. |
| READING AND LITERATURE STUDIES | |
| Overall Expectations | |
| ERL.01 | Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; |
| ERL.02 | Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; |
| ERL.03 | Reading With Fluency: use knowledge of words and cueing systems to read fluently; |
| ERL.04 | 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. |
| WRITING | |
| Overall Expectations | |
| EWR.01 | Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; |
| EWR.02 | 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; |
| EWR.03 | 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; |
| EWR.04 | 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. |
| MEDIA STUDIES | |
| Overall Expectations | |
| EMS.01 | Understanding Media Texts: demonstrate an understanding of a variety of media texts; |
| EMS.02 | 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; |
| EMS.03 | Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; |
| EMS.04 | 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. |
The Final Grade:
The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more. The final grade will be determined as follows:
- 70% of the grade will be based upon assessment tasks completed throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to the most recent evidence of achievement.
- 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will be two part: a written summative assessment task and a final examination.
The report card will focus on two distinct but related components of student achievement: the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
A Summary Description of Achievement in Each Percentage Grade Range |
||
Percentage Grade Range |
Achievement Level |
Summary Description |
80-100% |
Level 4 |
A very high to outstanding level of achievement. Achievement is above the provincial standard. |
70-79% |
Level 3 |
A high level of achievement. Achievement is at the provincial standard. |
60-69% |
Level 2 |
A moderate level of achievement. Achievement is below, but approaching, the provincial standard. |
50-59% |
Level 1 |
A passable level of achievement. Achievement is below the provincial standard. |
below 50% |
Level R |
Insufficient achievement of curriculum expectations. A credit will not be granted. |
Achievement Chart: English, Grades 9-12
| Categories | 50-59% (Level 1) |
60-69% (Level 2) |
70-79% (Level 3) |
80-100% (Level 4) |
|---|---|---|---|---|
| Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) | ||||
| The student: | ||||
| Knowledge of content (e.g., forms of text; strategies used when listening and speaking, reading,writing, and viewing and representing; elements of style; literary terminology, concepts, and theories; language conventions) |
demonstrates limited knowledge of content | demonstrates some knowledge of content | demonstrates considerable knowledge of content | demonstrates thorough knowledge of content |
| Understanding of content (e.g.,concepts; ideas; opinions; relationships among facts, ideas,concepts,themes) |
demonstrates limited understanding of content | demonstrates some understanding of content | demonstrates considerable understanding of content | demonstrates thorough and insightful understanding of content |
| Thinking - The use of critical and creative thinking skills and/or processes | ||||
| The student: | ||||
| Use of planning skills (e.g., generating ideas, gathering information, focusing research, organizing information) |
uses planning skills with limited effectiveness | uses planning skills with moderate effectiveness | uses planning skills with considerable effectiveness | uses planning skills with a high degree of effectiveness |
| Use of processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating) |
uses processing skills with limited effectiveness | uses processing skills with some effectiveness | uses processing skills with considerable effectiveness | uses processing skills with a high degree of effectiveness |
| Use of critical/creative thinking processess (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process) |
uses critical / creative thinking processes with limited effectiveness | uses critical / creative thinking processes with some effectiveness | uses critical / creative thinking processes with considerable effectiveness | uses critical / creative thinking processes with a high degree of effectiveness |
| Communication - The conveying of meaning through various forms | ||||
| The student: | ||||
| Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms | expresses and organizes ideas and information with limited effectiveness | expresses and organizes ideas and information with some effectiveness | expresses and organizes ideas and information with considerable effectiveness | expresses and organizes ideas and information with a high degree of effectiveness |
| Communication for different audiences and purposes (e.g., use of appropriate style, voice, point of view) in oral, graphic, and written forms, including media forms | communicates for different audiences and purposes with limited effectiveness | communicates for different audiences and purposes with some effectiveness | communicates for different audiences and purposes with considerable effectiveness | communicates for different audiences and purposes with a high degree of effectiveness |
| Use of conventions (e.g., grammar, spelling, punctuation, usage), vocabulary, and terminology of the discipline in oral, graphic, and written forms, including media forms | uses conventions, vocabulary, and terminology of the discipline with limited effectiveness | uses conventions, vocabulary, and terminology of the discipline with some effectiveness | uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness | uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness |
| Application - The use of knowledge and skills to make connections within and between various contexts | ||||
| The student: | ||||
| Application of knowledge and skills (e.g.,literacy strategies and processes; literary terminology, concepts, and theories) in familiar contexts | applies knowledge and skills in familiar contexts with limited effectiveness | applies knowledge and skills in familiar contexts with some effectiveness | applies knowledge and skills in familiar contexts with considerable effectiveness | applies knowledge and skills in familiar contexts with a high degree of effectiveness |
| Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) to new contexts | transfers knowledge and skills to new contexts with limited effectiveness | transfers knowledge and skills to new contexts with some effectiveness | transfers knowledge and skills to new contexts with considerable effectiveness | transfers knowledge and skills to new contexts with a high degree of effectiveness |
| Making connections within and between various contexts (e.g., between the text and personal knowledge and experience, other texts, and the world outside school) | makes connections within and between various contexts with limited effectiveness | makes connections within and between various contexts with some effectiveness | makes connections within and between various contexts with considerable effectiveness | makes connections within and between various contexts with a high degree of effectiveness |
Resources:
Students will need access to the novels Catcher in the Rye by J.D. Salinger, A Strange Heaven by Lynn Coady and the essay "A Small Place" by Jamaica Kincaid. In addition they will need access to some of the following movies: Rebel without a Cause, New Waterford Girl, The Breakfast Club, The Adventures of Sebastian Cole, Ten Things I Hate About You, Ghost World.
Program Planning Considerations for English:
Teachers who are planning a program in English must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:
- types of secondary school courses
- education for exceptional students
- the role of technology in the curriculum
- English as a second language (ESL) and English literacy development (ELD)
- career education
- cooperative education and other workplace experiences
- health and safety
Considerations relating to the areas listed above that have particular relevance for program planning in English are noted here.
Education for Exceptional Students. In planning courses in English, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. English courses reflect the creative part of our literary world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as writers. Just as English responds to the needs and demands of the greater world of work, English courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.
The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by English students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.
English As a Second Language and English Literacy Development (ESL/ELD). This English course can provide a wide range of options to address the needs of ESL/ELD students. Detailed analysis of the parts of speech, vocabulary and sentence, paragraph and essay structure will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their backgrounds and language skills can contribute to their success in the larger world.
Career Education. English definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this English course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity would be an overall intention of this English course, as it helps students prepare for success in their working lives.
Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of English should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.
Health and Safety. The English program provides the reading skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.
