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COURSE OUTLINE

Course Title: English
Course Code: ENG3U
Grade: 11
Course Type: University Preparation
Credit Value: 1
Prerequisite: ENG2D
Curriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)
Department: English
Course Developer:Kristine Klassen and Deb Homuth
Development Date: June 2005
Course Revised by: Deb Homuth
Revision Date: 2008

Course Description:

This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Teen Angst Over the last decade, the teen angst film has been firmly established as a genre of film making. The protagonists of these stories are typically unhappy members of an unfeeling family; they find themselves misunderstood at home and at school. Brooding and moody, it is all the protagonist can do to find one close friend and to navigate the many painful and often ridiculous situations s/he finds herself/himself in. The teen angst film is perfectly situated in the market to capitalize on all the spare money teens have to spend in their spare time. However, is it possible that the teen angst film does offer meaningful directives on life? Can teens really learn something useful as they watch protagonists struggle to find a place in the adult world? As students read The Catcher in the Rye and watch at least three other teen angst films, they will be analyzing the characterizations and relationships of four unhappy teens. As students read The Catcher in the Rye, there are four assessment tasks that students must submit. In each of these assignments, students are asked to consider the characters and situations in the novel, and apply their understanding of Holden’s life in a creative way.	25 hours
Unit 2	The Tragic Protagonist In this unit students will read, discuss, analyze and write about Shakespeare’s Macbeth. Students will read the play by scenes. On a scene page they will find analysis of its action and characterization, and an indication in brackets of the number of discussion questions that deal with this scene. Students will engage in discussion with their course-mates and teachers around the discussion questions. Each act also has students submit one creative assignment except for Act V where a formal essay is submitted.	30 hours
Unit 3	Reading from Other Cultures African Literatures will introduce you to the beauty and diversity of African literatures. The unit will allow you to read works of literature from Southern, West, East, North, and Central Africa. Many people from the western world view Africa as one large “country” with one vast culture. How very untrue this is! This unit will explore the diversity of culture through literature. You will also be exposed to the different genres of African literatures. Poems by Zimbabwean author Charles Mungoshi make up the first activity that focuses on Southern Africa. From the West African countries of Niger and Nigeria, you will be asked to read and listen to folk tales in the second activity. An excerpt from a novel by Kenyan author Ngugi wa Thiong'o is included as an example of East African literature in the third activity. A short story from Sudan is discussed in Activity Four, and in Activity Five you will read excerpts from an autobiography by Moroccan author Fatima Mernissi. Finally, you will read part of a play from Tanzania. As students analyze perspectives, biases, historical time periods they will raise questions about beliefs, values, identity and power.	10 hours
Unit 4	Media Study This unit focuses on how media forms change when embracing a new communication context. This transition is becoming more common as print and broadcast media attempt to embrace the many new technologies in a bid to remain competitive and relevant. Books are now published electronically as well as on audio tapes and CDs. Newspapers as well are in the thick of it as they utilize the internet to offer electronic versions of their newspapers. Magazines, newsletters and other forms of traditional print media can now be found online. Television programs are incorporating popular songs into their episodes and are then promoting the featured artists. Students will study four corporate case studies to understand how the specifics of this transition are going. Students will choose one print product and design the transition of it to a new communication context.	15 hours
Unit 5	Novel Study The last text students will be studying for this course is Lynn Coady’s novel, Strange Heaven. The unit is divided into 3 sections and as students read the novel, they will complete one assignment for each section. The focus of the discussion questions is on understanding the text and the devices the author uses to help it succeed. The focus of the assignments is on relationships between the novel and the broader world. This is accomplished by involving students in pieces of non-fiction to promote their thinking.	22 hours
	Final Evaluation Students will complete two final assessment tasks each of which constitutes 15% of the student’s final mark in the course. For the first task students will complete character sketches and describe casting decisions for those characters and students will create a scripted version of one section of the novel including technical notes regarding sound, light, and music. For the second task students will write a two hour proctored final examination.	8 hours
	Total	110 hours

Teaching / Learning Strategies:

Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Reading various works	Independent Rresearch	Directed Reading Activities
Expository Essay Writing	Direct Instruction	Research Process
Independent Study	Writing Processes	Writing to Learn
Reading Responses	Oral Presentations	Report
Media Analysis	Creative Writing	Expressing Another Point of View
Independent Reading	Guided Internet Research	Guided Writing
Listening Activities	Creative Media Projects

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly 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 as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - ENG3U

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 for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted 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 more recent evidence of achievement.



• 30% of the grade will be based on a final evaluation of two products administered at the end of the course. The first product is a novel assignment worth 15% of the total marks of the course. This assignment will be graded using a rubric based on the achievement chart. The second product is a final exam which is also worth 15% of the course marks. This final exam is on information from the course and the student's assignments throughout the course. This will be evaluated using a checklist.

The report card will focus on two distinct but related aspects 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 and Corresponding Level of Achievement
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:

• ENG3U online course of study
• Media (Movies): Rebel Without a Cause, Sebastian Cole, New Waterford Girl
• Macbeth by William Shakespeare
• Catcher in the Rye by J. D. Salinger
• Strange Heaven by Lynn Cody
• dictionary
• thesaurus
• various internet websites

Program Planning Considerations for English:

Teachers who are planning the program in Accounting 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.