ENG4U - English

COURSE OUTLINE

Course Title: English
Course Code: ENG4U
Grade: 12
Course Type: University Preparation
Credit Value: 1
Prerequisite: ENG3U
Curriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)
Department: English
Course Developer: Virtual High School (Ontario)
Development Date: 2003
Revision Date: 2011

ENG4U screenshot

Course Description:

This course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse a range of challenging literary texts from various periods, countries, and cultures; interpret and evaluate informational and graphic texts; and create oral, written, and media texts in a variety of forms. An important focus will be on using academic language coherently and confidently, selecting the reading strategies best suited to particular texts and particular purposes for reading, and developing greater control in writing. The course is intended to prepare students for university, college, or the workplace.


Unit

Titles and Descriptions

Time and Sequence

Unit 1

Oral Communication

Students will develop awareness of active listening skills, and practice academic note-taking. A variety of oral texts featuring different voices, accents, viewpoints and topics are presented in online video format. Effective presentation skills are deconstructed and employed. Tasks in this unit include active listening tasks for different purposes, analyzing and critiquing a variety of presentations for different purposes, and planning and delivering an oral presentation (in video format) intended to persuade or inform.

20 hours

Unit 2

Media Awareness

Students will develop media awareness through the analysis of a variety of media for intended audience, intended purpose, and effectiveness. The critical media theories of noted scholar Noam Chomsky are used as a springboard into an independent investigation of how a politically charged current issue or conflict is handled by the media. The final critical media essay requires students to seek out mainstream and alternative, independent news sources to gather the full spectrum of opinion and develop awareness of how political bias plays out in presentation.

22 hours

Unit 3

Novel Study

Students have a choice of novels in this unit. They will read either the classic George Orwell novel, Nineteen Eighty-Four, or Lloyd Jones's, Mr. Pip. Both novels raise relevant questions about the way power, voice and language shape history and our experience of the world. Written assignments will accompany the sections, and a major literary essay that draws on the media awareness culminates the unit.

40 hours

Unit 4

Hamlet

Students will read the play by acts. At the end of each act there is a short note on the overall purpose and effect of the section that has just been studied. This will enable students to keep this lengthy play together in their own minds and allow for reflections on the larger design features and ideas in the play. Students will examine the intricate "dance" of relationships that Shakespeare creates, and the balance and care with which he pulls together his cast of characters. At the end of each Act students will select one writing task from a choice of questions to respond to. In some sections these questions have students reaching outside the play to make connections to modern film, social issues, and historical context. In other sections students will write reflectively about the characters and their thoughts, and feelings. At the end of the play students will write a 1200 word essay on one of three topics.

25 hours

 

Final Evaluation

The final assessment task is a three hour proctored final exam worth 30% of the student's final mark in the course.

3 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 Vocabulary Building Directed Reading Activities
Multimedia Production Direct Instruction Research Process
Independent Study Writing Processes Portfolio
Conferencing Guided Internet Research Expressing Another Point of View
Guided Writing Independent Reading Reading Responses
Media Analysis Response Journal Creative Writing
Comparative Essay Writing

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.

Overall Expectations: ENG4U

Oral Communication
Overall Expectations
050.090.01.01 Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
050.090.01.02 Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
050.090.01.03 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
050.090.02.01 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;
050.090.02.02 Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
050.090.02.03 Reading With Fluency: use knowledge of words and cueing systems to read fluently;
050.090.02.04 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
050.090.03.01 Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
050.090.03.02 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;
050.090.03.03 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;
050.090.03.04 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
050.090.04.01 Understanding Media Texts: demonstrate an understanding of a variety of media texts;
050.090.04.02 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;
050.090.04.03 Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
050.090.04.04 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 a final exam administered at the end of the course.

The Report Card

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 processes
(e.g., oral discourse, research, critical analysis, critical literacy, meta-cognition, 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 required by the student:

  • ENG4U online course of study
  • Hamlet, Prince of Denmark by William Shakespeare (provided)
  • Mr. Pip by Lloyd Jones or Nineteen Eighty-Four by George Orwell, to be obtaied by the student.
  • dictionary
  • thesaurus

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, 2007 (Revised). The areas of concern to all teachers that are outlined there include the following:

  • Education for Exceptional Students
  • The Role of Technology in the Curriculum
  • English as a Second Language (ESL) and English Literacy Development (ELD)
  • Antidiscrimination Education in the English Program
  • Literacy, Numeracy, and Inquiry/Research Skills
  • Career Education
  • Cooperative Education
  • 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 and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers' instructional strategies and support students' language learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the virtual classroom. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. 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). With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English. However, oral fluency is not a good indicator of a student's knowledge of vocabulary or sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success. Research has shown that it takes five to seven years for most English language learners to catch up to their English-speaking peers in their ability to use English for academic purposes. Moreover, the older the children are when they arrive, the greater the language knowledge and skills that they have to catch up on, and the more direct support they require from their teachers. Responsibility for students' English-language development is shared by the course teacher, the ESL/ELD teacher (where available), and other school staff. Volunteers and peers may also be helpful in supporting English language learners in the language classroom. Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:

  1. modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
  2. use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students' first languages);
  3. use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
  4. use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

Note: When learning expectations in any course are modified for an English language learner (whether the student is enrolled in an ESL or ELD course or not), this information must be clearly indicated on the student's report card.

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.

Antidiscrimination Education in the English Program. Learning resources that reflect the broad range of students' interests, backgrounds, cultures, and experiences are an important aspect of an inclusive English program. In such a program, learning materials involve protagonists of both sexes from a wide variety of backgrounds. Teachers routinely use materials that reflect the diversity of Canadian and world cultures, including those of contemporary First Nations, Métis, and Inuit peoples, and make them available to students. Short stories, novels, magazine and newspaper articles, television programs, and films provide opportunities for students to explore issues relating to their self-identity. In inclusive programs, students are made aware of the historical, cultural, and political contexts for both the traditional and non-traditional gender and social roles represented in the materials they are studying. Stories, novels, informational texts, and media works relating to the immigrant experience provide rich thematic material for study, as well as the opportunity for students new to Canada to share their knowledge and experiences with others. In addition, in the context of the English program, both students and teachers should become aware of aspects of intercultural communication – for example, by exploring how different cultures interpret the use of eye contact and body language in conversation and during presentations. Resources should be chosen not only to reflect diversity but also on the basis of their appeal for both girls and boys in the classroom. Recent research has shown that many boys are interested in informational materials, such as manuals and graphic texts, as opposed to works of fiction, which are often more appealing to girls. Both sexes read Internet materials, such as website articles, e-mail, and chat messages, outside the classroom. The development of critical thinking skills is integral to the English curriculum. In the context of what is now called "critical literacy", these skills include the ability to identify perspectives, values, and issues; detect bias; and read for implicit as well as overt meaning. In the English program, students develop the ability to detect negative bias and stereotypes in literary texts and informational materials. When using biased informational texts, or literary works containing negative stereotypes, for the express purpose of critical analysis, teachers must take into account the potential negative impact of bias on students and use appropriate strategies to address students' responses. Critical literacy also involves asking questions and challenging the status quo, and leads students to look at issues of power and justice in society. The program empowers students by enabling them to express themselves and to speak out about issues that strongly affect them. Literature studies and media studies also afford both students and teachers a unique opportunity to explore the social and emotional impact of bullying, violence, and discrimination in the form of racism, sexism, or homophobia on individuals and families.

Literacy Mathematical literacy, and Inquiry, Research Skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students' success in all subjects of the curriculum and in all areas of their lives. The acquisition and development of literacy skills is clearly the focus of the English curriculum, but the English program also builds on, reinforces, and enhances mathematical literacy. For example, clear, concise communication often involves the use of diagrams, charts, tables, and graphs, and the English curriculum emphasizes students' ability to interpret and use graphic texts. Inquiry is at the heart of learning in all subject areas. In English courses, students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopedias, interviews, videos, and the Internet. The questioning they practiced in the early grades becomes more sophisticated as they learn that all sources of information have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and validate information allows a student to become an independent, lifelong learner.

Career Education. Expectations in the English program include many opportunities for students to apply their language skills to work-related situations, to explore educational and career options, and to become self-directed learners. To prepare students for the literacy demands of a wide array of postsecondary educational programs and careers, English courses require students to develop research skills, practise expository writing, and learn strategies for understanding informational reading materials. Making oral presentations and working in small groups with classmates help students express themselves confidently and work cooperatively with others. Regardless of their postsecondary destination, all students need to realize that literacy skills are employability skills. Powerful literacy skills will equip students to manage information technologies, communicate effectively and correctly in a variety of situations, and perform a variety of tasks required in most work environments.

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.

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.

Online Credits
  Grade 9  
  Grade 10  
  Grade 11  
  Grade 12  
   - BBB4M  
   - CGW4U  
   - CHI4U  
   - CIA4U  
   - CPW4U  
   - ENG4C  
   - ENG4U  
   - ETS4U  
   - EWC4U  
   - HHS4M  
   - HSB4M  
   - HZT4U  
   - ICS4U  
   - MAP4C  
   - MCV4U  
   - MDM4U  
   - MHF4U  
   - APCalAB  
   - SBI4U  
   - SCH4U  
   - SPH4C  
   - SPH4U  
  English Literacy Development