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ENG3U outline

Bright Future Academy

4433 Sheppard Avenue East, 2nd Floor, Room 202

Toronto, Ontario M1S 1V3

ENG3U - English

COURSE OUTLINE

Course Title: English
Course Code: ENG3U
Grade: 11
Course Type: University Preparation
Credit Value: 1
Prerequisite: ENG2
D
Curriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)

Text: Handouts, Macbeth by William Shakespeare, Strange Heaven by Lynn Cody, Catcher in the Rye by J.D. Salinger

Department: English
Course Developer: Maria Wolscht
Development Date: May 2013

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.

Overall Expectations: ENG3U

By the end of this course, students will:

ORAL COMMUNICATION

Overall Expectations

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

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

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;

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

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

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

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;

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;

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

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

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;

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

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.

 

Unit details:

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Teen Angst

Recently, teen angst films have been established in film making. The protagonists find themselves misunderstood at home and school. These protagonists attempt to find one close friend and to navigate painful situations. This genre capitalizes on the spare money teens have to spend . 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 three other teen angst films, they will analyze four unhappy teens. Students must submit three assignments on the Salinger novel. In each assignment, students consider the characters and situations and apply their understanding of Holden's life. They will prepare a detailed outline and submit it to the teacher for approval before they write the essay.

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 an analysis and discussion questions that deal with this scene. Students will discuss the questions with their course-mates and teachers. For each act students will submit one significant quotation assignment. Drawing on their knowledge of characters and conflict in the play, students will write a culminating essay on the play.

30 hours

Unit 3

Readings from Other Cultures

African literatures introduce students to the diversity of African writing. Africa. Many westerners view Africa as one large "country" with one culture. Students will also be exposed to the different genres of African literatures. Poems by Charles Mungoshi make up the first activity which focuses on Southern Africa. From the West African countries, students read and listen to folk tales. An excerpt from a novel by Kenyan author Ngugi wa Thiong'o deals with East African literature in the third activity. In Activity Four a Sudanese story will be studied. Finally, students will read an autobiography by a Moroccan author and 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.

15 hours

Unit 4

Media Study

This unit focuses on how media forms change in new contexts. This transition is becoming more common as print and broadcast media use new technologies to remain competitive. Books are now published electronically as well as on audio tapes and CDs. Newspapers utilize the internet to offer electronic versions. Magazines, newsletters, and other forms of traditional print media are now online. Television programs are incorporating popular songs into their episodes and promote 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 how it might move to a new communication context.

15 hours

Unit 5

Novel Study

The last text students will be studying is Lynn Coady's novel, Strange Heaven. The unit is divided into three sections. Students will complete one assignment for each section and focus on the discussion questions in an understanding of the text and its devices. The assignments focuses 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

The final assessment task is a two hour final examination worth 15% of the students’ final mark. Students will demonstrate their understanding of skills and concepts learned and practiced in the course.

2 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 Research

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


Note on Oral Communication: Because this is an online course, oral communication is taught and assessed throughout the course using two devices. Students will be required throughout the course to participate in discussions. Some of these will take place on discussion boards where students will post their ideas about a topic at hand in guided discussion format. Students will be required to respond to the ideas of their course-mates. All students will be assessed on their ability to listen, to speak and to think about the strategies they use to do so. In addition students will see icons of speakers throughout the course which they will click on to hear ideas being spoken about and to tape themselves doing the same.

Students will have opportunities to complete assignments and submit these for assessment. Finally the unit ends with a test or other suitable assessment of learning such as projects.

Assessment and Evaluation Strategies of Student Performance:

Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. The primary purpose of assessment is to improve student learning. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

 

Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios, developmental continua, performances, peer and self-assessments, self-reflections, essays, and tests.

 

As essential steps in assessment for learning and as learning, teachers need to:

• plan assessment concurrently and integrate it seamlessly with instruction;

• share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;

• gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;

• use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;

• analyse and interpret evidence of learning;

• give and receive specific and timely descriptive feedback about student learning;

• help students to develop skills of peer and self-assessment.

 

Teachers will also ensure that they assess students’ development of learning skills and work habits, using the assessment approaches described above to gather information and provide feedback to students.

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 and assessments of learning 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. All assessments of learning will be based on evaluations developed from the four categories of the Achievement Chart for the course.

 

  • 30% of the grade will be based on a final evaluation administered at the end of the course and may be comprised of one or more strategies including tests and projects.. This final evaluation will be based on an evaluation developed from all four categories of the Achievement Chart for the course and of expectations from all units of the course. The weighting of the four categories of the Achievement Chart for the entire course including the final evaluation will be as follows.

 

Knowledge & Understanding

Thinking, Inquiry & Problem Solving

Application

Communication

25%

20%

25%

30%

 

Evaluation:

Assessment of Learning through the course:

Unit tests 40% + Assignments/Projects 30% = 70 %

Final Evaluation:

Final examination 15% + final assignment/project 15% = 30%

 

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.

Program Planning Considerations for English:

Teachers who are planning a program in English must take into account considerations in a number of important areas. The areas of concern to all teachers that are outlined there include the following:

  • Instructional Approaches
  • Program Considerations for English Language Learners
  • Antidiscrimination Education
  • Literacy, Mathematical Literacy, and Inquiry/Research Skills
  • The Role of Technology in the Curriculum
  • Career Education

Considerations relating to the areas listed above that have particular relevance for program planning in English are noted here.

Instructional Approaches. This course is based on the premise that all students can be successful language learners. They can be successful learners because of the quality of the teaching in the online course. Our teachers clarify the purpose for the learning, activate prior knowledge, and differentiate the instruction for individual students. The teacher will provide the opportunity for the student to practise and apply their knowledge and skills. The teacher will introduce a wide variety of activities to integrate the expectations from the different strands and will provide for the explicit teaching of knowledge and skills.

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:

  • 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;
  • 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);
  • use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
  • 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.

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.

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.

 

Resources:

Macbeth by William Shakespeare

Strange Heaven by Lynn Cody

Catcher in the Rye by J.D. Salinger

Students 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.

Dictionary and thesaurus