English, Grade 11, University Preparation
| Course Title | English, Grade 11, University Preparation |
| Course Code | ENG3U |
| Grade | 11 |
| Course Type | University Preparation |
| Credit Value | 1.0 |
| Prerequisite | English, Grade 10 Academic (ENG2D) |
| Co requisite | None |
| Department | English |
| Name of the Department Head | Camille Dubé - Gladstone (B.Ed., OCT) |
| Course Developer or Teacher | Camille Dubé - Gladstone (B.Ed., OCT) |
| Curriculum Policy Document | English, The Ontario Curriculum, Grades 11 & 12, 2018 (Revised) |
| Course development date | December 2020 |
| Most recent revision date | September 2022 |
| Course reviser | Camille Dubé - Gladstone (B.Ed., OCT) |
This course is designed to extend the range of oral communication, reading, writing, and media literacy skills that students need for success in their secondary school academic programs and in their daily lives. Students will analyse literary texts from contemporary and historical periods, 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 the selective use of strategies that contribute to effective communication.
This course is intended to prepare students for the compulsory Grade 12 university (ENG4U) or college preparation course.
By the end of this course, students will develop the following skills in these different areas:
| 1. Oral Communication | |
| 1.1 | Listening to Understand: Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes. |
| 1.2 | Speaking to Communicate: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. |
| 1.3 | Reflect 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. |
| 2. Reading and Literature Studies | |
| 2.1 | Reading for Meaning: Read and demonstrate an understanding of a variety of literary, informational and graphic texts, using a rage of strategies to construct meaning. |
| 2.2 | Understanding Form and Style: Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning. |
| 2.3 | Reading with Fluency: Use knowledge of words and cueing systems to read fluently. |
| 3. Writing | |
| 3.1 | Developing and Organizing Content: Generate, gather, and organize ideas and information to write for an intended purpose and audience. |
| 3.2 | 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. |
| 3.3 | 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. |
| 4. Media Studies | |
| 4.1 | Understanding Media Texts: Demonstrate an understanding of a variety of media texts. |
| 4.2 | 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 |
| 4.3 | Creating Media Texts: Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques |
| 4.4 | 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. |
| Time Allocated | Online/Offline Component | Learning Expectations | |
|---|---|---|---|
| 1. SHORT STORIES & LITERARY ANALYSIS | |||
Students will be reading through three short stories, one per week of this three week unit. This unit will introduce students to elements such as plot, point-of-view, character development as well as multiple literary and figurative language devices. Students will read, evaluate, analyze and create short stories as well as nonfiction texts. Students will focus on deepening their reading comprehension and literary writing skills. Students will have the opportunity to work on their presenting and public speaking skills through daily activities as well as their creative writing with their project in this unit. | 24 hours | (10 hrs online / 14 hrs offline) | Oral Communication: 2.1, 2.2; Reading: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3; Writing: 2.1, 2.2; Media Studies: 1.1, 1.2, 1.3 |
| 2. THE ART OF RHETORIC & DEBATE | |||
Students will be exploring the art of rhetoric and examining the various ways they can employ the skills of ethos, pathos & logos in their writing and speaking. Students will have a group project in this unit that will call upon them to focus on collaboration and teamwork. | 23 hours | (11 hrs online / 12 hrs offline) | Oral Communication: 1.2, 1.3, 1.5, 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2; Writing: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4; Media Studies: 1.4, 1.5, 1.6, 2.1, 2.2 |
| 3. NOVEL STUDY: ‘ON THE COME UP’ BY ANGIE THOMAS | |||
Students will be studying the 2019 novel “On The Come Up” by Angie Thomas and exploring the deeper meaning of the text as well as the literary devices employed. This unit will require students to complete many of the readings independently and be prepared to come to class and engage in insightful conversations about their personal connections to the text. Major themes of this novel include freedom of speech, identity and society norms. | 23 hours | (10 hrs online / 13 hrs offline) | Oral Communication: 1.1, 1.2, 1.3, 1.4, 1.6, 2.2, 2.3; Reading: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.1, 2.2, 2.3, 2.4; Writing: 4.1, 4.2; Media Studies: 1.1, 1.2, 1.3, 2.1, 2.2 |
| 4. SHAKESPEARE- MACBETH | |||
Students will be exploring the language and themes of the timeless play, Shakespeare’s Macbeth. Students will focus on employing reading strategies that will help them understand the play. Students will continue to improve their skills of planning, organizing, drafting, revising, and polishing a literary essay as examined, practiced, and assessed throughout this unit. | 30 hours | (12 hrs online / 18 hrs offline) | Reading: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3; Writing: 1.1, 1.2, 1.3, 1.4, 1.5, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7; Media Studies: 1.1, 1.2, 1.3, 3.1, 3.2, 3.3, 3.4 |
| 5. Independent Study Unit (ISU) | |||
Students will choose a novel and throughout the semester they will have assignments to complete. This Independent Study Unit will require students to use their knowledge gained throughout the course independently. This ISU is to be a showcase of the students achievements and growth from the entire semester. At the end of the semester, the students will be required to present their ISU live in front of their peers in class. This Independent Study unit is worth 15% of the final grade. | 7 hours | (3 hrs online / 4 hrs offline) | — |
| 6. Final Exam | |||
This is a proctored exam worth 25% of the final grade. | 3 hours | (3 hrs online) | — |
| Total | 110 Hours | ||
| Online | Offline |
|---|---|
| Studying Lessons | Studying instructional materials |
| Communicating with the instructor | Reading materials of the course |
| Contributing to forums | Researching topics on the internet |
| Watching instructional videos | Completing assignments |
| Watching additional resource videos | Completing essays |
| Uploading video presentations | Practicing skills |
| Completing online timed assignments | Preparing presentations |
| Practicing through online quizzes | Reviewing for tests and exams |
| Reviewing peer submissions | |
| Assessing peer presentations | |
| Completing online timed exam |
A variety of assessment and evaluation methods, strategies and tools are required as appropriate to the expectation being assessed. These include diagnostic, formative and summative within the course and within each unit.
Assessment FOR Learning and Assessment AS Learning is obtained through a variety of means, including the following:
- Ongoing descriptive feedback
- Self-assessment
- Peer assessment
- Student/Teacher communication with on a regular basis to:
- verbalize observations
- ask questions
- clarify understanding
Evidence of student achievement (assessment OF learning) is collected through ongoing observations of most consistent work, with consideration given to most recent work from various sources.
Assessment and evaluation in this course will be based on the provincial curriculum expectations. Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of assessment and breakdowns are as follows:
- Knowledge – 25%
- Thinking – 25%
- Application – 25%
- Communication – 25%
A final grade will be determined as follows:
- Term Work – 65%
- Essays – 25%
- Projects – 20%
- Assignments – 30%
- Unit Tests – 25%
- Final Examination – 25%
- Attendance and Participation – 10%
Students enrolled in this course through CHS’s Hybrid (H) program will participate in synchronous learning via live online teaching sessions, online support material, and student-to-student discussions organized throughout the semester. Conversely, students taking this course as part of CHS’s Self-Paced (S) program will learn asynchronously through recorded video lessons, presentations, online support material, and simulations. While self-paced students have up to one year to complete the course, they are encouraged to finish within five months.
A variety of strategies will be used in the online delivery of this course. Instructional strategies will include but are not limited to:
- Lesson Presentations
- Cooperative learning
- Independent research
- Peer to Peer learning
- Multimedia presentations
Learning goals will be discussed at the beginning of each assignment and success criteria be provided to students. The success criteria are used to develop the assessment tools in this course, including rubrics and checklists.
The English curriculum is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners. The curriculum is designed to provide students with the knowledge and skills that they need to achieve this goal. It aims to help students become successful language learners.
- understand that language learning is a necessary, life-enhancing, reflective process;
- communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;
- make meaningful connections between themselves, what they encounter in texts, and the world around them;
- think critically;
- understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
- appreciate the cultural impact and aesthetic power of texts;
- use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.
Students with special needs and English Language Learners will be provided with accommodation, including additional time, assistive technology and scribe where available. Teachers who are planning a program in this subject make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Learning Skills listed below are key to student success. Learning Skills are assessed independently of achievement and are determined through observation and participation. A check list and student-teacher communication will be used to determine the level in each category.
- Responsibility
- Organization
- Independent Work
- Collaboration
- Initiative
- Self-Regulation
All resources (short stories, poems, novels and plays) will be provided to the student in online formats. However; students may choose to purchase copies of the following:
- “On The Come Up” by Angie Thomas
- “Macbeth” a play by William Shakespeare (No Fear Shakespeare Edition recommended)
- Lesson Presentations
- Student Workbook
- On-Line resources
- Film
- Resources on Actively Learn