English, Grade 12, University Preparation

This course emphasizes the strengthening 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.

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. We strictly follow the Ministry of  Education’s Growing Success document.

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 Conferences 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 Ontario 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% 
  • Assignment – 30%
  • Projects – 25%
  • Essays – 30%
  • Unit Tests – 15%
• Final Evaluation – 25% 
• Attendance & 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.

1. Responsibility 
2. Organization 
3. Independent Work 
4. Collaboration 
5. Initiative 
6. Self-Regulation

This course will be entirely administered online, with most resources being available for free.  The students will need to purchase either a hard copy book, or an ebook of the  following: 

• “The Curious Incident of the Dog in the Nighttime” by Mark Haddon

You may choose to purchase a hard copy of the following books: 

• “Hamlet” a play by William Shakespeare (Sparknotes version recommended)
• Merriam Webster Dictionary
• Merriam Webster Thesaurus

• Presentation and video lessons
• Activities
• Online readings and resources
• Videos