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.
Course Code: ENG3U
Course Name: English, Grade 11, University Preparation
Prerequisite: ENG2D, Grade 10 Academic
Ministry Course Code: ENG3U
Curriculum Policy Documents: The Ontario Curriculum, Grades 9 to 12: English as a Second Language and English Literacy Development, 2007 (revised)
Growing Success: Assessment Evaluation and Reporting in Ontario Schools 2010
Development Date: May, 2020
Developed By: Liisa Blake
Teacher: Liisa Blake
Overall Curriculum Expectations
|Unit Topic||Unit Description||Unit Hours|
|Unit 1: Media Studies||This unit will begin with a discussion on some important for the modern society topics about youth culture (including diversity, violence, tolerance, bullying, responsibility, heroism, devotion, respect). Students will put together a Media Campaign to show their understanding of how influences are all around us.||25|
|Unit 2: Short Story Studies||Students develop an understanding of the conventions of narrative literature and language. Students read and study a range of short narratives, including short stories, narrative poetry, myths, legends, and animated films. Students use their knowledge of the elements of the narrative, such as plot, character, setting, conflict, theme, and atmosphere to understand and interpret narrative texts. Students record their thoughts, ideas, and feelings in a variety of personal and interactive responses, and by creating and sharing their own narratives. Students write descriptive and expository paragraphs, thereby providing a foundation for writing a five paragraph essay. Ongoing personal reading and writing are essential for students to develop mature communication skills.||25|
|Unit 3: Novel Study||Novel Study – Indian Horse Students will read and analyze Richard Wagamese’s Indian Horse. Students will be given a historical overview of the residential schools as it relates to the novel. Students will be asked to complete a pre-reading assignment where they will respond to a scenario and create their own journal entries. Students will complete quizzes for each chapter to test their basic knowledge of book. Students will study the various characters and characters throughout the novel creating their own short stories and poems. At the end of the unit, students will be given the opportunity to view the film for Indian Horse and write a film review while comparing it to the text.||25|
|Unit 4: Shakespeare Studies||In this unit students will read, discuss, analyze and write about Shakespeare's King Lear. 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. Students will work in groups and put together a movie trailer as their culminating assignment, showing their understanding of the key themes in King Lear.||25|
|Final Exam & Culminating Project||The final section of the course includes the Independent Study Project (ISP) or Culminating Project and the Final Exam. As these are the final major assignments, all of the assessments included throughout the course are designed to develop and refine your skills and knowledge of the course content.||10|
The following table provides 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%||Insufficient achievement of curriculum expectations. A credit will not be granted.|
Nature & Purpose of Assessment
Throughout the course, students will complete three kinds of assessment as outlined in the chart below:
|Kind of Assessment||Description|
|Assessment FOR Learning||Assessment that is diagnostic in nature and seeks to gather information about the student's existing knowledge and skills of a certain topic or subject matter. It typically happens at the beginning of a learning cycle, completed by the instructor and does not count directly towards final grades.|
|Assessment AS Learning||Assessment that is also diagnostic in nature but completed by the students. Students can assess themselves or peers in order to practice self-assessment and correction as a key step in the learning cycle although these kinds of assessments do not count towards the final grade.|
|Assessment OF Learning||Assessment that is summative and happens at the end of a learning cycle. Students will complete tests, submit essays or creative writing pieces, and participate in final seminars which focus on the content covered in each unit or learning cycle. These assessments count toward the final grade.|
Please note: The underlying purpose of completing three kinds of assessments is to provide students with multiple opportunities to explore and master the course material before completing the final assessments (which are used to calculate the final grade). It is important for students to recognize the value of each kind of assessment as they pursue success in this course.
As included in the Grades 9 to 12: English as a Second Language and English Literacy Development, the FOUR assessment categories of knowledge and skills taught and assessed in this course are described as follows:
Knowledge and Understanding. Subject-specific content acquired within the course (knowledge), and the comprehension of its meaning and significance (understanding).
Thinking. The use of critical and creative thinking skills and/or processes, as follows:
- planning skills (e.g., generating ideas, gathering information, focusing research, organizing information)
- processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating)
- critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)
Communication. The conveying of meaning through various text forms.
Application. The use of knowledge and skills to make connections within and between various contexts.
Overall Weighting of Assessment Categories:
Each assessment category is given a weight in order to prioritize the goals and skills reflective of the ENG3U course.
Course Work - Assessment of Learning Breakdown
The assessment of the ENG3U course is broken down into two major components:
- course work (worth 70% of your final grade)
- culminating tasks (worth 30% of your final grade).
|Final Assessment Tasks (Exam & ISU)
|Final Report Card Grade 100%|
Course Work (70%)
The course work mark is comprised of a variety of assessments that evaluate your grasp of the skills and content taught in each unit of study. The Assessments of Learning (listed in the chart below) happens throughout the course as you complete each cycle of learning within a unit of study. Each of the assessments included in the chart below counts towards the final grade for the course and are weighted as outlined below.
|Assessment Tasks & Units of Study||Weight of Final Grade|
|1||Unit 1: Movie Review Assignment||5%|
|2||Unit 1: Creative Assignment||5%|
|3||Unit 1: Media Analysis||5%|
|4||Unit 1: Seminar Discussion||5%|
|5||Unit 2: Short Story Analysis||5%|
|6||Unit 2: Creative Assignment||5%|
|7||Unit 2: Narrative Essay and Presentation||5%|
|8||Unit 2: Seminar Discussion||5%|
|9||Unit 3: Novel Study – Creative Assignment and Presentation||5%|
|10||Unit 3: Novel Study – Thematic Essay Assignment||5%|
|11||Unit 3: Novel Study – Seminar Discussion||5%|
|12||Unit 4: Shakespeare Studies – Creative Assignment and Presentation||5%|
|13||Unit 4: Shakespeare Studies - Test||5%|
|14||Unit 4: Shakespeare Studies – Seminar Discussion||5%|
Culminating Tasks (30%)
The culminating tasks of the Independent Study Unit (ISU) and Final Exam total 30% of the final course grade and will be completed at the end of the course.
|Culminating Assessment Tasks||Weight of Final Grade|
|Independent Study Unit||10%|
Program Planning Considerations
PRINCIPLES UNDERLYING THE ENGLISH CURRICULUM
This course (which is based on the Ontario 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 and this course are designed to provide students with the knowledge and skills that they need to achieve these goals. It aims to help students become successful language learners.
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.
This course includes a variety of teaching strategies to help students become independent, self-aware and compassionate learners. The key to student success is providing structured and supportive opportunities for students to explore and evaluate their understanding and overall approach to learning. Students need to be empowered to become lifelong global learners in a digital age who are willing and able to adapt to and evaluate the messages and thinking presented to them. Because of the nature of an online class, students will be challenged to develop their independent learning skills while also learning how to interact with their educational community through online platforms. Because the online format of the course influences the educational approach and capabilities of the instruction, students will be given multiple opportunities to develop the related skills.
Students with English as a Second Language
In planning this course for students with English as a Second Language, the teacher will aim to create a supportive environment that nurtures the students’ self-confidence while also maintaining the integrity and standards of the ENG3U course requirements. Because listening and reading are typically the first of the four language skills gained by the ESL student, it will be important for students to have regular opportunity to practice their writing and speaking in an encouraging setting. The Assessment AS and FOR learning tasks will act as repeated opportunities for students to practice and strengthen their language skills in preparation for the Assessment OF learning tasks that are completed at the end of each Unit or Learning Cycle. Students are also encouraged to seek out supports and ask for extra help and guidance as they progress through the course. For students who begin the course with a strong grasp of the English language, it is an opportunity for them to encourage and support their classmates as opportunities arise through interactions online.
Healthy Relationships and Anti-discrimination in the Online Classroom
Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Because we live in a globalized and diverse world, a crucial life skill is the ability to work and live alongside individuals and communities which are different from our own. For this reason, anti-discrimination education is central to the Ontario curriculum and is intended to prepare students to be responsible citizens in their chosen post-secondary education and work life beyond.
Because there is a greater degree of anonymity to the online classroom, it is vital that all students understand and agree to abide by the healthy relationships and anti-discrimination policy in all interactions. This policy requires that all students:
- think critically and compassionately as they engage with classmates, instructors and community members in order to help develop a positive community of learners in which all members can learn and grow.
- communicate with respect and kindness when engaging in debate and discussion with the ideal of always seeking first to understand before being understood, and being willing to hold judgments and conclusions until all parties have had the opportunity to express and clarify their positions.
- demonstrates patience as classmates seek to express their ideas and understanding of the course content and a willingness to ask clarifying questions as necessary.
- work to the best of their abilities and make the most of the various opportunities given them in the class.
Any repeated negative behaviour will be subject to appropriate discipline and consequences.
The Role of the School Library
Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills. Students are also encouraged to explore, whenever possible, academic archives available online.
Academic Honesty and Plagiarism
Students enrolled in Sophio Academy must follow a high standard of academic honesty in all of their coursework. It is understood that we all 'stand on the shoulder of giants' but in order to prepare students for post-secondary studies, it is expected that they properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting.
Sophio Academy desires to instill the values of honesty and hard work within our students while also teaching them how to engage in academic discussions and interactions with their intellectual community and honoring the work and ideas of others. Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and preparation for post-secondary studies.