|Course Title :||English, Grade 11 (ENG3U)|
|Course Name :||English|
|Course Code :||ENG3U|
|Course Type :||University Preparation|
|Credit Value :||1.0|
|Prerequisite :||English, Grade 10, Academic|
|Curriculum Policy Document:||English, The Ontario Curriculum, Grades 11 and 12, 2007 (Revised)|
|Course Developer:||USCA Academy|
|Development Date:||June 2019|
|Most Recent Revision Date:||August 2021|
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyze 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 Curriculum Expectations
A1 Listening to Understand:
listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
A2 Speaking to Communicate:
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
A3 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.
B1 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;
B2 Understanding Form and Style:
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
B3 Reading with Fluency:
use knowledge of words and cueing systems to read fluently;
B4 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.
C1 Developing and Organizing Content:
generate, gather, and organize ideas and information to write for an intended purpose and audience;
C2 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;
C3 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;
C4 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.
D1 Understanding Media Texts:
demonstrate an understanding of a variety of media texts;
D2 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;
D3 Creating Media Texts:
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
D4 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.
Outline of Course Content
|Unit||Titles and Descriptions||Time and Sequence|
|Unit 1||Short Stories
A collection of short stories will be read, analyzed and discussed in this unit. The characteristics and features of short stories will be part of the unit. A collection of short stories by O. Henry will form the main corpus of readings for this unit.
The organization and structure of poetry will be mentioned in the unit. A number of poems will be read aloud in class. And these poems will be analyzed and discussed in groups.
The Shakespearean play Macbeth will be studied in this third unit. The class will read through each act and scene of the play, aloud. There will be numerous class discussion on the content of the play.
|Unit 4||Novel Study: Frankenstein
This final unit will be a novel study of Mary Shelley’s Frankenstein. Various aspects of the novel will be studied including the notions of Victor Frankenstein, playing the role of a god.
|Unit 5||Final Evaluation
|P = Product||O = Assessment OF Learning|
|O = Observation||F = Assessment FOR Learning|
|C = Conversation||A = Assessment AS Learning|
|Unit Number||Assessment||O/F/A||Expectations||POC||K 25%||T 25%||C 25%||C 25%|
|Term Work 70%|
|1.||Short Stories Assignment
|B1.6, C1.2, C2.4
|Unit 1 Test||O||A1.5, A1.6, B1.1, B1.2,
B1.3, B1.4, B2.1, B2.2, B2.3
|A2.1, B1.6, C1.4
|Unit 2 Test||O||A1.2, B1.1, B1.2, B1.3, B1.4,
B3.1, B3.2, C1.1, C2.5
|B2.2, C1.5, C2.3
|Unit 3 Test||O||A1.7, B1.1, B1.6, B1.7, B1.8,
B2.1, D1.1, D1.2, D1.4
|B2.2, C1.5, C2.3
|Unit 4 Test||O||B1.1, B1.3, C1.1, C1.2, C2.4||P||25||25||25||25|
|Unit 5||Final Exam (30%)||O||A,B,C,D,-all strands||P||25||25||25||25|
|Total Marks (Assessment of Learning only)||230||230||230||230|
When students are engaged in active and experiential learning, they tend to retain knowledge for longer periods and to develop, acquire, and integrate key skills more completely. Some of the teaching and learning strategies that are suitable to material taught in nutrition and health studies include:
|Reading Aloud||Guided Internet research||Direct Instructions|
|Presentations||Discussion Groups||Movies And Videos|
|Interactive Activities||Research Projects||Model Making|
|Problem Solving||Discussion Groups||Interviews|
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.
The assessment will be based on the following processes that take place in the classroom:
|Assessment FOR Learning||Assessment AS Learning||Assessment OF Learning|
During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go.
During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.
During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.
|Classroom discussion Self-evaluation Peer assessment||Classroom discussion Small group discussion||Presentations of research Debates|
|Drama workshops (taking direction) Steps in problem solving||Group discussions||Presentations Group Presentations|
|Student Products||Student Products||Student Products|
|Reflection journals (to be kept throughout the duration of the course)
Poster presentations Tests
In Class Presentations
Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly 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 as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.
A variety of strategies are used to allow students opportunities to attain the necessary skills for success in this course and at the post-secondary level of study. To facilitate learning, the teacher uses a variety of activities engaging the whole class, small groups, and individual students.
Some of the approaches to teaching/learning include
|Class discussion||Formative||Teacher/Student||Observation Checklist|
|Class Debates||Formative||Teacher||Rubric Or Marking Scheme|
|Daily Class Work||Formative||Teacher/Student||Observation Checklist|
|Assignments||Summative||Teacher||Rubric Or Marking Scheme|
|Written Test||Summative||Student||Marking Scheme|
|Final Written Exam||Summative||Teacher/Student||Marking Scheme|
The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). 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
- 30% of the grade will be based on a final evaluation of two products administered at the end of the course. The first product is a Project, subdivided into three distinct subsections and is worth 15% of the overall course marks. This Project will be evaluated using a marking scheme and a rubric. The second product will be a final exam of well-formulated essay questions requiring information from the whole course as well as the student's reports completed through-out the course
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment.
For the teachers who are planning a program in Social Science Education take into account several important areas. The areas of concern to all teachers that are outlined in the policy document of Ontario Ministry of Education, include the following:
- teaching approaches
- types of secondary school courses
- education for exceptional students
- the role of technology in the curriculum
- English as a second language (ESL) and English literacy development (ELD)
- career education
- cooperative education and other workplace experiences
- health and safety in social sciences
It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.
Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.
USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet's physical and biological systems work, and how we can create a more sustainable future.
USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.
Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.
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. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.
Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at UCSA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.
Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analyzing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear-cut answers.
The school library program in USCA can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. USCA teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.
Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. 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 other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to 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.
USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.