Home » Studies in Literature, Grade 12, University Preparation (ETS4U)

Course Title : Studies in Literature, Grade 12 (ETS4U)
Course Name : Studies in Literature
Course Code : ETS4U
Grade : 12
Course Type : Mixed – University Preparation
Credit Value : 1.0
Prerequisite : ENG3U, English Grade 11, University Preparation
Curriculum Policy Document: English, The Ontario Curriculum,Grades 11 and 12, 2007 (Revised)
Course Developer: USCA Academy
Course Reviser: Ladees Al Hafi
Department: English
Development Date: July 2022
Most Recent Revision Date: July 2022

Course Description

This course is for students with a special interest in literature and literary criticism. The course may focus on themes, genres, time periods, or countries. Students will analyse a range of forms and stylistic elements of literary texts and respond personally, critically, and creatively to them. They will also assess critical interpretations, write analytical essays, and complete an independent study project.

Overall Curriculum Expectations

1. Understanding Texts: read and demonstrate an understanding of a variety of literary texts from different countries, cultures, and historical periods

2. Analysing Texts: respond to and analyse literary texts to develop and extend their understanding of how content, form, and style in combination communicate meaning and enhance a text’s effectiveness;

3. Critical Literacy: demonstrate an understanding that the perspective of the author, the reader, and the text all influence the reading experience;

4. Literary Criticism: use literary criticism to enhance their understanding of literature;

5. The Role of Literature in Society: assess the importance of literature as a social and cultural force.

Outline of Course Content

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Poetry

Students will become familiar with various forms of poetry of many different periods including the Middle Ages, the Renaissance, the 18th Century, the Victorian Era, and Modern and Contemporary periods.

20 hours

Unit 2

Short Stories

Students will be invited to read and enjoy several short stories and to decide for themselves which elements seem to dominate in each text. Assignments will include a short story analysis.

20 hours

Unit 3

Novel Study

In this instructional unit, students read and analyze novels of their choice while fulfilling some common criteria. They will complete a formative essay after novel analysis.

15 hours

Unit 4

Film and Media

In this unit, students will analyze ideologies and archetypes found in film, critique a film through the lens of a literary theory of their choosing and will look at the ways that “old” texts are marketed to new audiences.

15 hours

Summative Evaluation (15% of Final Mark):

Analysis of chosen author’s writing style Creative text modeling chosen author’s styleOral presentation synthesizing various components of this project

15 hours

Summative Final Evaluation (30% of Final Mark):

In-class Exam (15% of final mark) includes I.S.U. Independent Study Unit (see above, 15% of final mark)

20 hours

Total

110 hours

Since the over-riding aim of this course is to help students use language skilfully, 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:

Think/pair/share

Word wall

Panel discussions

Directed Questioning

Group learning

Role playing

Reading response journal

Extensive use of visual clues

Interviews

Guided writing

Scaffolding

Simplified texts

Story telling/story boarding/media production

Oral presentations

Pre-teaching of key vocabulary

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

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.

Conversation
Classroom discussion
Self-evaluation

Peer assessment
Observation
Drama workshops (taking direction)
Steps in problem solving

Student Products
Reflection journals (to be kept throughout the duration of the course)
Check Lists
Success Criteria

During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.

Conversation
Classroom discussion
Small group discussion
Post-lab conferences

Observation
Group discussions

Student Products Practice sheets
Socrative quizzes

During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.

Conversation
Presentations of research
Debates

Observation
Presentations
Group Presentations

Student Products
Projects
Poster presentations
Tests
In Class Presentations

Strategy

Who

Assessment Tool

Class discussion

Teacher

Observation Checklist

Response Journal

Teacher

Anecdotal Comments

Student Chosen Song

Teacher

Observation Checklist

Narrative Poem/Song

Teacher

Rubric and Anecdotal Comments

Character Sketch

Self

Checklist

Journal Responses

Self/teacher

Anecdotal comments

Short Story Analysis

Teacher

Rating scalee

Short Story Outline

Teacher

Rating scale

Anecdote

Teacher

Direct Observation

Found poem

Teacher

Direct Observation

Journal Entries

Teacher

Anecdotal

Research Notes

Evaluation

Self/Teacher

Non-fiction Report/Presentation

Teacher

Rubric

Non-fiction Report/Presentation

Presentation to group

Self/Peer

Sight passage

Teacher

Marking scheme

Narrative piece

Teacher

Rubric

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.

Achievement Level Percentage Mark Range
4+ 95-100
4 87-94
4- 80-86
4+ 95-100
3+ 77-79
3 73-76
3- 70-72

Achievement Level Percentage Mark Range
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52

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 achievement.

• 30% of the grade will be based on a final exam administered at the end of the course. The exam will contain a summary of information from the course and will consist of well-formulated multiple choice questions. These will be evaluated using a checklist.

• Novels of Choice • Short stories and poetry texts • Film to be determined later

Teachers who are planning a program in English must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment. The areas of concern to all teachers that are outlined there include the following:

  • Education for Exceptional Students
  • The Role of Technology in the Curriculum
  • English as a Second Language (ESL) and English Literacy Development (ELD)
  • Antidiscrimination Education in the English Program
  • Literacy, Numeracy, and Inquiry/Research Skills
  • career education
  • Cooperative Education
  • Health and Safety

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

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 French 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 of French 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 USCA 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, analysing, 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.

Evaluation Plan and Weight

Unit

Description

Assessments Evaluation Weight

KICA

Unit 1

Introduction to Functions

Tests, Assignments (14%)

25/25/25/25

Unit 2

Algebraic Expressions

Tests, Assignments (14%)

25/25/25/25

Unit 3

Quadratic Functions

Tests, Assignments (14%)

25/25/25/25

Unit 4

Exponential Functions

Tests, Assignments (14%)

25/25/25/25

Unit 5

Functions & Applications of Trig

Tests, Assignments (14%)

25/25/25/25

Unit 6

Discrete Functions

Tests, Assignments (14%)

25/25/25/25

Final Exam

30%

25/25/25/25

Total

100%