Emmanuelchristianhigh School

EmmanuelChristianHigh School

Course Outline

English Gr. 11 University Preparation

ENG3U

Grade 11 University English

School / EmmanuelChristianHigh School
District / EmmanuelChristianHigh School Board
Department / English
Course Title / University English
Grade / 11
Course Type / University Preparation
Ministry Course Code / ENG3U
Credit Value / 1
Course Prerequisites / English Grade 10 Academic
Ministry Curriculum Document / The Ontario Curriculum, English, Grade 11, 2007
Textbook / Various
Development Date / August 2008
Course Developers / Arthur Kingma

Course Revisions

Date of Revision / Revised by
August 2014 / Arthur Kingma

Course Description

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.

ORAL COMMUNICATION: OVERALL EXPECTATIONS

By the end of this course, students will:

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

3. 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.

READING AND LITERATURE STUDIES: OVERALL EXPECTATIONS

By the end of this course, students will:

1. 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;

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;

3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;

4. 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.

WRITING: OVERALL EXPECTATIONS

By the end of this course, students will:

1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

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. 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. 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.

MEDIA STUDIES: OVERALL EXPECTATIONS

By the end of this course, students will:

1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;

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;

3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

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.

The English department at Emmanuel Christian High School aims to:

foster the awareness that language is a gift of God and that it must therefore be used in responsible stewardship;
help students recognize, appreciate, and enjoy good literature;
develop proficiency in the use of language;
stimulate imaginative thought and expression;
broaden the students’ knowledge of literature through the study of a variety of genres;
teach students to use the study of language and literature as a means of discerning the spirit of our times;
make use of literature as a way of offering students experiences and viewpoints that are new to them;
help students learn to apply Christian concepts to their relationships with others as well as to their attitudes and actions in general.

ENG3UOverview of the Course

Unit 1Writing: Style and Technique 14 classes (Sep 2-22)

The Lively Art of Writing (6 days)
Sentences (ch 9) (2 days)
Paragraphs(ch 6) (descriptive, persuasive, expository,) (2 days)
ECHS Writing Guide – Read, task and Test (3days)

Unit 2ISU: 8 classes (not consecutive)

Cry, the Beloved Country – Alan Paton (Sep 23-25)

The Human Comedy – William Saroyan (Oct 15,16)

Journal log (rubrics) (Oct 28,29)
Writing the literary essay (2 classes)(Nov.26)
Research the novel for a theme; research other sources
Create a formal outline – properly formatted
Argumentative (opinion) essay (draft and final copy)
In-text citations and Bibliography

Unit 3Canadian Literature (stories + poems) 20 classes (Sep 26-Oct 27)

Historical overview of Can. Lit. (1 class)
Elements of poems; elements of stories (2 classes)
Read and analyze poems and short stories (6 classes)
Assignment: analysis on poem (3 classes to prepare and 3 classes to present)

(must mention other sources)

Creative Writing: Write your own short story (4 classes)
Test (on vocabulary, historical info, and content of selections covered together)

Unit 4Drama: Macbeth 19 classes (Oct 30-Nov25)

Assignment: Creative writing task (rubrics)
Acting out a scene (group/individual task)
Vocabulary
Test (structure, contents)

Unit 5Media Studies 10 classes (Nov 27-Dec10)

Individual Assignment: film review (4 days)
what is media, forms of media,
media is big business
analysis of film
Task: producing a film review

Unit 6W. Golding, Lord of the Flies 17 classes ( Dec 11- Jan 16)

Reading guides, reading and quizzes
Mapping a theme’s development

Group task: Making a media product based on (4 days)

Lord of the Flies (rubrics)

EXAM(incl. Review) 2 classes (Jan 19,22)

TOTAL 88 classes = 110 hours

Unit Evaluations

Unit 1: WRITING 1. 3 quizzes (for learning)

2. 5 paragraphs (for learning); 2 paragraphs (of learning)

3. Test on paragraph identification, vocabulary, concepts (of Learning)

Unit 2: INDEPENDENT STUDY PROJECT (10% of course)

journal entries,
thesis and outline,
annotated bibliography (of learning),
essay
works cited

Unit 3: CANADIAN POETRY AND SHORT STORIES

1. Peers edits of story (as learning); Final version of story (of learning)

2. Presentation of poem analysis for peer (as learning) and teacher evaluations (of

learning)

3. Unit test (of learning)

Unit 4: DRAMA: MACBETH

1. Self, peer and teacher evaluation of dramatic presentation (of learning)

2. Rubric evaluation of creative writing assignment (of learning)

3. Unit test which addresses the 4 areas of achievement (of learning)

Unit 5: MEDIA STUDIES

1. Rubric assessment of written film review (of learning)

2. Unit test which covers all four areas of achievement (of learning)

Unit 6: NOVEL STUDY: Lord of the Flies

1. Media product (of learning)

2. Theme map (of learning)

Evaluation of Achievement

Four categories of knowledge and skills in English encompass all curriculum expectations:

20%Knowledge and understanding

25%Thinking and inquiry

30%Communication

25%Application

These categories will be reflected more or less equally in the assessment strategies for the course; however, their proportions may vary according to the nature of the particular unit and assignment.

The following Learning Skills will be evaluated separately from achievement:

Works independently

Teamwork

Organization

Work habits / homework

Assessment / evaluation is an ongoing process. The following tools and activities will be used for assessment in this course:

checklist for peer assessment Course work: 70% of the final mark
checklist for self-assessment Research ISU: 10% of the final mark
checklist for group activity Exam: 20% of the final mark
informal teacher observation
written/oral feedback
rubrics
anecdotal comment

Teaching and Learning Strategies

The following strategies / activities will be used in this course:

Oral presentationQuestion and answerBrainstorming

Viewing filmsDebateDiscussion

ResearchReportingMemorizing

Independent readingReflection Essay writing

Seat workRole playingCo-operative learning

Independent studyLectureDrama presentation

ConferencingCreative writingPeer evaluation/critique

The strategies used in the course should provide students with multiple opportunities to develop and demonstrate their learning skills across all four categories of the achievement chart.

Classroom Routines

1. I will provide you with a seating plan once per four weeks of class.

2. Students coming in late are those who come after the bell has rung, or those who come unprepared for class. Students who are late will receive a class detention (writing assignment) for first offense, a class detention (larger writing assignment) for the second offense, and an office detention for the third offense.

3. Homework is something that flows out of a particular day’s lesson and is to be completed for next day’s class; it is not an assignment for which a longer period of time is given. It is expected that students participate fully and actively in their education by completing their homework assignments. I may check homework, either with a quick visual check or with a “hand-in” check. Students who do not complete homework for the BEGINNING of class will receive a homework incomplete sheet to be signed by parents that night. If that sheet is not returned the next day, the student earns an office detention.

4. Written Assignments must be submitted by the beginning of class time on the given due date to prevent a loss of 5% per day for a maximum of 3 days on that assignment. After 3 days, you earned a 0% on the assignment, an office detention and lunch hour time in Room 103 until the assignment is completed. Written assignments should be typed. Hand in a paper copy.

5. I will schedule a test three or more classes ahead of the date you will write it. I will not write reviews for you, since you are to keep good notes, but will share with you what you can expect to be on the test.

OSS Policy Applications

Accommodations and modifications. Expectations for teacher accommodations and modifications of regular programs for students with special needs are summarized in pp. 27-32 of The Ontario Curriculum, English, 2007 document.

Individual Education Plan. Students in this course who receive funding through the Health Support Services provided to students in independent schools should have an Individual Education Plan.

Information and Computer Technology. Every effort should be made to use and integrate technology into the delivery and practices of the course. As outlined in Program Planning and Assessment, Grades 9-12, p.9, students need to improve and extend their “information technology literacy.”

Careers Awareness. Success in the world of work is dependent on students developing a greater awareness of careers. As opportunities are provided, teachers should introduce students to careers that can be linked directly to the study of this course. Information on this is available in Choices Into Action, 1999.

Health and Safety Considerations. It is imperative that teachers instruct students in the appropriate use of technology, emphasizing the critical, ethical, and safety issues associated with the use of the Internet and audio-visual equipment.

Textbooks and Resources

William Golding, Lord of the Flies

Lucille Vaughan Payne, The Lively Art of Writing

William Saroyan, The Human Comedy

William Shakespeare, Macbeth

Rudy Wiebe, Peace Shall Destroy Many

Awakenings (DVD)

Macbeth (DVD,two versions)

Lord of the Flies (DVD, two versions)

Ralph Gustafson, ed., The Penguin Book of Canadian Verse, revised

William RE. Messenger and Jan de Bruyn, The Canadian Writer’s Handbook

Various anthologies of poetry

Class set of dictionaries

Gage, Passages 11 - Literature and Life

Gage, Imprints 11, Imprints 12

Oxford, Echoes11, Echoes 12