AFNorth International School Course Sylabus ENG4U English Course Description: English, Grade 12, University Preparation (ENG4U) This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will analyse a range of challenging texts from various time periods, countries, and cultures; write analytical and argumentative essays and a major paper for an independent literary research project; and apply key concepts to analyse media works. An important focus will be on understanding academic language and using it coherently and confidently in discussion and argument. Prerequisite: English, Grade 11, University Preparation

Grade

12

English

University

ENG4U

Credit Value:

1.0

Ontario Ministry of Education Document(s):

The Ontario Curriculum English Grades 11- 12, 2000

Prerequisite(s):

Grade 11 English (university)

Corequisite(s):

None specified

DND/DoDDS

Department:

English

AFNORTH International School

Dept Head:

Developer(s):

Alanna Emon, Renfrew County DSB, Brian Donohue, AFNorth International School

Development Date:

October, 2001

Revision Date:

April 2004

Overall Expectations:

Literature Studies and Reading By the end of this course, students will: LSV.01 read and demonstrate an understanding of complex texts from various time periods, countries, and cultures, with an emphasis on analysing and assessing ideas, themes, concepts, and arguments; LSV.02 · demonstrate an understanding of the elements of fiction, drama, poetry, and non-fiction, with an emphasis on plays and essays; LSV.03 · analyse the elements of style in a variety of texts and assess their effects. ·

Writing By the end of this course, students will: WRV.01 · use a range of print and electronic primary and secondary sources to gather and assess information and ideas and to develop and refine topics for writing; WRV.02 · select and use writing forms suited to various purposes and audiences, with an emphasis on analytic and argumentative essays and narratives or dramatic scenes; WRV.03 · use a range of organizational structures and patterns to produce unified, coherent, and effective written work; WRV.04 · revise their written work, independently and collaboratively, with a focus on sufficient development of content, coherent organization, clear expression, and effective style; WRV.05 · edit and proofread to produce final drafts, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources when appropriate.

Language By the end of this course, students will: LAV.01 · use knowledge of recent developments in the English language, vocabulary and language structures, and the conventions of standard Canadian English to read, write, and speak effectively; LAV.02 · use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, with a focus on using academic language appropriately in seminars and presentations of independent study projects.

Media Studies By the end of this course, students will: MDV.01 · demonstrate an understanding of a variety of media, media theories, and media industry practices by analysing representations, forms, and techniques in media works and assessing their implications for individuals and society; MDV.02 · demonstrate an understanding of the relationships among form, content, purpose, audience, and production techniques by designing or creating media works, independently and collaboratively, based on ideas, themes, and issues examined in this course, and assessing their effectiveness.

Course Units in Sequence

Everybody Has A Story

Narrative poetry, ballads, and song introduce the oral tradition of early story telling while mythology across various cultures could be used as an early form of story telling to explain the world and people’s connection to it. Students will conduct a survey of these forms of storytelling, producing a series of analyses, presentations and related media works. Finally, students undertake an intensive study of a drama. Throughout these activities students develop skills for their culminating activity: the development of a script. This Unit, like Units 2 and 3, connects to the Independent Study Unit which runs parallel to the first three units and develops skills students need to complete the work to be submitted in Unit 4.

30 hours Imprints 12 Gage Publishing Williams, T. The Glass Menagerie Williams, T. A Streetcar Named Desire

Voice of the Storyteller

The culminating activities are a literary essay (analysis) and an oral presentation involving a panel discussion. As in the first unit, this unit also connects to the Independent Study Unit. Students continue to examine issues and themes, but also use these activities to provide practice and feedback for the written and oral components in Unit 4.

25 hours Imprints 12 Gage Publishing Laurence, Margaret The Stone Angel

Telling the Story

The focus is in the study/viewing of a play such as Hamlet, as well as on the literary study of non-fiction stories and the essay. Students read and analyse a variety of essays, reviews, editorials, biographies, and other forms of non-fiction. The culminating activity consists of an argumentative essay, and a media work, and a report.

28 hours Shakespeare, W. Hamlet

The Truth of the Story (Independent Study Unit)	Students select challenging texts and begin reading a variety of literary works (approved by the teacher) during Unit 1 in preparation for the Final Culminating Unit. These texts may include any combination of novels, drama, short stories, or essays. The choice of reading and the topics to be developed must connect to the theme of the truth of the story. The final culminating unit has three components: a written essay, (literary or argumentative), an oral presentation, and a media creation.
29 hours independently chosen novels from recommended list in Ministry Profile
	Evaluation Procedures* *Detailed information regarding assessment, evaluation and reporting policy is provided in The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The Ministry policy on assessment and evaluation requires that 70% of the final mark be based on term work and 30% on a final evaluation, which may take a variety of forms. The student’s final percentage grade is based on achievement only. Learning skills, punctuality, and attendance are recorded on the Provincial Report Card. The Learning Skills include: independent study, teamwork, organization, work habits, homework, and initiative. Course Assessment: 70 % comprised of Literature and Reading (30%), Writing (20%), Language (10%) and Media (10%) Final Assessment: 30 % comprised of a Rich Performance Task (15%) and a final exam (15%).
Teaching Strategies:
A variety of strategies are used to allow students many opportunities to attain the necessary skills for success in this course and at university. The teacher should use a variety of whole class, small group and individual activities to facilitate learning. The following are teaching strategies recommended for this course:
Socratic lessons class discussion work sheets film/video note taking multimedia presentation debates interviews oral presentations guided internet search role play analysis of videos research homework portfolios essay writing reading small group cooperative learning small group discussions brainstorming mind maps modeling Assessment and evaluation will be criterion referenced, comparing student performance to ministry standards as articulated on the Achievement Chart for Grades 11 and 12 English ( ref: The Ontario Curriculum – Grades 11 and 12 Englih, 2000)
Assessment and Evaluation Strategies:
The following are assessment and evaluation strategies appropriate for formative assessment: -tests -conferences -quizzes -class discussion -portfolios -portfolio interviews -presentations -self evaluation -essays -peer evaluation -role playing -checklists -interviews -rubrics

Program Planning Considerations:
Education for Exceptional Students. In English courses, accommodations to meet the needs of exceptional students as set out in their Individual Education Plan may include the use of specialized equipment and learning aids such as Braille, magnification aids, voice activated computers, audiotapes, and specialized computer programs, as well as the assistance of oral or sign-language interpreters or scribes. Some students may benefit from using alternative resources (some less complex, others more challenging), communicating through sign language, or working inflexible grouping arrangement.
The Role of Technology in the Curriculum. Using information technology will assist students in the achievement of many of the expectations in the English curriculum. Information technology helps students in their written work and in the analysis of literary and informational texts. Students should use word processing to draft, organize, revise, edit, and format written work. In their research, students should use multimedia resources to find, process, and reorganize information and ideas. Presentation software and audio-visual technologies will enhance the effectiveness of oral and visual presentations.
English as a Second Language and English Literacy Development (ESL/ELD) The secondary English curriculum can be very demanding for second-language learners. Their relatively limited vocabulary in English may make it difficult for them to read certain materials, and their relative inexperience with the conventions of English and with complex sentence patterns in a second language may make it difficult for them to write as fluently or correctly as some of their peers. Also, these students may not be familiar with some of the traditional literary works and common literary themes that their English-speaking peers have already studied. Students who are learners of English as a second language will have the best chance of success in English programs where there are many opportunities for oral interaction with English-speaking peers. Teachers can make an asset of linguistic and cultural diversity in the classroom by encouraging students to share information about their respective languages and literary inheritances. Teachers should focus on the content and organization of ideas in students' written work, as well as on word choice, grammar, usage, spelling, and punctuation. Students in ESL/ELD programs may benefit by having supports such as: a dictionary prepared by the student of terms using first language words, receiving reading material in advance, use of a translation dictionary on assessments, additional time on assessments for dictionary use, one-on-one editing assistance to revise written work.
OSS Considerations. Throughout this course, opportunities are provided for the use of technology. These include the use of word processing and presentation software as well as research using the Internet. Opportunities are also provided to address issues related to violence prevention, bias, and stereotyping.
Career Education. Expectations in the English program include many opportunities for students to apply their language skills to work-related situations, to explore educational and career options, and to become self-directed learners. To prepare students for the literacy demands of a wide array of postsecondary educational programs and careers, English courses require students to develop research skills, practise expository writing, and learn strategies for understanding informational reading materials. Small-group work and oral presentations help students to express themselves confidently and to work cooperatively with others. Regardless of their postsecondary destination, all students need to realize that literacy skills are employability skills. Powerful literacy skills will equip students to manage information technologies, communicate effectively and correctly in a variety of situations, and perform a variety of tasks.
Cooperative Education and Other Workplace Experiences. The knowledge and skills students acquire in English courses will assist them in their cooperative-education and work-experience placements. In all placements, students will be required to read and listen, carefully and with attention to detail, to messages, instructions, and information, in order to perform placement-related tasks and duties efficiently, responsibly, and safely. In some placements, students will need to apply the specialized knowledge acquired in the optional courses on technical communication and presentation and speaking skills. Certain placements will have a specific focus on English literacy skills. For example, in placements with newspapers, television and radio stations, schools, and libraries, students will use their knowledge and skills to analzse texts, to conduct research, to write and revise texts, and to create media works.
Textbook(s):	Imprints 12 (Anthology) Gage Educational Publishers Williams, T. The Glass Menagerie Williams, T. A Streecar Named Desire Shakespeare, William Hamlet Laurence, Margaret The Stone Angel The Canadian Writer’s Handbook Gage Publishing
Other Resources:	Independently selected novel from suggested reading list in course profile.