AFNorth International School Course Sylabus ENG3U English Course Description: English, Grade 11, University Preparation (ENG3U) This course emphasizes the development of literacy, critical thinking, and communication skills. Students will analyse challenging texts from various periods; conduct research and analyse the information gathered; write persuasive and literary essays; and analyse the relationship among media forms, audiences, and media industry practices. An important focus will be on understanding the development of the English language. Prerequisite: English, Grade 10,Academic

Grade

11

English

University

ENG3U

Credit Value:

1.0

Ontario Ministry of Education Document(s):

The Ontario Curriculum, English - Grades 11 – 12, 2000

Prerequisite(s):

Grade 10 English (academic)

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: · read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods (LSV.01); · demonstrate an understanding of the elements of a range of literary and informational forms, with a focus on novels, poems, plays, and opinion pieces (LSV.02); · identify and explain the effect of specific elements of style in a range of literary and informational texts (LSV.03).

Writing By the end of this course, students will: · use a range of print and electronic sources to gather information and explore ideas for their written work (WRV.01); · identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on suitable voice (WRV.02); · use a variety of organizational techniques to present ideas and information logically and coherently in written work (WRV.03); · revise their written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, coherence, and effective use of stylistic devices (WRV.04); · edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation, according to the conventions of standard Canadian English specified in this course, with the support of print and electronic resources when appropriate (WRV.05).

Language By the end of this course, students will: · use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context (LAV.01) ; · use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences (LAV.02).

Media Studies By the end of this course, students will: · analyse a range of media forms to identify their elements, audiences, and production practices, and draw conclusions about how these factors shape media works (MDV.01); · use knowledge of a range of media forms, purposes, and audiences to create media works and use established criteria to assess the effectiveness of the works (MDV.02).

Course Units in Sequence

Short Pieces: Form and Method

Students review and extend their understanding of literary forms and devices through engagement with a variety of short written and media texts. Students apply their understanding in a variety of writing activities, which provide an opportunity for diagnostic and formative assessment. In the final activity of the unit, students produce a polished narrative piece of writing on a chosen theme, and also demonstrate their ability to analyse a sight passage. . The introduction of a variety of classics also serves as a brief introduction to the Culminating Unit.

24 hours Imprints 11 Gage Publishing

(unit description, list of activities, etc)

Examination of Literary Forms and Issues

Students use Frankenstein as the basis for examination of literary forms and issues. They are introduced to features of the Romantic Movement and develop an understanding of the elements of Gothic as they explore the nature of good, of humanity, of the supernatural, and of ambition. Students also choose one of a set of alternative novels for small group study and through analysis draw parallels and make comparisons to elements of Frankenstein and other related literature and media. This leads to the culminating task in which students write a comparative literary essay.

28 hours Shelley, Mary Frankenstein,

Exploration of Literary Connections

In this unit students explore literary connections through a study of Macbeth while preparing for role-play banquet. Students examine the connection between human nature and the natural and supernatural world and the nature of tragedy. Students research the historical background as well as traditional food, manners, music, language, décor, costumes and dance of the period, as they choose a role and develop a dialogue for the banquet.

28 hours Shakespeare, W. Macbeth

Short Pieces: Language in Poetry and Media	Students have the opportunity to explore a range of poetry from various periods in English literature representing several poetic styles. Through an exploration of excerpts from either Beowulf or The Canterbury Tales, students examine the development of the English language and compare it to language found in innovative poetry. Students write their own poetry in a polished poetry anthology demonstrating proficiency in a variety of poetic styles, as well as presenting a thorough analysis of a significant historical poet’s works.
16 hours Imprints 11
The Culminating Unit: Pulling it all Together	Students apply the skills and insights they have acquired throughout the course to the study of an novel that is selected in consultation with the teacher. This study requires the students to apply the models of analysis studied in Units 1, 2 and 3, and demonstrate this understanding through a portfolio and a presentation. Students complete an ISU which serves as the Culminating task (Rich Performance Task) that comprises 15% of their final evaluation.
18 hours Novel study- Conrad, J. Heart of Darkness
	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 as decribed in Unit 5 (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 modelling
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 Assessment and evaluation will be criterion referenced, comparing student performance to ministry standards as articulated on the Achievement Chart for Grade 11 English – Academic.
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 11 (Anthology) Gage Educational Publishers Shakespeare, William Macbeth Shelley, Mary Frankenstein Conrad, Joseph Heart of Darkness Vonnegut, Kurt Slaughterhouse 5 The Oxford Canadian Student’s Guide to Language, Literature and Media Oxford Press
Other Resources: