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577 views3 pagesENG4U Overview 2010-2011
This document provides an overview of the Grade 12 University English course offered at Central Elgin Collegiate Institute. The course covers four units: short fiction and nonfiction, literature circles involving two novels, poetry, and drama focusing on Hamlet. Students will be assessed through assignments, tests, projects and presentations. Their final grade will be based 70% on term work and 30% on a final exam evaluating their understanding of course concepts. Learning skills will also be evaluated separately.
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0% found this document useful (0 votes)
577 views3 pagesENG4U Overview 2010-2011
This document provides an overview of the Grade 12 University English course offered at Central Elgin Collegiate Institute. The course covers four units: short fiction and nonfiction, literature circles involving two novels, poetry, and drama focusing on Hamlet. Students will be assessed through assignments, tests, projects and presentations. Their final grade will be based 70% on term work and 30% on a final exam evaluating their understanding of course concepts. Learning skills will also be evaluated separately.
Uploaded by
Danika BarkerCopyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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1THAMES VALLEY DISTRICT SCHOOL BOARD
Central Elgin Collegiate Institute
COURSE OVERVIEW 2010-2011
Course Name: Grade 12 University English Course Code: ENG4U
Course Type: College Grade Level: 12 Credit Value: 1
Teacher(s): Ms. Barker and Ms. Richter
Textbook(s):
*Boyden, Joseph. Three Day Road. Toronto: Penguin Canada, 2005.
Canadian Practical Stylist with Readings. Ed. Sheridan Baker and Lawrence B.
Gamache. Toronto: Pearson Education Canada , 1998.
Imprints 12. Toronto: Gage Learning, 2002.
*Martel, Yann. Life of Pi. Random House of Canada, 2007.
*Rushdie, Salman. Haroun and the Sea of Stories. London: Penguin Books, 1990.
*Urquhart, Jane. The Stone Carvers. Toronto: McClelland and Stewart, 2001.
*These novels are part of a literature circle study. Students will be reading two novels.
Overall Expectations of the Course:
Overall Expectations of the Course: by the end of this course students will
A. ORAL COMMUNICATION
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.
B. READING AND LITERATURE STUDIES
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.
C. WRITING
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.
D. MEDIA STUDIES
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.
1Topics and Time Allocations:
Unit 1: Short Fiction and Nonfiction
Students will read a variety of fiction and nonfiction from a number of different
sources. Through these pieces students will develop an understanding of literary
criticism as well as an understanding of the form and style of the essay. The
culminating task will be a test. This unit will run concurrently with the second unit.
Approximately 20 periods
Unit 2: Literature Circles
Students will use the skills and knowledge developed in unit one and apply them
independently to the study of two novels. Students will be responsible for
maintaining a reader’s journal and will participate in a number of literature circle
meetings. The culminating task for this unit is a comparative essay. This unit runs
concurrently with unit one.
Approximately 25 periods
Unit 3: Poetry
In this unit students will explore poetry by a variety of writers. They will develop an
understanding of the different forms of poetry and poetic devices. The culminating
task for this unit will be a poetry anthology.
Approximately 20 periods
Unit 4: Drama
The focus for this unit will be William Shakespeare’s Hamlet. Students will have
opportunities to respond personally and creatively to this text in addition to
participating in critical analysis. The culminating task for this unit will be a multi-
genre piece.
Approximately 25 periods
Assessment and Evaluation Strategies:
The primary purpose of assessment and evaluation is to improve student learning.
Students will receive a variety of opportunities to demonstrate their learning. Such
strategies may include, but are not limited to, assignments, demonstrations, projects,
performances, and tests. Whenever possible and appropriate, students will be given
choice in order to accommodate diverse learning styles and needs.
Evaluation /Weighting of Marks:
Term Work (70% of overall grade)
The four categories of knowledge and skills (Knowledge/ Understanding, Thinking,
Communication, Application) will be weighted equally.
Final Evaluation (30% of overall grade)
The final evaluation will be based on the essential understandings that have been
practised during the course. It will consist of a comprehensive final examination. The
four categories of knowledge and skills will be weighted equally in the final evaluation as
well.
Learning Skills Assessment:
While learning skills will not be included in the determination of percentage grades, it is
recognized that they influence student achievement and are included as a formal part of
the assessment and evaluation process. The five designated learning skills are:
• the ability to work independently,
• the ability to work in a team
• organizational skills
• good work habits (including the regular completion of homework)
• initiative
Learning skills will be assessed and evaluated regularly and reported separately from
student achievement using a four-point scale (excellent, good, satisfactory, needs
improvement).