Thames Valley District School Board

Central Elgin Collegiate Institute

Department: English Course Name: Grade 12 College English

Department Head: Carol Quigley Ministry Course Code: ENG4U
Course Developer(s): Carmen Richter Development Date: September 2007
and Christopher Pereira Revision Date: September 2010
Course Revisor(s): Danika Barker and
Carmen Richter
Course Type: University Grade Level: 12 Credit Value: 1
Prerequisites/Co-requisites, if any: English, Grade 11 University

Course Outline 2010-2011

Curriculum Policy Document(s)/Date:

The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Course Description/Rationale (based on description from the Policy document)

This course emphasizes the consolidation of the literacy, communication, and critical and
creative thinking skills necessary for success in academic and daily life. Students will
analyse a range of challenging literary texts from various periods, countries, and cultures;
interpret and evaluate informational and graphic texts; and create oral, written, and media
texts in a variety of forms. An important focus will be on using academic language coherently
and confidently, selecting the reading strategies best suited to particular texts and particular
purposes for reading, and developing greater control in writing. The course is intended
to prepare students for university, college, or the workplace.

Textbook(s)/Essential Resource Materials (e.g. text with date)

*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: 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

informational, literary, 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
informational, literary, 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.

Outline of Course Content

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.

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).

Teaching/Learning Strategies:
Think-aloud
Modeled writing
Debate
Cooperative Learning
Interactive lectures
Blogging (reflective writing)
Group discussion
Independent and collaborative research
Reciprocal teaching
Assessment and Evaluation of Student Performance:

Term Work (70% of overall grade)

Term work will include a variety of diagnostic, formative, and summative assessment
strategies including tests, quizzes, and performance tasks. Wherever possible, choice
will be provided to support students with diverse learning styles and needs. 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.