English, Grade 11
ENG3U
English, Grade 11
Course Description
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.
Overall Curriculum Expectations
- Oral Communication
- Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
- Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
- 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
- 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;
- Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate an understanding of how they help communicate meaning;
- Reading with Fluency: use knowledge of words and cueing systems to read fluently;
- 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
- Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
- 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;
- 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;
- 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.
- Short Story and Media Studies
- Understanding short stories and literary terms and Media Texts: demonstrate an understanding of a variety of media texts and short stories with literary devices;
- Understanding Media Forms and short stories, Conventions, and Techniques: identify some media forms and short stories and explain how the conventions and techniques associated with them are used to create meaning;
- Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
- 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.
Course Content
| Unit | Length |
|---|---|
| A. Short story | 25 hours |
| B. Types of Writing | 25 hours |
| C. Drama-Romeo and Juliet | 25 hours |
| D. Review of Poetry | 25 hours |
| E. Culminating Activity and Final Exam | 10 hours |
| Total | 110 hours |
Resources required by the student
Note: This course is entirely online and does not require or rely on any textbook. All recommended resources are intended to guide a student toward the items they may want to utilize throughout the course. It should be noted that failure to obtain the recommended items will not prevent a student from completing the course. Students are provided options at all assessment points and can complete the course without investing in speciality items.
The Ontario Curriculum: The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised) Macbeth by William Shakespeare:
Short stories – Internet resources, 1984 by George Orwell.
Poetry – internet resources: Dictionary Thesaurus, Various internet websites+
| A | Scientific Investigation Skills and Career Exploration |
| A1 | demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating); |
| A2 | identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields. |
| B | Dynamics |
| B1 | analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact; |
| B2 | investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems; |
| B3 | demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane. |
| C | Energy and Momentum |
| C1 | analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures; |
| C2 | investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between the laws of conservation of energy and conservation of momentum, and solve related problems; |
| C3 | demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions. |
| D | Gravitational, Electric and Magnetic Fields |
| D1 | analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social and environmental impact; |
| D2 | investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems; |
| D3 | demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization. |
| E | The Wave Nature of Light |
| E1 | analyse technologies that use the wave nature of light, and assess their impact on society and the environment; |
| E2 | investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems; |
| E3 | demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization. |
| F | Revolutions in Modern Physics: Quantum Mechanics and Special Relativity |
| F1 | analyse, with reference to quantum mechanics and relativity, how the introduction of new conceptual models and theories can influence and/or change scientific thought and lead to the development of new technologies; |
| F2 | investigate special relativity and quantum mechanics, and solve related problems; |
| F3 | demonstrate an understanding of the evidence that supports the basic concepts of quantum mechanics and Einstein’s theory of special relativity. |
Teaching / Learning Strategies
Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:
Use positive ways to incorporate the needs of ESL students into the classroom environment e.g., phrases and syntax that express encouragement, requests for repetition, clarification, and restatement;
Active learning strategies also enable students to apply their knowledge and skills to real-life issues and situations. A number of strategies are used including:
- Issue Based Analysis
- Media and short story Analysis
Include whole class, small group, and individual instruction; Use electronic technology as appropriate;
- Multimedia Production
- Independent research
Address a variety of learning styles (i.e. Aural, Verbal, Physical, Logical, Social, Solitary);
- Conferencing
- Mentoring
- Writing to Learn
- Response Journal
- Reporting Written/Oral/Media Brainstorming Provide opportunities for genuine inquiry;
- Comparative Essay Writing
- Research
- encourage students in self and peer evaluation;
Use diagnostic assessment for planning instruction (see Assessment FOR, AS, and OF learning Strategies); Use formative assessment to provide opportunities for practice and consolidation;
Respect the cultural diversity of Ontario classrooms;
Assign activities that need the production of a specific and concrete product expected of students;
- Creative Writing
- Journal writing
- Story Mapping
- Reading Responses
Monitor note-taking and summarizing and provide constructive feedback.
The Report Card
The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
| A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement | ||
|---|---|---|
| Percentage Grade Range | Achievement Level | Summary Description |
| 80-100% | Level 4 | A very high to outstanding level of achievement. Achievement is above the provincial standard. |
| 70-79% | Level 3 | A high level of achievement. Achievement is at the provincial standard. |
| 60-69% | Level 2 | A moderate level of achievement. Achievement is below, but approaching, the provincial standard. |
| 50-59% | Level 1 | A passable level of achievement. Achievement is below the provincial standard. |
| below 50% | Level R | Insufficient achievement of curriculum expectations. A credit will not be granted. |
Assessment, Evaluation and Reporting Strategies of Student Performance
Diagnostic Assessment (For)
is the process of gathering evidence of student learning prior to commencing instruction. This information is useful for planning instruction, and in particular for individualizing program delivery. It is not used to determine student achievement levels.
Implementation Strategy
Assess English language competency as it relates to this course.
Pretest or responsive writing assignment at beginning of each section of the Course Interview
with the teacher.
Formative assessment (As)
is the process of gathering information during the learning process. It involves constructive and specific feedback to students aimed to improve learning. This evidence may be used for determining a grade/level when there is insufficient evidence from summative assessments.
Learning expectations and criteria for assessment are communicated to students in advance.
Frequent use of quizzes to provide feedback to students and teacher
Classroom observation with teacher feedback to the student
Provide rubrics that clarify performance expectations and levels of achievement for rich assignments Discuss how the achievement chart levels relate to selected specific expectations
Provide ongoing feedback on their learning to help them establish goals for improvement Peer assessment of selected assignments, quizzes, performances, presentations etc.
Provide students with guidance to learn how to assess their own work and to set goals for improvement. Examples of student work are stored in student portfolios
Provided students with exemplars to illustrate achievement levels
Provide students with the opportunity to demonstrate authentic performance and investigation skills
Summative assessment (Of)
may occur throughout a course. Summative assessment is designed to allow students to demonstrate achievement toward the expectations of a course. It forms the primary basis for establishing the report card levels of achievement.
Implementation Strategy
Summative tests at end of each unit referencing the achievement charts
Assign at least one rich project (e.g. independent investigation, poster presentation)
Determination of grading levels for formal reporting purposes should primarily reflect student performance on summative tasks. Students’ level grades will reflect their most consistent level of achievement with an eye to their most recent levels of achievement at the time of reporting.
The final examination covers all of the overall expectations of the course.
Evaluation
Evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in the curriculum document.
Student achievement of the learning expectations will be evaluated according to the following breakdown.
| Categories of the Achievement Chart | Wt. | |
|---|---|---|
| Knowledge / Understanding | Knowledge of forms of texts (e.g., novels, plays, essays, poems), conventions, terminology, and strategies (e.g., for reading and writing) Understanding of information, ideas, concepts, and themes Understanding of relationships among facts, ideas, concepts, and themes Understanding of the uses and effects of rhetorical elements (e.g., stylistic devices, voice) in literary and informational texts | 25% |
| Thinking / Inquiry / Problem Solving | Critical and creative thinking skills (e.g., reflecting, analysing, hypothesizing, explaining) Inquiry skills (e.g., formulating questions; planning; selecting strategies and resources; analysing, interpreting, and assessing information; forming conclusions) | 25% |
| Communication | Communication of information and ideas (e.g., through the logicaln organization) Communication for different audiences and purposes (e.g., choice of language and style) Use of various forms of communication (e.g., essays, narratives, debates, poems, reports) | 25% |
| Application | Application of required language conventions (e.g., grammar, usage, spelling, punctuation) Application of oral communication and media conventions and techniques Application of reading strategies (e.g., rereading closely to identify specific information, scanning, using cues from context) | 25% |
| Total | 100% |
Final Mark
The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for English.
70% of the grade will be based on evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
30% of the grade will be based on a final evaluation (Culminating Activity-15%/Final exam 15%)
Final Mark Calculation
Calculation of the Term Mark will be based upon the Categories of the Achievement Chart. This chart is meant to assist teachers in planning instruction and learning activities for the achievement of the curriculum expectations. It is also used in designing assessment and evaluation tools and in providing feedback to students. Each mathematical topic will contain each category in the chart due to the integrated nature of the discipline in mathematics. Final marks will be calculated as follows:
| Student Product | |
|---|---|
| Term Work | 70% |
| Final Evaluation | 30% |
| Overall | 100% |
| Evaluation | Culminating Activity and Final Exam |
Learning Skills and Work Habits
In addition to the final grade the report card also shows student achievement of learning skills and work habits throughout the course. These are not included in the calculation of the final grade for this course. The six areas are: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). The separate evaluation and reporting of the learning skills in these six areas reflect their critical role in students’ achievement of the curriculum expectations. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, should not be considered in the determination of percentage grades.
Student’s Responsibilities with Respect to Evidence for Evaluation in Physics
Online Code of Conduct
Late or Missing Assignments
Academic Dishonesty
Program Planning Considerations
Planning lessons take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000.
ESL Students:
Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include: Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages); Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity.
Resources
The Ontario Curriculum: The Ontario Curriculum, Grades 11 and 12: English, 2007
(Revised) Romeo and Juliet by William Shakespeare
Short stories
Poetry – internet resources
Dictionary Thesaurus Various internet websites+