English, Grade 12
ENG4U
English, Grade 12
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 analyze 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.
- Media Studies
- Understanding Media Texts: demonstrate an understanding of a variety of media texts
- 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;
- 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 Fiction and Writing Development | 25 hours |
| B. Novel Study: The Great Gatsby | 30 hours |
| C. Media Studies | 25 hours |
| D. Poetry | 25 hours |
| E. Culminating Activity and Final Exam | 5 hours |
| Total | 110 hours |
Resources required by the student
A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:
- Independent Reading and Analysis
- Review Writing
- Lectures Response Journal Reflection
- Independent Study
- Presentation
- Brainstorming
- Creative and Review Writing
- Independent Research
- Direct Instruction
- Final Exam
- Poetry Analysis
- Media Analysis
Strategies for Assessment & Evaluation of Student Performance
Assessment and Evaluation
Evaluation in this course will be continuous throughout the year and will include a variety of evaluation methods.
| Assessment As Learning | Assessment For Learning | Assessment Of Learning | |
|---|---|---|---|
| Student Product: | Learning Logs KWL Chart Reflection Response Self and Peer Assessment | Worksheet Practical Exercises (Grammar and Writing) Homework Peer and Teacher Editing | Writing Assignments Tests Exam |
| Observation: | Group Discussion Presentation | Class/Group Discussion Presentation | Presentation |
| Conversation: | Student – Teacher Conferencing Reflective Discussion | Student – Teacher Conferencing Reflective Discussion | Student – Teacher Conferencing Reflective Discussion |
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
There are three forms of assessment that will be used throughout this course.
Assessment for learning: Will occur before the introduction of a new concept to determine student readiness and to obtain information about student interests and student preferences.
Assessment as learning: Will occur frequently and in an ongoing manner during instruction, to enable students to monitor their own progress towards achieving their learning goals (self–assessment).
Assessment of learning: Will occur at or near the end of a period of learning, this summary is used to make judgments about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents.
Evidence of student achievement for evaluation is collected over time from three different sources–observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning.
| Assessment for Learning | Assessment as Learning | Assessment of Learning | |
|---|---|---|---|
| Conversation: | – Student teacher conferences – Small group discussions – Pair work – Peer-feedback | – Student teacher conferences – Small group discussions – Pair work – Debate – Oral pre-tests – Oral quizzes | – Student teacher conferences – Question and answer session – Oral tests |
| Observation: | – Class discussions – Independent study in class – Self analysis – Peer Analysis | – Whole class discussions – Debate – Self analysis – Peer Analysis | – PowerPoint presentations – Performance tasks – Debate |
| Student Product: | – Assignment – Quizzes – note book checks – Learning Logs (anecdotal) | – Quiz – Journals – Assignment – Rough drafts – Portfolios – Posters (rubric/scale) – Graphic organizers – Homework checks – Entrance tickets – Exit tickets | – Quiz – Assignment – Tests – Posters (rubric) – Exam – Essays |
A student’s final grade is reflective of their most recent and most consistent level of achievement.
The balance of the weighting of the categories of the achievement chart throughout the course is:
| SUBJECT AREA | Knowledge | Inquiry/Thinking | Communication | Application |
|---|---|---|---|---|
| English | 20 | 30 | 20 | 30 |
Final Mark Calculation
The percentage grade represents the quality of the student’s overall achievement of the expectations for the course. Term work will be 70% of the overall grade for the course; the summative evaluations will be 30% of the overall grade.
| Percentage of Final Mark | Categories of Mark Breakdown |
|---|---|
| 70% | Term Work: Student product Observation Conversation |
| 30% | Final Exam 15% Final Project 15% |
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
In calculating the student’s final mark, the following weighting will apply:
Knowledge & Understanding: 25%
Thinking, Inquiry & Problem Solving: 25%
Application: 25%
Communication: 25%
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.
Students who enroll in Leslie Academy High School courses are subject to the general policies of Leslie Academy High School.
When students enroll in an online course the following roles and responsibilities and expectations are also required.
Students who enroll in Leslie Academy School courses must follow the following expectations which are in addition to the Leslie Academy School Student Code of Conduct:
Demonstrate honesty and integrity while engaged in online learning, including while in chat rooms, posting assignments and blogging. Profanity, sexist or racially motivated language or harassment will not be tolerated in any form of communication in Leslie Academy School courses. The Principal will make the final decision on the consequences of any of these actions
Respect others’ work environments
Follow the Acceptable use of internet, social media and online learning platform policies
Students are expected to:
Complete and submit all assignments and assessments within 8 weeks of the enrolment date
Follow and adhere to the Acceptable Use Policy for Leslie Academy School online learning platform
Attend an approved location, with an approved proctor, for the final exam
Present proof of identification, including a picture, when enrolling in the course, and at the final exam
Students must be aware that:
Activities online are not private to the student. The teacher will have access to all material placed online by individual students, and the teacher reserves the right to remove inappropriate content
Passwords should remain private and not shared with any individual
Any request for inappropriate personal information from you must be reported to the Principal IMMEDIATELY
Any attempt to access unauthorized content, impersonate another user, or destroy or delete data of another user may result in expulsion from the course.
Leslie Academy School will make it clear to the students and parents/guardians early in the school year that they are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher and in a form approved by the teacher. Students must understand that there will be consequences for not completing assignments for evaluation or for submitting those assignments late. Where in the teacher’s professional judgment it is appropriate to do so, a number of strategies will be used to encourage the student to modify his/her behavior. Some of these may include:
Asking the student to clarify the reason for not completing the assignment taking into consideration legitimate reasons for missed deadlines.
Helping students develop better time management skills. Maintaining ongoing communication with students and/or parents about due dates and late assignments, and scheduling conferences with parents if the problem persists.
Setting up a student contract
Reviewing the need for extra support for English Language learners.
Providing alternative assignments or tests/exams where in the teacher’s
professional judgment, it is reasonable and appropriate to do so.Deducting marks for late assignments, up to and including the full value of the assignment.
Students and parents/guardians will be informed in a timely fashion via phone call, face-to-face conference, e-mail and if need be a formal letter about the importance of submitting assignments for evaluation when they are due and about the consequences for students who submit assignments late or fail to submit assignments. If the above measures have been put into place and the behavior of the student has not provided sufficient evidence, then 0 will be inserted as the mark for the missed assignment.
Plagiarism occurs when a student presents another person’s work as their own. At the beginning of each course, teachers will review careless plagiarism and dishonest plagiarism with the student. Teachers will use a variety of software and commercial search engines to detect material that has been
plagiarized.
Plagiarism includes:
Incorrectly paraphrased material
Lack of correct citation
Cutting and pasting from web sites, articles, etc., with no intention of citing the work
Copying another student’s/ person’s work and presenting it as your work
Handing in portions of on line essays
Having another person write your assignments, assessments and evaluations
Academic dishonesty is a breach of Leslie Academy School policies on plagiarism and cheating. Any case of academic dishonesty will be reported to the Leslie Academy School administration and one or more of the following consequences will be implemented:
The student’s parent/guardian will be informed
Student will receive zero on the assignment
Student will be given the opportunity to demonstrate expectations on an alternate assignment
Documentation of the incident will be placed in the student’s file
A task related to the ethics and morals of cheating and/or plagiarism will be assigned
Academic assistance will be made available
Student may be suspended/expelled from the course if more than once incident occurs
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.
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.
Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in science. Computer programs can help students collect, organize, and sort the data they gather and to write, edit, and present multimedia reports on their findings. Technology also makes it possible to use simulations – for instance, when field studies on a particular topic are not feasible or dissections are not acceptable.
Ongoing scientific discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong critical-thinking and problem-solving skills and the ability to work cooperatively in a team – traits that are developed through participation in the science program. Through science courses, students will develop a variety of important capabilities, including the ability to identify issues, conduct research, carry out experiments, solve problems, pre- sent results, and work on projects both independently and as a team. Students are also given opportunities to explore various careers related to the areas of science under study and to research the education and training required for these careers.
Resources
The Outsiders
The Greats Gatsby
Teacher generated resources
Dictionary