Course Title: English, Grade 11
Course Code: ENG 3C
Course Type: College
Credit Value: 1.0
Prerequisite: English, Grade 10, Applied
Tuition Fee (CAD): $639
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will study the content, form, and style of a variety of informational and graphic texts, as well as literary texts from Canada and other countries, and create oral, written, and media texts in a variety of forms for practical and academic purposes. An important focus will be on using language with precision and clarity. The course is intended to prepare students for the compulsory Grade 12 college preparation course.
Overall Curriculum Expectations
By the end of the course, students will gain proficiency in the following areas:
- 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 communications situations.
Reading and Literature Studies
- 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;
- Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate 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.
- 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 informational, literary, 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.
- 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.
|Unit 1: Informational Texts|
You will participate in writing exercises that will encourage you to express your opinions about issues related to driving. Special focus is placed on drivers’ rights and responsibilities. You will apply effective pre-reading, during reading and after reading strategies to informational texts related to driving and reflect on elements used in publications that promote readability. You will learn to make notes on an informational text that you have read. You will use both words and graphics to record and organize your ideas. A post-test on driving will allow you to determine how much you have learned about the topic through the unit.
|Unit 2: Communicating in the Real World|
You will solidify your understanding of researching, forming opinions, and writing formal paragraphs through exploring and communicating the benefits of volunteering. Throughout the you will participate in a discussion activity and paragraph writing activity to demonstrate the importance of good speaking and listening skills. You will be exposed to the steps necessary to presenting effectively. Through preparing a presentation related to volunteering, you will learn how to research, plan, and prepare for effective presentations. You will learn to reflect on body language, facial expression, and speaking techniques, and images, in order to prepare to present orally to an audience and how to use a variety of presentation aids through text and a multimedia element.
|Unit 3: Narrative Texts|
Throughout this unit you will learn to write a free verse poem to demonstrate understanding of the genre, a free verse poem incorporating figurative language, write a quiz to demonstrate knowledge of figurative language. You will explore the use of figurative language in songs and the effectiveness of these literary devices. You will explore the concept of cause and effect through diagrams and a journal and the use of figurative language in prose.You will demonstrate understanding of character and conflict maps, explore the teleplay genre and demonstrate understanding of the form and structure of the teleplay
|Unit 4: The Yellow Brick Road|
In this unit you will apply pre-reading strategies to the novel of choice and solidify your understanding of character mapping and characterization. You will apply your knowledge and solidify your understanding of conflict mapping, types of conflict, the nature of conflict and the outcome. You will get the opportunity extend your understanding of during reading strategies and predicting outcomes. You will demonstrate understanding of novel and applying knowledge to another genre – the letter writing. You will be able to demonstrate after reading skills by identifying the messages in the novel.
|Unit 5: Culminating Unit|
The culminating unit will consist of a four part project which will help you to apply all the skills learned throughout the course.
|Total Hours||110 hours|
Teaching and Learning Strategies
Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.
Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.
Individualized Accommodations for Students
Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.
For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available.
For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.
A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;
Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.
If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)
Ministry Policy Guidance
Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended