Course Description
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries, and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or college preparation course.
- Course Code: ENG3U
- Department: English
- Course Type:University
- Credit Value:1.0
- Prerequisite:ENG2D, English, Grade 10, Academic
- Curriculum Policy Document:English, The Ontario Curriculum, Grades 11 and 12, 2007
Course Outline
English ENG3U – Total Hours (110 Hours)
- Unit One: Short Stories (20 Hours) In this unit, students will learn about PACTS and RACES, learn the skills needed to read short stories for meaning and to analyze, develop a deeper understanding of literary and poetic devices as well as figurative language, and integrate quotes in an essay.
- Unit Two: Non-Fiction and Media Studies (20 Hours)
- Unit Three: Poetry (20 Hours) In this unit, students will be introduced to poetry, literary devices in poetry, identify the main idea of poetry. Aside from that, they will also understand stereotypes in media, learn about different forms of digital poetry, and learn about sonnets.
- Unit Four: Grammar/Born A Crime (20 Hours) In this unit, students will learn about the simple and continuous verb tenses, perfect and perfect continuous verb tenses, types of sentences, and read and analyze the novel “Born A Crime
- Unit Five: Independent Novel Study (20 Hours) In this unit, students will learn about the independent novel guidelines and PACTS, and know different literary theories,
- RST and Final Exam 30% Final Exam – 2 Hours This is a proctored exam worth 20% of your final grade. Rich Task Summative – 8 Hours. This is a summative task assigned at the end of the course that brings together many of the expectations covered throughout the course and is created to assess and evaluate a student’s ability to demonstrate their understanding of the expectations through not only the product, but through conversation and observation.
Resources required by the students
Note: This course is entirely online and does not require or rely on any textbook.
A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work
Grade 11, University Preparation
Overall Expectations
By the end of this course, students will:
- 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;
- Reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
Strategies for Assessment and Evaluation of Student Performance
There are three forms of assessment that will be used throughout this course:
- Assessment for learning: will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.
- Assessment as learning: is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.
- Assessment of learning: will occur at or near the end of a period of learning; this summary is used to make judgements 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.
Teaching and Learning Strategies
Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem-solving, and communication as they investigate and learn fundamental concepts. The integration of critical thinking and critical inquiry skills will provide a powerful tool for reasoning and problem solving, and is reflected in a meaningful blend of both process and content.
- Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
- Reading, Writing, and Oral Communication strategies enhance students’ literacy skills, especially for complex texts.
- Videos in the course illustrate topics such as literary devices, research methods, MLA formatting, novel studies, advertisements and public service announcements.
- Teaching on Children of Blood and Bone leads students through the novel while introducing racial discrimination and social and class inequality. Students connect these themes to real-life issues and situations.
- Scaffolding longer writing assignments (literary essays and research proposals) allow students to work with the process of creating thesis statements, outlines, drafts, and final copies. Teacher feedback at each level enables students to improve both style and content in their written pieces.
- By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing.
- Independent, creative and critical thinking are practiced throughout the units to prepare students for university.
The Final Grade
| Percentage of Final Mark | Categories of Mark Breakdown |
| 70% | Assessments of Learning Tasks Throughout the Term |
| 30% | Final Written Examination And/ Or RST |
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:
| Total | Knowledge | Inquiry | Communication | Application |
| 100% | 25% | 25% | 25% | 25% |
Cheating and Plagiarism
Forest Green Academy International commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.
In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.
Improper Citation
Grades 11 and 12
First Instance: A warning and an opportunity to redo the piece.
Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.
Unaccredited Paraphrasing
Grade 11 and 12
First Instance: An opportunity to redo the piece to a maximum grade of 75%.
Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.
Unaccredited Verbatim
Grade 11 and 12
First Instance: An opportunity to redo the piece to a maximum grade of 50%.
Subsequent Instance: A grade of zero. No opportunity to resubmit.
Full Plagiarism
Grade 11 and 12
First Instance: A grade of zero. No opportunity to resubmit.
Subsequent Instance: A grade zero. No opportunity to resubmit.
Instructional Approaches
Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.
Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.
Teachers will use differentiated instructional approaches such as:
- adjusting the method or pace of instruction
- using a variety of resources
- allowing a wide choice of topics
- adjusting the learning environment
- scaffolding instruction
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.
Planning the Program for Students with Special Educational Needs
The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:
- All students have the ability to succeed
- Each student has his or her own unique patterns of learning
- Successful instructional practices are founded on evidence-based research, tempered by experience
- Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students
- Online teachers are the key educators for a student’s literacy and numeracy development
- Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
- Fairness is not sameness
The teacher will use the following strategies:
- Extra time on tests and extended deadlines for major assessments
- Complete tasks or present information in ways that cater to individual learning styles
- Variety of teaching and learning strategies
- Scaffolding
- Break down (chunk) assignments
- A computer for assessments and exams
- Formula sheets, memory aids
- oral and written instructions
- Cue cards during instruction and Assessments
- Graphic organizers
- Specific strategies to enhance recall
- Non-verbal cues and reminders to remain focused
- Oral testing
- Allow for sufficient response time
- Experiential learning experiences so that students can make connections between curriculum and real-world examples
- Conferencing
- Prompting students through lessons and assessments
- Refocusing strategies
- Periodic breaks
Planning the Program for Students with English as a Second Language
In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:
- Body language and non-verbal communication
- Model expectations
- Subject-specific dictionary
- Cooperative learning
- Concrete examples and materials
- Avoid idioms
- Bilingual Dictionaries
- Buddy system
- Peer tutors
- Allow sufficient response time
- Graphic organizers
- Scaffolding
- Story maps
- Conferencing
- Pre-writing strategies
- Literature circle
- Journal
- Previewing course readings / texts
- Materials that reflect cultural diversity
- Free voluntary reading
- Guided Reading
- Guided Writing
- Think Aloud
- Whole-Class Response
- Editing checklist
Supporting First Nations, Métis and Inuit Students
We will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
We will:
- increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
- continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
- increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
- provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
- provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
- provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
- develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
- implement targeted learning strategies for effective oral communication and mastery of reading and writing
- implement strategies for developing critical and creative thinking
- provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
- provide a supportive and safe environment for all First Nation, Métis, and Inuit students
The Role of Information and Communication Technology
ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:
- Websites
- Online libraries
- Archives
- Public records
- YouTube
- Curriculum Digital Resources
- Widgets
- Online Graphing Calculator
- Cell phones
- iPads
- DVDs
- Digital Camera
- Edsby
- G Suite
- Office 365
- Gizmos
- Labster
- Gradeslam
- Mathspace
- Mathletics
- Screencastify
Environmental Education Connections
Although there are no specific environmental connections in this course, teachers will develop an environmental understanding fostered through the learning context (e.g., problems and examples related to environmental issues such as climate change, habitat destruction, population growth, energy conservation, and waste management).
Healthy Relationships in the Learning Environment
At Forest Green Academy International, every student is entitled to learn in a safe, respectful and caring environment, free from violence and harassment. The teacher will create a safe and supportive environment in the class by cultivating positive relationships between students and between the teacher and their students.
Equity and Inclusive Education in the Learning Environment
At Forest Green Academy International we embrace multiculturalism, human rights and diversity as fundamental values. Bullying, hate propaganda and cyber bullying, racism, religious intolerance, homophobia and gender-based violence are still evident in our communities and, unfortunately, in our schools. At Emerald Valley Academy International we address the needs of a rapidly changing and increasingly complex society by ensuring that our policies evolve with changing societal needs.
Ethics in the Learning Environment
At Forest Green Academy International teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.
Financial Literacy Connections
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills.
Literacy, Mathematical Literacy, and Inquiry Skills
At Forest Green Academy International, it is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills.
Cooperative Education
Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs compliment students’ academic programs and are valuable for all students, whatever their post-secondary destination.
Cooperative education courses may be earned using this course as one of the related courses.
Experiential Learning
Central to the philosophy at Forest Green Academy International is the focus on experiential learning. Planned learning experiences in the community, including job shadowing, field trips, and hands-on experiences will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.
Health and Safety in the Learning Environment
As part of every course, students must be made aware that health and safety in their learning environment are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times when communicating with students online.
The Role of the School Library
Although Forest Green Academy International does not have an official school library, students are encouraged to use e-books, local libraries, GALE resource archives and Curriculum Video Digital resources to develop important research and inquiry skills.
Promotion of Careers
The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.
During this course the teacher will:
- Ensure that all students develop the knowledge and skills they need to make informed education and career/life choices
- Provide a learning environment and online school-wide opportunities for this learning
- Engage parents and the broader community in the development, implementation, and evaluation of the program to support students in their learning
- Use the four-step inquiry process linked to the four areas of learning:
- Knowing yourself – Who am I ?
- Exploring opportunities – What are my opportunities?
- Making decisions and setting goals – Who do I want to become?
- Achieving goals and making transitions – What is my plan for achieving my goals?
The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options, and become competent, self-directed planners.