ENG4U | English Grade 12 Online Course

ENG4U COURSE DETAILS

Course Type: University Preparation

Credit: 1.0

Ontario Curriculum: Grades 12: English

ENG4U Prerequisite: ENG3U – Grade 11 English

NCAA Approved Course

COURSE DESCRIPTION FOR ENG4U

ENG4U Grade 12 course emphasizes the consolidation of the literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. ENG4U 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. Within this ENG4U course 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 ENG4U course is intended to prepare students for university, college, or the workplace.

ENG4U Course Outline

ENG4U UNIT DESCRIPTIONS

UNIT 1: Critical Thinking Skills

In this unit, you will begin ENG4U by learning about Critical Thinking. This unit will be a strong foundation for the reminder of the course. Through information, readings and some neat videos, students will learn to critically think.

UNIT 2: MLA Citations and Essay Writing

Students will learn about the MLA documentation style. Students will then learn more about various types of essay writing style. This will be used as a framework for future assignments in this course.

UNIT 3: Literary Theories

Students will learn about various literary theories like Formalism, Marxism and Feminism and apply these lenses when studying different texts. A very basic way of thinking about literary theory is that these ideas act as different lenses critics use to view and talk about art, literature, and even culture. The different lenses also allow critics to focus on particular aspects of a work they consider important. Students complete an analysis of media from the scope of a chosen literary lens as well as create their own infographic providing information on a specific literary theory.

UNIT 4: Animal Farm

Students will engage with and explore a Big Idea surrounding the dynamics of power in Animal Farm: power corrupts, communication influences understanding and relationships among diverse cultures and groups, elements of communication forms can be combined and manipulated to express ideas and create different effects, audience and purpose influence choices in content, style and organization, power comes from taking/assuming responsibility, power is inherent, but how it is used is the issue, communication can/is influenced by a system, power influences reasoning and decisions and persuasion is power. Students will understand the elements of fiction, such as allegory, satire, and propaganda and how they are used to manipulate thinking. Students will expand vocabulary through reading, listening, and discussing. By the end of this Unit students will be able to understand the concepts of bias, propaganda, persuasive techniques and recognize these in various media. Students complete various media related assignments for this unit and a unit test.

UNIT 5: Hamlet

Hamlet is a story that depicts questionable action and consequence concerning the feigning or actuality of madness and insanity. Can students hone their own voice of reason and viewpoint of character motivation as they are pulled into the dramatic events of the play? Can negotiations between Ethos and Pathos teach us something deeper about the human condition and what Shakespeare wanted his audience to encounter? This media focussed Unit will engage a historic play while pushing students to transfer their technological skills in two projects, one a media conversion project and another a text messaging assignment.

UNIT 6: Medicine Walk

Students will engage with and explore a Big Idea of “Illusion versus Reality” in a novel study unit on Richard Wagemese’s novel, Medicine Walk. Students will negotiate and take a stand on current indigenous issues to learn about inspiring characters, and how place and setting will work to deconstruct notions of justice, prejudice and coming of age. Students complete an oral presentation assignment for this unit and a unit test.

UNIT 7: Independent Study Unit

Students will select a text from a predetermined list and will complete the required components of this independent study unit. Emphasis will be placed on developing an original and thought-provoking thesis statement. Integration of secondary research into the literary essay will also be important. Students will apply the lessons and numerous skills they have acquired throughout the course to this ongoing unit.

OVERALL CURRICULUM EXPECTATIONS

Oral Communication

By the end of this course, students will:

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.

Reading and Literature Studies

By the end of this course, students will:

1. 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;

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.

Writing

By the end of this course, students will:

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 literary, informational, 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.

Media Studies

By the end of this course, students will:

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.

TEACHING & LEARNING STRATEGIES FOR ENG4U

In this course, students will experience the following activities.

Presentations with embedded videos are utilized to outline concepts, explain theory with the use of examples and practice questions, and incorporate multi-media opportunities for students to learn more (e.g. online simulations, quizzes, etc.).

End of unit conversations and Poodlls are opportunities for students to express their ideas, problem solving, and thought processes with a teacher who provides timely feedback.

Reflection is an opportunity for students to look back at concepts and theories with new eyes, to relate theory to practice, and to align learning with their own values and beliefs.

Discussions with the instructor are facilitated through video conferencing, discussing the concepts and skills being studied. This enables two-way communication between the student and the instructor, to share ideas and ask questions in dialogue. This also helps to build a relationship between the student and instructor.

Instructor demonstrations (research skills, etc.) are opportunities for the instructor to lead a student through a concept or skill through video conferencing, videos, or emailing with the student.

Discussion forums are an opportunity for students to summarize and share their ideas and perspectives with their peers, which deepens understanding through expression. It also provides an opportunity for peer-to-peer feedback.

Practical extension and application of knowledge are integrated throughout the course. The goal is to help students make connections between what they learn in the classroom and how they understand and relate to the world around them and their own lives. Learning becomes a dynamic opportunity for students to be more aware that their learning is all around them and enable them to create more meaning in their lives.

Individual activities/assignments assessments are completed individually at a student’s own pace and are intended to expand and consolidate the learning in each lesson. Individual activities allow the teacher to accommodate interests and needs and to assess the progress of individual students. For this reason, students are encouraged to discuss IEPs (Individual Education Plans) with their teacher and to ask to modify assessments if they have a unique interest that they feel could be pursued in the assessment. The teacher plays an important role in supporting these activities by providing ongoing feedback to students, both orally and in writing.

Research is an opportunity to apply inquiry skills to a practical problem or question. Students perform research to gather information, evaluate quality sources, analyze findings, evaluate their analysis, and synthesize their findings into conclusions. Throughout, students apply both creative thinking and critical thinking. New questions are also developed to further learning.

Writing as a learning tool helps students to think critically about course material while grasping, organizing, and integrating prior knowledge with new concepts. Good communication skills are important both in and out of the classroom.

Brainstorming, charts, and graphs are a great way for students to synthesize their knowledge of subject matter visually through graphic organizers, pictures, and texts.

Readings are an opportunity for students to gain insight from a variety of texts online and further develop literacy skills. Students may print out the reading material to use it to highlight, take notes, and have with them when a computer is not available.

Articles are examples of concepts and theories being discussed in the public realm and with respect to current events. They are snapshots not only of why theories/concepts/applications are relevant but also provide a window into the broader context of subject matter knowledge and understanding. Students learn through reading and analysis that the subject matter is deeply related to, and intertwined with, society and the diverse perspectives of lived experience.

Oral presentations in an online environment are opportunities for students to present live or record presentations, expressing their ideas and understanding orally.

Reflective/comparative analysis and evaluation of written work is very important in this course. Concepts and skills are modelled in examples (exemplars), which students can refer to and utilize to self-evaluate their own work. A variety of texts are shared, and students are encouraged to make comparisons with different texts, real life situations, and their own writing.

Journals provide an opportunity for students to self-reflect on the subject matter and see their growth over time. It supports students to express their thoughts and skills learned in a personal way.

ASSESSMENT & EVALUATION FOR STUDENT ACHIEVEMENT

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

● Address both what students learn and how well they learn;

● Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart

● Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;

● Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;

● Are fair to all students;

● Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;

● Accommodate the needs of students who are learning the language of instruction;

● Ensure that each student is given clear directions for improvement;

● Promote students’ ability to assess their own learning and to set specific goals

● Include the use of samples of students’ work that provide evidence of their achievement;

● Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The final grade will be determined as follows:

❑ 70% of the grade will be based on evaluation conducted throughout the course. This portion of the grade should 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 administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

(Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario Ministry of Education Publication, 2010 p.41)

CONSIDERATIONS FOR PROGRAM PLANNING

PLANNING PROGRAMS FOR STUDENTS WITH SPECIAL EDUCATION NEEDS

Classroom teachers are the key educators of students who have special education needs. They have a responsibility to help all students learn, and they work collaboratively with special education teachers, where appropriate, to achieve this goal. Special Education Transformation: The Report of the Co-Chairs with the Recommendations of the Working Table on Special Education, 2006 endorses a set of beliefs that should guide program planning for students with special education needs in all disciplines. Those beliefs are as follows: All students can succeed. Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students. Successful instructional practices are founded on evidence-based research, tempered by experience.

PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS

Ontario schools have some of the most multilingual student populations in the world. The first language of approximately 20 percent of the students in Ontario’s English language schools is a language other than English. Ontario’s linguistic heritage includes several Aboriginal languages; many African, Asian, and European languages; and some varieties of English, such as Jamaican Creole. Many English language learners were born in Canada and raised in families and communities in which languages other than English were spoken, or in which the variety of English spoken differed significantly from the English of Ontario classrooms. Other English language learners arrive in Ontario as newcomers from other countries; they may have experience of highly sophisticated educational systems, or they may have come from regions where access to formal schooling was limited. When they start school in Ontario, many of these students are entering a new linguistic and cultural environment.

THE ROLE OF TECHNOLOGY IN THE PROGRAM

Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom. Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning.

FREQUENTLY ASKED QUESTIONS

To learn more about this course including tests and exams please visit our FAQ page.