Course Outline: ENG 3U

Jennifer McLaughlin

Grade 11 University English (ENG 3U) Unit Title Original Course Components
Unit Expectations: Students will continue to develop essaywriting skills through an examination of short stories and essays. Within the context of Ontario Catholic School Expectations, issues and themes surrounding art and music, the environment, ethics, justice, survival, science and technology, and tragedy may be explored. Students will expand their understanding of the short story and essay genre by being able to recognize, describe, analyse and use various stylistic elements. These may include rhetorical devices, hyperbole, clich, antithesis, sarcasm, etc. Further, students will be able to recognize the relationship between form and function and how the interplay between the two influences meaning. Formative Assignments: Character Analysis (short story section) Diary Entry (short story section) Image Analysis (essay section) Dramatic Improvisation (essay section) Culminating Assignment(s): Short Stories Unit Test (sight passage) Essays Expository Essay

Changes I Would Make

1. I would accommodate and modify material to meet the needs of students with exceptionalities by providing the following:
Pairing with another student ; Differentiating Instruction; Extra time and extra help; Breaking down assignment into smaller, more manageable tasks; Monitoring students use of texts and or instruction; Encourage students to ask questions for clarification; Chunking Information; Pacing - new skills introduced in small steps and slowly to ensure mastery; Providing graphic organizers as needed.

Reasons for Change

1-2. Accommodating, modifying, and enriching lessons and activities is not just good practice and government policy but it is one of the challenges presented in Module four (Challenges of Learning). After reading and reflecting on several articles from the March 2003 edition of English Journal, it became apparent

SHORT STORIES
AND ESSAYS

that differentiating instruction and activities is good pedagogy especially for students with special needs. 3. In Bruce Piries Reshaping High School English, Bruce claims that student ... engagement with popular culture as well as school culture. Initially, at least, that engagement is the background they bring to the reading of classroom texts, (Pirie 23). Therefore, I would like to take my students prior knowledge of popular culture into consideration when planning my lessons. It is my hope that bringing in pop culture examples will serve to engage my students in the material being studied. Furthermore, I would like to incorporate material I created for the teacher workshop from Module two The Web of Textuality as I firmly believe in this concept. 4. Being introduced to the R.A.F.T.S. model in module three (The Changing Context of Reading and Writing) and having viewed assignments developed by my colleagues (I selected a different assignment) I am inspired to create an R.A.F.T.S. assignment. Additionally, I believe that students would enjoy this activity as it is engaging.

Text: Imprints 11

List of Readings:
The Storyteller (Saki) Wilhelm (Gabrielle Roy) Mirror Image (Lena Coakley) Soul-Catcher (Louis Owens) Saturday Climbing (W.D. Valgardson) The Cask of Amontillado (Edgar Allan Poe) Chicken-Hips (Catherine Pigott) A Comparison (Sylvia Plath) Whose Lathe? (Ursula K. Le Guin) Homage to Barcelona (Marjorie Doyle)

2. Additionally, I would include enrichment opportunities for the culminating assignments. I would provide a short story test based on more difficult readings or, in lieu of a test, I would have the student(s) write their own short story. I would also have students research and provide secondary sources for the essay assignment. 3. I would begin the unit by engaging the class with pop cultural references. I would include the following: The Storyteller provide magazines (tabloids) or have students peruse online magazines as a background to a discussion on the irresistible appeal of improper stories (as discussed by one of the characters). Wilhelm provide clips of reality television shows like The Bachelor as an introduction to courtship past and present. Mirror Image provide access to online articles about brain transplants as well as the moral and ethical implications of these procedures. Chicken Hips show clips and magazine reflective of body image. Use the media assignment I created for my Web of Textuality workshop (the one about Dove and Axe) 4. I would replace an existing formative assignment with an R.A.F.T.S. assignment.

Course Outline: ENG 3U

Jennifer McLaughlin

Unit Expectations: Through a critical reading of a NOVEL STUDY Twentieth Century North American novel, students will explore the heroic yet tragic journey of a modern protagonist. Through a critical reading of a novel, students will critically Text: analyze the societies created in both. Students will examine the social, The Apprenticeship political, and religious structures of Duddy Kravitz created in each novel, and their impact (Mordecai Richler) upon the moral and ethical behaviour of the characters. Students will also make connections between the fictional worlds created in the novels, gospel values, their own lives, and the world beyond the novel. Additionally, traditional novel elements will be examined, including narrative point of view, symbolism, allusions, characterization, conflict, etc.
Formative Assignments:

1. I would accommodate and modify material to meet the needs of students with exceptionalities (see list of accommodations and modifications for short story/essay unit). 2. Additionally, I would provide exceptional students with an electronic copy of the novel on either Premier or Kurzweil. I would also allow students to complete their essay by filling in an electronic template on Premier. 3. I would also include enrichment opportunities for the culminating assignments. I would have students research and provide secondary sources for the essay and seminar assignments (i.e. journals, literary criticism). 4. Instead of the seminar assignment, I would have students create a movie trailer based on the release of a modern rendition of the The Apprenticeship of Duddy Kravitz. Students would plan, rehearse and film this assignment and edit it with the use of Movie Maker software. 5. In lieu of the character analysis, journal and letter writing assignments, I would provide students with a list of activities reflective of the eight multiple intelligences from which to choose.

1-3. Accommodating, modifying, and enriching lessons and activities is not just good practice and government policy but it is one of the challenges presented in Module four (Challenges of Learning). After reading and reflecting on several articles from the March 2003 edition of English Journal, it became apparent that differentiating instruction and activities is good pedagogy especially for students with special needs. 4. By allowing students to create multi-media presentations, I would be incorporating activities that more accurately reflect the needs of students entering the modern workforce. Having been introduced to the multiliteracy approach in module one (Literacy in a Digital Age) and having read the New London Groups article A Pedagogy of Multiliteracies: Designing Social Futures. I am convinced that students would greatly benefit from the use of the multiliteracy method in the classroom. 5. By providing students choice of activities that address all eight multiple intelligences, students have the chance to showcase their strengths. In addition, several modules in this course (i.e. modules one and three) include the idea of Differentiated Instruction, the use of multiple intelligences and the concept of multiliteracy in the classroom. Since we have learned from this course to embrace changes in education, I would like to revamp my lessons to reflect the current educational pedagogy.

Content Quizzes Character Analysis Chart Journal Letter to character (Writing in role)

Culminating Assignment(s): Five paragraph literary essay with primary and secondary sources (research) Seminar

Course Outline: ENG 3U

Jennifer McLaughlin

POETRY

Text: Imprints 11

Readings: A selection of poems from the anthology.

Unit Expectations: Students will read and study a variety of poetry from various times and written in various forms. Figurative language will be explored in context with emphasis placed on simile, metaphor, and personification. Additionally, students will investigate how symbol and irony are used to create powerful poetry. Issues surrounding the theme of the individual and society, in the context of Catholic Graduate Expectations, will be the primary focus though not the only focus. The analyses and writing of poetry will be equally emphasized.
Formative Assignments:

1. I would accommodate and modify material to meet the needs of students with exceptionalities (see list of accommodations and modifications for short story/essay unit). 2. I would also include enrichment opportunities for some

assignments. Students could attempt to get their poem published (i.e. in the school publication of The Unicorn, in writing contests). Students could also work with a writer-inresidence. I have utilized this program offered from our board and in combination of Now Hear This! whereby a writer comes in to lead workshops with classes and certain students end up being published in an annual anthology. I would like to have a poet come in to this ENG 3U class and provide poetry writing workshops for the students. 3. Additionally, I would provide an option to the poetry portfolio assignment. Students would be able to compile their poems and make an electronic portfolio by creating a website, a hypertext, or a PowerPoint presentation. 4. Instead of having students complete a dramatic reading of a poem from the anthology, I would have students present their poems by hosting a poetry cafe. 5. Furthermore, I could have students create poetry that does not follow the traditional models outlined in the anthology (i.e. spoken word, song lyrics, free verse, concrete poems etc.) and have them combine their work in a student created poetry zine.

1-2. Accommodating, modifying, and enriching lessons and activities is not just good practice and government policy but it is one of the challenges presented in Module four (Challenges of Learning). After reading and reflecting on several articles from the March 2003 edition of English Journal, it became apparent that differentiating instruction and activities is good pedagogy especially for students with special needs. 3. I have always wanted to find new ways to incorporate technology in my lessons. Module two (ICT) inspired me to create more assignments for students that allow students to interact with technology. Additionally, I wanted to find a way to incorporate visual grammar into my lessons and thought that this would be an effective way to do so. 4-5. Having read about the New London Groups modes of meaning-making, I knew I would reshape my poetry unit. I would like to provide students with varying ways in which to present poetry to the class so that it is relevant, meaningful and exciting. Additionally, I wanted to find a way to incorporate visual grammar into my lessons and thought that this would be an effective way to do so.

Poetic devices quiz Poetry portfolio Dramatic reading of a poem Poem analysis

Culminating Assignment(s): Seminar (research different literary periods/canon) Handout (to accompany seminar)

Unit Expectations:

1. I would accommodate and modify material to meet the needs of students with exceptionalities (see list of accommodations and

1 -2. Accommodating, modifying, and enriching lessons and activities is not just good practice and government policy but it is

Course Outline: ENG 3U

Jennifer McLaughlin

DRAMA

Text: Twelfth Night (William Shakespeare)

Students will read, analyze and respond to a dramatic text and will interpret the elements of dramatic structure, character and characterization, theme, setting, and dramatic devices. Students will understand the importance of the context (social, cultural, political) in which a dramatic work was created and apply this knowledge in appreciating the text being studied. Issues surrounding the theme of the individual and society, and moral and ethical behaviour will be explored in the context of Ontario Catholic School Graduate Expectations.
Formative Assignments:

modifications for short story/essay unit). 2. Additionally, I would provide exceptional students with an electronic copy of the play on either Premier or Kurzweil. I would also inform students that they can read the play on their portable electronic devices (i.e. Kobe and I-pod Touch). 3. Since Shakespeare can be difficult and quite daunting for students, I would begin this unit with a multiple entry lesson. 4. I would also show the movie Shes the Man which is a modern interpretation of the play. In lieu of the news article assignment, I would have students compare and contrast the play with the movie. 5. In lieu of the journal assignment, I would have students create a Facebook page (print or electronic) on one of the characters. 6. Furthermore, I would replace the culminating task (seminar). I would have students create one of the following (on paper or electronically): a storyboard, a comic strip (i.e. bitstrips.com), or a graphic novella.

one of the challenges presented in Module four (Challenges of Learning). After reading and reflecting on several articles from the March 2003 edition of English Journal, it became apparent

that differentiating instruction and activities is good pedagogy especially for students with special needs.
3. According to Module four (Challenges of Learning), one of the learning challenges is that students enter a class with a varying knowledge and skill sets. Since Shakespeare can be difficult for most students, I would like to begin the unit with a multiple entry lesson to address the wide range of student ability levels. 4. After reading Eliza Dresangs Radical Change Theory found in Module three, I decided to create assignments that would be reflective of radical change characteristics. By watching the modern interpretation of the play, students would be exposed to the following characteristics of radical change: multiple perspectives, previously unheard voices, youth who speak for themselves, and characters portrayed in new/complex ways. 5. Again, I would like to incorporate more technology. Module two (ICT) inspired me to create more assignments for students that allow students to interact with technology. 6. After reading Module three (The Changing Context of Reading and Writing), I was motivated to create an assignment that would connect student love of comics/graphic novels to the course work.

Content Quizzes Passage Analysis Journal News Article

Culminating Assignment(s): Seminar

LANGUAGE STUDY

Unit Expectations: In this on-going unit, students will develop their vocabulary and

1. I would accommodate and modify material to meet the needs

of students with exceptionalities (see list of accommodations and modifications for short story/essay unit).

1. Accommodating, modifying, and enriching lessons and activities is not just good practice and government policy but it is one of the challenges presented in Module four (Challenges of

Course Outline: ENG 3U

Jennifer McLaughlin

Text: Language Power G

knowledge of language structures and conventions. They will be able to recognize, describe the function and correctly use the colon, semicolon, hyphen and transitional words. Culminating Assignment(s): Unit Tests

2. Instead of unit tests, I would have students watch episodes of The Electric Company (both original and current episodes) as well as School House Rock videos. Then, I would have students work in groups to create their own episode of either show demonstrating their learning throughout the unit.

Learning). After reading and reflecting on several articles from the March 2003 edition of English Journal, it became apparent

that differentiating instruction and activities is good pedagogy especially for students with special needs. 2. I wanted to find a way to make grammar exciting for students and I thought that combining drama (a varying mode of meaning-making Module one) with technology I could instil a love of grammar in my students.