Brampton Christian Academy

Course Title: Course Code: Grade: Course Type: Credit Value: Prerequisite: Curriculum Policy Document: Department: Course Developer: Development Date: Course Revised By: Revision Date:

English ENG 4U Grade 12 Academic One ENG 3U English, The Ontario Curriculum Grades 11 and 12, 2007 (Revised) English Andrew Cabral July, 2007 Michael Grabham September, 2011

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 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. 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 Expectations:
Oral Communication
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

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
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
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.

Units: Titles and Times

Unit #1 Unit #2 Unit #3 Unit #4 Unit #5

The Downfall of Greed and Ambition Whats Grace Got to Do With You? The Integrity of Individualism Satire and Parody Within the Media Final Evaluation Project (I.S.U)
Total Number of Hours

26 hours 26 hours 22 hours 26 hours 10 hours 110 hours

Teaching/Learning Strategies:
Oral Presentation Socratic Dialogue Lateral Thinking Conferencing Discussion Lecture Textbook Homework Independent Study Think/Pair/Share Media Analysis Reading Response Analysing Bias/Stereotype Media Presentation Read Aloud Field Trips

Strategies for Assessment and Evaluation of Student Achievement:

The following types of activities will be used to assess student learning: these assessments are formative and do not contribute directly to the students overall mark. Conferences Content Quizzes Group Discussions Note creation Homework Checks Group Analysis of a Text Written Responses Creating a Plot Synopsis of a text Charting Character Media Analysis Fields Trips Practice Oral Presentations Online Contributions to a Text Peer Revision (written material) The following activities conducted throughout the year will be used as part of the students summative evaluation and represent 70% of the students Final Grade: (Note: some activities, used in different contexts, are used for both formative and summative purposes.) Written Texts (online responses, Expository Paragraph, Literary Essays, articles) Conferences Content Tests Observation of Class Discussion contributions Oral Presentations Media Creation Media Analysis Text Analysis The students Final Evaluation which takes place at the end of the school year represents the remaining 30%. This Final Evaluation takes the form of a major project with three components which are equally weighted: Conferences, Oral Seminar, and Literary Essay. This project will enable the student to demonstrate skills, vocabulary, and knowledge acquired throughout the course. This project will be evaluated according to several detailed, pre-distributed and thoroughly explained rubrics.

All Evaluation (both the 70% course work and the 30% Final Evaluation) is subdivided into the following 4 Categories of Knowledge and Skills: Knowledge and Understanding. Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding). Thinking. The use of critical and creative thinking skills and/or processes, as follows: planning skills (e.g., generating ideas, gathering information, focusing research, organizing information) processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating) critical/creative thinking processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process) Communication. The conveying of meaning through various text forms. Application. The use of knowledge and skills to make connections within and between various contexts. The following diagram depicts the formula by which the students Final Mark will be calculated: Final Mark 100%

70% Summative Course Work

Knowledge / Understanding 17.5% Thinking / Inquiry 17.5% Application 17.5%

30% Final Evaluation

Knowledge / Understanding 7.5% Thinking / Inquiry 7.5% Application 7.5%

Communication 17.5%

Communication 7.5%

Resources:
Callaghan, Morley. More Joy in Heaven. Toronto: McClelland and Stewart Inc., 1992. ISBN 0-7710-9956-8 Bolt, Robert. A Man For All Seasons. Toronto: Irwin Publishing, 1960. ISBN 0-7725-5086-7 Evans, Kathy, et al., Eds. Imprints. Toronto: Gage Learning, 2002. ISBN 0-7715-0947-2 Gill, Roma, Ed. Oxford School Shakespeare: Macbeth. Oxford: Oxford UP, 2002. ISBN-13 9780-1983-3240-03 Microsoft Powerpoint www.Turnitin.com

Program Planning Considerations:

The Role of Technology in the Curriculum
Students will learn to use an online discussion board (created through www.Turnitin.com) in order to facilitate further sharing of information, perspective, individual responses, etc. outside the classroom. The teacher will prompt and seed the discussions based on issues arising from texts and in-class discussions. Students will use Microsoft Word to write their articles, use online Peer-Editing tools to revise, and use of Spellcheck and Grammar check as technological editing tools. In the Final Evaluation Project, students will learn to use the computer search tools at the Metropolitan Toronto Reference Library (including their Annex of information, articles, etc. on Canadian Authors, often on microfiche) to complete research for their paper and presentation. They will then use computer software (Microsoft Powerpoint) and hardware (terminal connected to a data projector) to enhance their oral presentations. Homework and Deadlines will be communicated to students through the schools website.

Links to Careers
The Final Evaluation Project in this course will challenge students to consider career options in the field of writing. They will research the biographies of selected writers and/or media personnel, interviewing them where possible and researching the various career paths taken, education requirements, opportunities available to gain experience in a field, etc.