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Course Profile
English, Grade 11, University Preparation, Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
District School Board Writing Team – English
Lead
Board
Kawartha Pine Ridge District School Board
Project
Manager
Fiona White, Kawartha Pine Ridge District School Board
Course
Profile Writing Team
Scott Parr, Kawartha Pine Ridge District School Board
Jennifer Post, Simcoe District School Board
Cynthia Rankin, Kawartha Pine Ridge District School Board
Glenda Morris, Trillium Lakelands District School Board
Reviewers
Ann Varty, Trillium Lakelands District School Board
Alice Lynch, Simcoe District School Board
Nora Christos, Kawartha Pine Ridge District School Board
Mindy Poley, Kawartha Pine Ridge District School Board
Carol Ricker-Wilson, ELAN
Sheila Powell, Thames Valley District School Board
Special
thanks to Lorrie Clark, Department of English, Trent University for providing a
destination review.
Course Overview
English, Grade 11, University Preparation, ENG3U
This
course emphasizes the development of literacy, critical thinking, and
communication skills. Students analyse challenging texts from various periods;
conduct research and analyse the information gathered; write persuasive and
literary essays; analyse the relationship among media forms, audiences, and
media industry practices. An important focus is understanding the development
of the English language.
The
units and specific material suggested in this course profile, reflect an
attempt to introduce senior level, university bound students, to significant
literary works that reflect major themes in literature, which address
alienation, the nature of good, ambition, natural versus supernatural, and the
nature of humanity. Students examine both structure and techniques used in a
variety of different pieces.
“Short
Pieces” is the title used to describe two units that frame the course. The
first unit, “Short Pieces: Form and Method”, introduces students to basic
themes, genres, forms, and devices that will be the foundation of literary
analysis. “Short Pieces: Language in Poetry and Media”, is positioned at the
end of the course to allow students to focus on sophisticated language use in
poetry and media.
The
two central units, based on analyses of Frankenstein and Macbeth,
draw on knowledge and skills acquired in the first unit. Most of the pieces in
Units 1 and 4 were chosen because the central themes complement those in the
novel and play. Frankenstein and Macbeth were chosen as the core
texts because of their enduring qualities:
·
They
have great literary merit.
·
They
are widely known by students on a superficial “Hollywood” level.
·
They
strongly appeal to students and continue to have relevance in today’s society,
dealing with such topics as, greed, genetics, and ambition.
·
They
contain classical, archetypal, and religious symbolism.
·
They
explore themes which address the nature of good, natural and supernatural
forces, the dilemma between fate and freewill.
·
They
are the original sources for many allusions and also contain many allusions to
other great classical literature, mythology, art, and religion.
In
the culminating unit, students apply skills and knowledge developed throughout
the course in an individualized study of an independently chosen novel. They
demonstrate their achievement of the relevant expectations in an oral
presentation, which includes a media component. The focus is a particular theme
and a full analysis of the novel as it pertains to the classics in literature.
The teacher provides opportunities for conferencing and direction on a regular
basis. This represents not only a culmination of the students’ work, but also a
reflection of the essential structure of the course. The culminating unit
provides students with opportunities to demonstrate what the course
demonstrates, an examination of key themes and issues across a variety of texts
and media.
It
is important to introduce the culminating unit tasks to the students at the
beginning of the course and to refer to it throughout. Response Journals,
Glossary of Terms and Reader’s Notes are also introduced in Unit 1 and assist
students in their development of the critical and analytical skills they need
in the culminating unit. Students should begin independent reading of the core
novel, Frankenstein, during the first unit.
Activities have been planned in each
unit to work towards the Culminating Unit. Many smaller activities have been
used more than once to facilitate improvement. The Culminating Unit should be
mentioned to students throughout the course to focus their attention on the
relevant skills and concepts being developed. Some activities from different
units occur simultaneously as with Unit 1 and the reading of the novel study in
preparation for the first day of Unit 2.
The
teacher works with the library staff and members of the English department to
develop the different units in this course. Many resources may be effectively
substituted based on availability, student cultural mix, and teacher
preference. Teachers need to consider ESL students and students with IEPs when
choosing strategies to use in their classrooms.
Throughout
the course, students are provided with multiple opportunities to refine their
writing skills, with a focus on developing the skills they need in a university
setting, regardless of the program they enter. It is important for the teacher
to model a variety of organizational strategies for developing writing plans
and to provide structure and guidance for the writing process, including self
and peer editing and revision. Successful writing depends on students achieving
the language expectations relating to grammar and spelling. These can be
effectively taught through focused mini-lessons, provided by the teacher as
appropriate, addressing gaps identified in student work.
|
* Unit
1 |
Short
Pieces: Form and Method |
25
hours |
|
Unit 2 |
Examination
of Literary Forms and Issues |
28
hours |
|
Unit 3 |
Exploration
of Literary Connections |
23
hours |
|
Unit 4 |
Short
Pieces: Language in Media and Poetry |
16
hours |
|
Unit 5 |
Culminating
Unit: Pulling it all Together |
18
hours |
* This
unit is fully developed in this Course Profile.
Time: 24 hours
Unit
Description
Students
review and extend their understanding of literary forms and devices through
engagement with a variety of short written and media texts. Students apply
their understanding in a variety of writing activities, which provide an
opportunity for diagnostic and formative assessment. The teacher uses these
activities to plan mini-lessons for necessary language skill improvements.
Emphasis is placed on the ability to identify and connect pieces with similar
themes. In the final activity of the unit, students produce a polished
narrative piece of writing on a chosen theme, and also demonstrate their
ability to analyse a sight passage. The introduction of a variety of classics
also serves as a brief introduction to the Culminating Unit. The students’
investigation of genres and forms ranging from visual art to classic texts
provides them with excellent models to build analytical and comparative skills.
Research skills and proper MLA bibliography style are used.
Strands
& Learning Expectations
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations: LSV.01, LSV.02, LSV.03, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01,
LAV.02, MDV.01.
Unit 1
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus and Suggested Activities |
|
1.1 Anticipation 360 min |
LSV.01,
LSV.02, LSV.03, WRV.02, LAV.02, MDV.02, LS1.01, LS1.03, LS2.01, LS3.01,
LS3.02, WR2.01, WR2.03, LA2.01 |
Communication |
Focus:
Narrative Poem and Song Introduction
to course and initiation of reading Frankenstein Discussion
of themes related to anticipation and analysis of theme in a short story Analysis
of groups of poems to develop understanding of form, style and devices Extension
of study of themes to video and music, with choice of song related to theme
presented orally Creation
of a poem |
|
1.2 Conscience 300 min |
LSV.01,
WRV.01, WRV.02, WRV.03, WRV.04, LAV.02, LS2.01, WR1.02, WR1.04, WR2.02,
WR3.03, WR4.04, LA2.02 |
Communication
|
Focus:
Non-fiction Examination
of conscience and guilt through the game “Two Truths and a Lie” Reading
and analysis of two non-fiction articles about individuals moved by
conscience Research
on an organization, which addresses issues to the theme Preparation
of a non-fiction report accompanied by a brief oral presentation |
|
1.3 Alienation 300 min |
LSV.01,
LSV.02, WRV.02, WRV.03, LAV.01, LAV.02, MDV.01, LS1.03, LS2.02, LS2.03,
WR2.01, WR3.02, LA1.03, LA2.01, LA2.02, MD1.01 |
Knowledge/ |
Focus:
Memoir Introduction
to “freefall” writing and anecdotes Discussion
of alienation and how setting can be used to reinforce it Development
of found poem based on different settings Analysis
of memoirs “Freefall”
writing to develop a draft of a personal memoir |
|
1.4 States
of Mind 300 min |
LSV.01,
LSV.02, LSV.03, WRV.01, WRV.02, WRV.03, LAV.01, LAV.02, MDV.01, LS1.02,
LS1.04, LS1.05, LS2.02, LS3.01, LS3.02, WR1.02, WR2.01, WR2.02, WR2.04,
WR3.02, LA1.01, LA2.01, MD1.01, MD1.03 |
Knowledge/ |
Focus:
The Short Story Discussion
of states of mind using visuals Group
analysis of short story with theme that addresses states of mind Exploration
of language related to states of mind Class
analysis of short story and summary of elements with model of Readers’ Notes “Freefall”
or other writing activity related to the short story Analysis
of Gothic short story and further writing Test on
literary terms Development
of short story outline |
|
1.5 Universal Themes 240 min |
LSV.01, LSV.02, LSV.03, WRV.02, WRV.03,
WRV.04, WRV.05, LAV.02, WR2.01, WR2.02, WR2.04, WR4.02, WR5.04, LA2.02 |
Knowledge/ |
Focus:
Polished Piece of Narrative Writing Group development of themes Choice of focus for written piece: narrative
poem, non-fiction, memoir or short story, and discussion in small groups Development of polished piece, including peer
editing based on rubric Sight passage test to apply knowledge and
skills acquired in this unit |
Time: 28 hours
Unit
Description
Students
use Frankenstein as the basis for examination of literary forms and
issues. They are introduced to features of the Romantic Movement and develop an
understanding of the elements of Gothic as they explore the nature of good, of
humanity, of the supernatural, and of ambition. Other genres of the period and
key Romantic writers are used to draw comparisons to the author and her work.
Literary criticism in its many forms, e.g., video, essay, parody, is used to
help students understand the various interpretations of and allusions to the
text over the last 180 years. Students also choose one of a set of alternative
novels for small group study and through analysis draw parallels and make
comparisons to elements of Frankenstein and other related literature and
media. This leads to the culminating task in which students write a comparative
literary essay. Throughout the unit, students are also provided with
appropriate opportunities for improving language skills.
Strand(s)
& Learning Expectations
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations: LSV.01, LSV.02, LSV.03, WRV.01, WRV.02, WRV.03 WRV.04, WRV.05, LAV.01,
LAV.02, MDV.01.
Unit 2
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus and Suggested Activities |
|
2.1 Judging
a Book by its Cover 210 min |
LSV.03,
LAV.02, LS3.04, LA2.01, LA2.02, MDV.01, MD1.04 |
Knowledge/ |
Focus:
Introduction to Frankenstein and beginning of Group Novel Content
test on Frankenstein Class
discussion of covers for differing editions of Frankenstein and covers
for Group Novel (GN) choices Class
discussion based on reading of essay by Pico Iyer on “Perhaps the Best
Article on Blurbs I’ve Written Today” Review
of novels provided for GN choices and with volunteers scanning and presenting
book talks Choice
of novel and initiation of reading |
|
2.2 Group Novel Critical Path 280 min |
LSV.01, LAV.02, LS1.03, LA2.01, LA2.02 |
Knowledge/ |
Focus:
Group Schedule for Reading Students, grouped with those studying the
same novel, review Reader’s Notes introduced in Unit 1 Group creation of a common critical path for
the study of the Group Novel Maintenance of Reader’s Notes while reading GN |
|
2.3 Predictions,
Foreshadowing, Flashback, and Narration (seven types of plot) 210 min |
LSV.01,
LSV.02, LSV.03, LAV.02, LS1.04, LS2.01, LS3.01, LA2.01, LA2.02 |
Thinking/ Communication |
Focus:
Narrative Voice Generation
of a note on seven types of plot, subplot and literary definitions. Group
discussions of narrative elements in Frankenstein (the story within
the story) GN
discussion of opening narrative predictions made in the Response Journals |
|
2.4 Setting
and Symbols 140 min |
LSV.01,
LSV.02, LSV.03, WRV.01, LAV.01, LS1.02, LS1.05, LS2.02, LS3.02, WR1.02,
LA1.01 |
Communication Application |
Focus:
Setting and Symbolism Small
group (not necessarily GN Groups) reflection on how the main events are
reinforced through settings and symbol, focusing on key aspects such as
pathetic fallacy, sublime, dramatic landscapes, allusions, and imagery Student
identification of artistic techniques that create sublime atmosphere from a
selection of works of art, collected by the teacher, that contain dramatic
landscapes followed by presentation of pictures and findings |
|
2.5 Character
(archetypes and stereotypes) 140 min |
LSV.01,
LSV.02, LSV.03, WRV.01, WRV.02, LAV.02, LS1.04, LS2.02, LS3.02, LA2.01,
WR1.02, WR2.04 |
Thinking/ Communication |
Focus:
Archetypal Partners Brainstorming
of list of archetypal opposites, such as hero/villain or saint/sinner, using
movies and/or classic novels Small
group role play of Dr. Frankenstein and the Creature and with rest of the
group choosing scenarios from GN to have these characters interact, deepening
understanding of characters’ motivations from both novels Reader’s
Notes comparison of characters between the two novels for possible links to
use in the comparative essay as well as examination of bias and stereotyping |
|
2.6 Theme 210 min |
LSV.01, LSV.02, WRV.01, LAV.02, LS1.02,
LS2.03, LA2.05, WR1.01, WR1.02, WR1.03 |
Thinking/ Communication |
Focus:
Introduction of Literary Comparative Essay using MLA style (5-6 paragraph
essay) – comparison between Frankenstein and GN. Brainstorming of themes in general With GN partner narrow to more specific
themes related to Frankenstein and GN Generation of thesis statements, notemaking,
and development of outline for essay Development of draft of essay |
|
2.7 Critiques
Comparison: Literary and Movie 210 min |
LSV.02,
LSV.03, WRV.01, WRV.02, LAV.01, MDV.01, LS2.03, LS3.01, WR1.02, WR1.04,
WR2.03, LA1.04, MD1.02, MD1.03 |
Thinking/ Communication |
Focus:
Critiques, both Literary and Movie Reading
of a literary critique of Frankenstein, the novel, paying careful
attention to form, purpose and audience Viewing
of a video version of Frankenstein and examination of a movie critique
of it Judgement
of purpose, audience, and effectiveness of literary and movie critiques in
Response Journals |
|
2.8 Exemplars 140 min |
WRV.04,
WRV.05, LAV.01, LAV.02, WR4.01, WR4.02, WR4.03, WR5.03, WR5.04, LA1.04, LA1.05,
LA2.07 |
Thinking/ |
Focus:
Essay and Standards Comparison Reading
and evaluation of a few first year university essays using a rubric Examination
of comparative essay draft using a comparative essay rubric Identification of
needs and followed by essay revision |
|
2.9 Literary
Essay 140 min |
WRV.01,
WRV.02, WRV.03, WRV.04, WRV.05, LAV.01, WR1.02, WR1.03, WR2.01, WR2.03,
WR2.04, WR3.01, WR3.03, WR4.01, WR4.02, WR4.03, WR4.04, WR5.01, WR5.02,
WR5.04, LA1.05 |
Thinking/ |
Focus:
Peer Revising and Editing Peer
editing and polishing of literary comparison essay within GN group for
content Peer
editing and polishing of literary essay for essay structure and conventions
of language outside the GN group Mini-lesson
based on common errors identified by peer editors, followed by further
proofreading by a peer Submission
of final version of comparative literary essay analysing an aspect of Frankenstein
and GN |
Time: 25 hours
Unit
Description
In this
unit students explore literary connections through a study of Macbeth
while preparing for role-play banquet. Connections between the play and the
material covered earlier in the course are made as students examine the
characters in the play, their motivations and actions, and the consequences.
Students examine the connection between human nature and the natural and
supernatural world and the nature of tragedy. Students research the historical
background for the play and the period in which it was written, as well as
traditional food, manners, music, language, décor, costumes and dance. Students
explore the use of language and apply their understanding of the social and
cultural context for the play as they choose a role and develop a dialogue for
the banquet.
Strand(s)
& Learning Expectations
Strand(s): Literature Studies and Reading;
Writing; Language; Media Studies
Overall Expectations: LSV.01, LSV.02, LSV.03, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01,
LAV.02, MDV.02.
Unit 3
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus and Suggested Activities |
|
3.1 Background:
The Scottish Family Tree and the Great Chain of Being 210 min |
WRV.01,
WRV.05, LAV.01, LAV.02, WR1.02, WR5.01, LA1.02, LA2.05 |
Knowledge/ |
Focus:
Background to Macbeth Introduction
to culminating task: The Banquet Video: Great
Castles of Scotland: Glamis Castle (or visuals of castles, Scotland, or
life in 1600’s) Development
of note on Chain of Being as social context Library
research of social, cultural, and historical context for the banquet
presentation using research notes and MLA style bibliography Initial
planning of the components for the banquet: music, dance, menu, costume and
other details |
|
3.2 “When
Shall We Three Meet Again” Act 1 210 min |
LSV.01,
LSV.02, LSV.03, WRV.02, LAV.01, LS1.05, LS2.02, LS3.02, WR2.04, LA1.01 |
Knowledge/ |
Focus:
The Language Choral
reading of Act I aloud, followed by discussion of use of iambic pentameter
and comparison of language used by the witches - use of verbal contradiction
(natural vs. unnatural) pathetic fallacy Soliloquy:
Act I, scene v – rewriting in modern language and explanation of the
relationship between Macbeth and Lady Macbeth and connections between Lady
Macbeth and “the Creature” in Frankenstein Dramatic
Irony – journal response with examples and impact of its use, addition to
Glossary Identification
of common words and phrases used in the text |
|
3.3 “Is
this a dagger, which I see before me...” Act 2 210 min |
LSV.01,
LSV.02, LSV.03, WRV.02, WRV.03, LS1.01, LS1.02, LS1.03, LS1.04, LS2.02,
LS3.02, WR2.01, WR3.01, WR3.03 |
Knowledge/ |
Focus:
Characterization Character
Sketch of Macbeth and Lady Macbeth’s changing states of mind Brainstorming
of symbols, images, and themes introduced including the sleep motif and blood
imagery – link to Frankenstein in class discussion Student
choice of a character for the banquet and development with a partner of a
dialogue using language identified in 3.2 Discussion
of Comic Relief and Role of the Fool in the Porter Scene Development
of one page supported opinion on “what is a tragic flaw?” (may use
Aristotle’s “Poetics” on Tragic Flaws and Hegel’s Theory of Tragedy) |
|
3.4 “Thy
bones are marrowless; thy bones are cold” Act 3 210 min |
LSV.02,
WRV.02, WRV.03, LS2.02, WR2.01, WR3.01 |
Knowledge/ |
Focus:
Creation of the Monster Octosyllabics
– Hecate’s Speech – Preparation of short supported opinion on what creates a
monster |
|
3.5 “...for
none of woman born...” The
second prophecy and Macbeth’s nature 210 min |
LSV.01,
WRV.03, WRV.04, LS1.02, WR3.03, WR4.02 |
Knowledge/ |
Focus:
The Nature of Good Development
of a T-chart organizer of the steps from good of both Macbeth and the
Creature from Frankenstein Rehearsal
of dialogues for peer formative feedback of language, pronunciation, and
context |
|
3.6 “Tomorrow
and tomorrow...” Act 5 Solving the riddles 190 min |
LSV.01,
WRV.03, MDV.02, LS1.04, WR3.01, WR3.03, MD2.01 |
Knowledge/ |
Focus:
Self-reflection Identification
of five riddles that are solved in the play in Act 5, and selection of one to
convert into a 2-5 panel cartoon showing character’s inner and outer thoughts Comparison
of Macbeth’s conversation with the Doctor in Act 5, scene iii or his
speech in Act 5, scene v with the Creature’s self-reflection after
killing Frankenstein or Frankenstein’s speech after finding Elizabeth dead –
supported opinion: “Are these characters sympathetic?” “Do we feel pathos or
empathy for them?” Further
development of dialogues to include an aside expressing a character’s inner
feelings and thoughts |
|
3.7 Banquet
Activity with Historical and Fictional Characters 140 min |
WRV.02,
LAV.02, WR2.04, LA2.01, LA2.02, LA2.03, LA2.04, LA2.05, LA2.06 |
Thinking/ |
Focus:
The Banquet Role-Play Performance
of dialogues, with student feedback of elements of the role-play for content
and messages (could invite an audience) Development
of a character sketch for the persona represented at the banquet |
Time: 16 hours
Unit
Description
Students
have the opportunity to explore a range of poetry from various periods in
English literature representing several poetic styles. They explore the use of
language and poetic devices used in current media and the relationship to
language used in poetry. Students read and analyse specific poems at poetry
stations in small groups, focusing on poetic language. Through an exploration
of excerpts from either Beowulf or The Canterbury Tales, students
examine the development of the English language and compare it to language
found in innovative poetry. Students write their own poetry and create
advertisements based on famous poems. The culminating activity is an in-class
essay, in which students select a poem and critically examine it focusing on
language and poetic devices. Opportunities for language study are continued as
needed.
Strand(s)
& Learning Expectations
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations: LSV.01, LSV.02, LSV.03, WRV.02, LAV.01, LAV.02, MDV.01, MDV.02.
Unit 4
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus and Suggested Activities |
|
4.1 The
Writing On The Wall 210 min |
LSV.02,
LSV.03, WRV.02, LAV.01, LAV.02, MDV.01, LS2.01, LS3.03, WR2.03, LA1.01,
LA2.01, LA2.02, MD1.01, MD1.02, MD1.03, MD1.04 |
Knowledge/ |
Focus:
Poetic Language Introduction
of culminating task and review of elements of literary essay with rubric Brainstorming
and/or selection of ads from television, radio and print followed by analysis
of the language devices (some of which were already studied in Unit 1)
creating effective word play in these works, such as alliteration, pun,
simile, metaphor and allusion Small
group rotation to 5-6 Poetry Stations, at which students analyse a selection
of poems linked by form such as ballad, free verse, sonnet, filling out
specific Readers’ Notes, for analysing poetry on two poems at each station |
|
4.2 Early Poetry 210 min |
LSV.01, LAV.01, LAV.02, LS1.05, LA1.01,
LA1.02, LA2.03 |
Communication |
Focus:
Development of the English Language Reading, listening or viewing an excerpt from
either Beowulf or The Canterbury Tales in a readable but not
modern translation Examination of the elements of narrative and
poetic devices which have been used in other pieces studied Examination of the elements of early stages
of the English language, such as spelling, etymology, pronunciation, grammar,
and syntax based on these writings |
|
4.3 Modern
Poetry 210 min |
LSV.03,
WRV.02, LS3.02, LS3.03, LS3.04, WR2.02 |
Thinking/ |
Focus:
Ever Evolving English Language Introduction
to a variety of modern innovative poets such as e.e. cummings, Michael
Ondaatje, William Carlos Williams and Gwendolyn MacEwen Small
group examination of the stylistic features that make these poets
non-traditional Experimentation
with the style(s) of one or more innovative poets studied in class Creation
of media work for display incorporating their poem, using design elements to
complement the poem |
|
4.4 Creating
an Ad 260 min |
LSV.01,
LAV.01, LAV.02, MDV.01, MDV.02, LS1.01, LA1.01, LA2.03, MD1.04, MD2.01 |
Thinking/ |
Focus:
Creating an Ad Based on Poetry Review
of sources of poetry so that students can select a poem for the in-class
essay in 4.5. Random
selection, in pairs, of a poem out of hat for reading and analysis Creation
of a media ad: print, television or radio, to sell an appropriately linked
product, (e.g., make-up for “Sonnet 130” by Shakespeare) Partner
presentation to the class, involving reading the original poem, analysing it
for the class and finally presenting their ad and explaining the connections |
|
4.5 In-class
Essay 70 min |
LSV.01,
LSV.02, LSV.03, WRV.02, LAV.01 |
Knowledge/ |
Focus:
In-class Essay Writing
of an in-class literary essay based on student’s selection of a poem, in
which students critically examine the use of language and poetic devices.
Students may write about any poems studied in this course or may select one
from another source which is appropriate for the task |
Time: 18 hours
Unit
Description
Students
apply the skills and insights they have acquired throughout the course to the
study of an novel that is selected independently. This study requires the
students to apply the models of analysis studied in Units 1, 2 and 3, and
demonstrate this understanding through a portfolio and a presentation. The
portfolio is a reflection of the independent research process and includes:
Reader’s Notes, a resource list, final report, and exploration of theme. The
final oral presentation includes a media work.
Strand(s)
& Learning Expectations
Strand(s): Literature Studies and Reading; Writing; Language; Media Studies
Overall Expectations: LSV.01, LSV.02, LSV.03, WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01,
LAV.02, MDV.02.
Unit 5
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus and Suggested Activities |
|
5.1 Introduction 60 min |
LAV.02,
WRV.01, LA2.01, WR1.03 |
Knowledge/ |
Focus:
Independent Novel Study (done concurrent with Unit 2) Introduction
with explanation that the novel study of Frankenstein is a model for
the student product (See Unit 2) as well as review of timelines, requirements
and rubric Identification
of the theme of their chosen novel and production of a paragraph stating the
reason for the choice of novel |
|
5.2 Process 60 min |
LSV.01,
LSV.02, LSV.03, WRV.01, WRV.03, LAV.02, LS1.01, LS2.01, LS3.02, WR1.01,
WR1.02, WR1.04, WR2.02, WR2.04, LA2.01 |
Thinking/ |
Focus:
Reader’s Notes (introduced during Unit 2) Teacher
mini-lesson on the structure of Reader’s Notes for a novel One
entry per week in Reader’s Notes covering plot, setting, theme, symbols,
style, significant quotations Reader’s
Notes to be handed in regularly for feedback and included in the portfolio Group
Novel exploration, brainstorming, and listing of possible literature, art,
and media related to independent novel with list to be included in portfolio |
|
5.3 Identifying
theme 140 min |
LSV.02,
WRV.01, LAV.02, MDV.02, LS2.02, WR1.01, WR1.03, LA2.01, MD2.01, MD2.02 |
Knowledge/ |
Focus:
Theme Development Group
Novel identification and development of theme using Reader’s Notes to record
ideas for inclusion in portfolio Identification
of media work to be created for oral presentation, e.g., videotape, parody,
proposal for further study, adaptation, creative writing, visual art,
advertisement, brochure |
|
5.4 Research 140 min |
LSV.02, WRV.05, LAV.02, LS2.02, LA2.01,
WR5.01 |
Thinking/ |
Focus:
Research and Library Skills Research and note making on a topic of
interest, identified in Reader’s Notes, e.g., author background, historical
issue, symbols or allusions using library resources and the Internet Completion of a proper MLA bibliography which
is to be included in the portfolio |
|
5.5 Report 140 min |
LSV.02,
WRV.02, WRV.03, WRV.04, WRV.05, LAV.02, LS2.03, WR2.02, WR3.03, WR4.01,
WR4.02, WR4.03, WR4.04, WR5.04, LA2.05 |
Communication |
Focus:
Report Development
of a report based on the research which examines the connection of the novel
with one of the following questions: What influenced the novel? What
influence has the novel had on other forms of text, e.g., art, media, drama,
or literature? Peer
editing of the reports, with editor’s comments to be included in portfolio Review
of requirements (based on rubric) and planning for oral presentation |
|
5.6 Presentation 450 min |
LSV.01,
LSV.02, WRV.01, WRV.02, WRV.03, WRV.05, LAV.01, LAV.02, MDV.02, LS2.03,
WR1.01, WR1.02, WR2.01, WR2.02, WR2.04, WR3.01, WR5.01, WR5.02, LA1.05,
LA2.01, LA2.03, LA2.04, LA2.05, LA2.06, MD2.01 |
Knowledge/ |
Focus:
Presentation Submission
of portfolio which contains a)
Reader’s Notes and list of related items b)
Summary of theme c)
Research Notes and Bibliography d)
Final Report e)
Planning notes and/or written piece for presentation Presentation,
involving oral component and media component, made either to the class or directly
to the teacher Rubric
provided below presents more detail on requirements |
|
5.7 Examination 90 min |
LSV.01,
LSV.02, LSV.03 |
Knowledge/ |
Written
exam using a sight passage connecting the novel, the play and a selection of
short pieces to a common theme and devices used to emphasize this theme. |
Rubric
for Final Presentation Part 1: Portfolio
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Literary Analysis Knowledge/ LSV.01, LSV.02, LSV.03, LS1.02, LS1.03,
LS1.04, LS1.05, LS2.01 Evidence shown in: - Reader’s Notes - Theme Summary - Planning for Presentation |
- limited understanding of information,
ideas, concepts and themes - limited understanding of relationships
among facts, ideas, concepts and themes |
- some understanding of information, ideas,
concepts and themes - some understanding of relationships among
facts, ideas, concepts and themes |
- considerable understanding of information,
ideas, concepts and themes - considerable understanding of relationships
among facts, ideas, concepts and themes |
- thorough understanding of information,
ideas, concepts and themes - insightful understanding of relationships
among facts, ideas, concepts and themes |
|
Written
Pieces Thinking/ WRV.01,
WRV.03, WRV.05, WR1.01, WR1.02, WR3.01, WR5.01 Evidence
shown in: -
Bibliography -
Report |
-
demonstrates limited inquiry skills in research questions and selection of
resources cited -
demonstrates limited critical and creative thinking skills in the
organization and presentation of the report |
-
demonstrates some inquiry skills in research questions and selection of
resources cited -
demonstrates some critical and creative thinking skills in the organization
and presentation of the report |
-
demonstrates effective inquiry skills in research questions and selection of
resources cited -
demonstrates effective critical and creative thinking skills in the
organization and presentation of the report |
-
demonstrates highly effective inquiry skills in research questions and
selection of resources cited -
demonstrates highly effective critical and creative thinking skills in the
organization and presentation of the report |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
Rubric
for Final Presentation Part 2: Oral Presentation, including Media Component
|
Criteria |
Level 1 |
Level 2 |
Level 3 (70-79%) |
Level 4 |
|
Oral
Component Communication LAV.01,
LA1.04, LAV.02, LA2.06 Includes
one of: - 15
minute oral presentation to class - 15
minute portfolio presentation |
-
presentation shows limited organization and use of rhetorical devices, voice
projection, gestures, body language, timing and academic language |
-
presentation shows some organization and use of appropriate choices of
rhetorical devices, voice projection, gestures, body language, timing, and
academic language |
-
presentation shows considerable organization and effective use of appropriate
choices of rhetorical devices, voice projection, gestures, body language,
timing, and academic language |
-
presentation shows high degree of organization and is enhanced by choices of
rhetorical devices, voice projection, gestures, body language, timing, and
academic language |
|
Media Component Application MDV.02, MD2.01 Includes one of: - 5-minute audio or video - Presentation visuals or materials - Dramatic reading - Other visual representations |
- choice of media form has limited
effectiveness for purpose and audience - limited command of the media form is
evident - limited connections between theme and
student experiences are evident |
- choice of media form has some effectiveness
for purpose and audience - some command of the media form is evident - some connections between theme and student
experiences are evident |
- choice of media form is effective for
purpose and audience - considerable command of the media form is
evident - connections between theme and student
experiences are clear |
- choice of media form is highly effective
for purpose and audience - thorough command of the media form is
evident - connections between theme and student
experiences are clear and compelling |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
A
variety of strategies are used to allow students many opportunities to attain
the necessary skills for success in this course and at university. Many
activities used in the first 4 units are developing skills necessary for
success in Unit 5. The teacher uses a variety of whole class, small group and
individual activities to facilitate learning.
Whole
Class Activities:
Due to the historical context and challenging nature of this course,
teacher-centred, whole class activities are crucial for establishing necessary
depth and challenge. These activities ensure student understanding as each unit
progresses. Whole class activities include the following: class discussion,
Socratic lessons, brainstorming, modelling of reading and writing strategies
such as Reader’s Notes, and development of notes and organizers.
Small
Group Activities:
Group activities provide opportunities for students to extend and clarify their
understanding through discussion and focused tasks. Prior to beginning group
activities, the teacher selects groups to reflect a collaborative learning
model that is heterogeneous. The teacher needs to review successful group
practices with the students, e.g., group reporter, group recorder, group
leader, and set clear timelines for activities. The teacher actively engages
with each of the groups, ensuring that all group members are participating and
to assess the contributions made by individuals within the group. Individual
accountability is emphasized. The teacher may also use small groups as a
vehicle for focused language lessons. Group activities include: brainstorming,
discussion, role-playing, oral presentation, development of organizers and
plans for writing, collective writing, e.g., found poem, peer editing, jigsaws,
reading groups, and dialogue writing.
Individual
Activities:
Individual activities provide opportunities for students to develop and
consolidate their skills while pursuing their own interests and using their own
strengths. During independent activities, the teacher has conferences with
individual students to direct their research, reading, and interpretation. The
teacher can construct “mini-lessons” based on these individual assessments to
address gaps in student knowledge. Individual time is used to provide
assistance and accommodate students with exceptionalities and to provide
individual students with exemplars and models to improve their work.
Teachers utilize the expertise of
other teachers in the school to enrich individual activities. Individual
activities include: teacher-student conferencing, response journal writing,
Reader’s Notes, graphic organizers, note-taking, research, oral presentation,
use of word processing or presentation software, editing and revision, writing
assignments including interior monologue, short narrative, parable, review,
critique, descriptive paragraph, literary essay, journal, character sketch,
panel cartoon, dialogue, parody, and portfolio presentation.
Assessment
is the systematic process of collecting information or evidence about student
learning; evaluation is the judgment teachers make about the assessments of
student learning based on established criteria. Diagnostic assessment is used
at the beginning of a unit to help determine a starting point for instruction.
Formative assessment provides information to students, as they are learning and
refining their skills. Summative assessments, at the end of units and the
course, give students an opportunity to synthesize/apply/demonstrate their
learning and the achievement of the expectations. Summative assessments are
counted toward the students’ final marks.
In
order to ensure that assessment and evaluation are valid, reliable, and lead to
the improvement of student learning, English teachers must use assessment and
evaluation strategies that:
·
address
both what students learn and how well they learn;
·
are
based on the four broad categories and descriptions in the Achievement Chart
for English;
·
are
varied in nature, administered over a period of time, and designed to provide
students with the opportunity to demonstrate the full range of their learning;
·
maintain
a balance among all four categories of the Achievement Chart;
·
are
appropriate for the learning activities used, the purpose of instruction, and
the needs and experiences of students;
·
are
fair to all students;
·
accommodate
the needs of exceptional students, consistent with the strategies outlined in
their Individual Education Plans;
·
accommodate
the needs of students who are learning the language of instruction;
·
ensure
that students are 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 course and
at other appropriate points throughout the course.
Embedded
in this course profile is a wide variety of assessment strategies and tools
available to teachers of English: teacher observations, oral presentations,
interviews, essays, reports, letters, quizzes, tests, examinations, performance
tasks, portfolios, self-assessment, peer assessment, journals, media works,
check lists, questions and answers. Many of these assessments can be used for
formative assessment by providing students with opportunities for resubmission
after they have worked to improve their product, by using self- and peer
assessment to help them improve their work, and by using group tasks. However,
the final evaluation is the responsibility of the teacher and should be based
on individual student performance. Group tasks should allow for individual
accountability.
Each
unit is developed to end with a culminating activity, which can be used for
summative evaluation. A culminating activity provides an opportunity for
students to perform, create, or demonstrate significant skills and knowledge.
Culminating activities have a real world context, involve higher level
knowledge and skills than could be achieved through an isolated application.
They establish clear criteria and levels for judging the quality of the
performance.
Rubrics focus student attention on
the specific knowledge and skills embedded in particular assignments. When they
are combined with exemplars of student work, rubrics clarify for students the
possible improvements and identify the next steps. Two rubrics are included in
the profile, one for the narrative piece, the culminating task for Unit 1, and
one for the major project in Unit 5. Many other appropriate rubrics are
available in the Grade 9 and 10 English Course Profiles, as well as the other
Grade 11 profiles, particularly those for Presentation and Speaking Skills,
Media Studies, and English, College Preparation.
Unit
5 was developed so the individual student work can be used as part of the 30%
final evaluation. However, recognizing that students need practice in
developing exam-writing skills, it is recommended that a final exam form part
of the 30% final evaluation. Assessment tasks are also suggested in each of the
units, which give students practice and feedback on the types of questions
included on the examination such as sight passages and in-class essays.
The
student’s final percentage grade is based on achievement of the expectations.
Learning Skills are recorded separately on the Provincial Report Card. Learning
Skills include the ability to work independently, teamwork, organization, work
habits/homework, and initiative.
Students
with special needs require additional supports to succeed, as identified in
Individual Education Plans. Examples of modifications and aids, which may be
helpful include:
·
Provide
step-by-step instructions.
·
Help
students create organizers for planning writing tasks.
·
Advise
Special Education staff in advance when students will be working on major
assignments.
·
Record
key words on the board or overhead when students are expected to make their own
notes.
·
Allow
students to report verbally to a scribe (teacher or student) who can then help
in note taking.
·
Permit
students a range of options for reading and writing tasks.
·
Timelines
may need to be extended to give students more time to process language and put
their thoughts into words.
·
Where
an activity requires reading, provide it in advance.
·
Provide
opportunities for enrichment.
Students in English as a Second Language (ESL) programs may
require additional supports. Some examples of supports include:
·
Have
students keep a dictionary of terms using first language words.
·
Provide
reading material in advance.
·
Permit
the use of a translation dictionary on assessments.
·
Provide
additional time on assessments for dictionary use and processing language.
·
Have
the library staff identify resources with appropriate reading level when
research is required.
·
Advise
ESL staff in advance when significant written work will be required.
·
Require
one-on-one assistance to edit and revise written work.
Note: The URLs for the websites have been verified by
the writer prior to publication. Given the frequency with which these
designations change, teachers should always verify the websites prior to
assigning them for student use.
Ontario School Library Association Information
Studies: Kindergarten to Grade 12 Toronto: Ontario Library Association,
1999.
Aldiss, Brian, Kurt Vonnegut and Loren D.
Estleman. The Ultimate Frankenstein. New York: Dell, 1991.
ISBN 0440 50353-3
Barrell, B.R.C. and R.F. Hammett ed. Advocating
Change: Contemporary Issues in Subject English. Irwin Publishing, 2000.
Bennett,
Barrie, et al Cooperative Learning: Where Heart Meets Mind. Toronto:
Educational Connections, 1991. p. 268-273
Bloom,
Harold, ed. Mary Shelley. (Modern Critical Views). New York: Chelsea
House, 1985.
0-87754-619-3
Branagh,
Kenneth. Mary Shelley’s Frankenstein, (1994). Kenneth Branagh, Robert De
Niro.
Calvino,
Italo. translated by Patrick Creagh. “Cinema and the Novel: Problems of
Narrative.” The Uses of Literature. New York: Harcourt Brace Jovanich,
1986. 0-15-193205-0
Chud,
Larry ed. Coping with the New Curriculum Toronto: OSSTF Educational
Services Committee, 1999. ISBN 0-920930-59-X
Costello,
Catherine, et al. “Seven Major Types of Plot.” in Contacts: Teaching
Communications Across the Curriculum. Toronto: OSSTF, 1997. p. 90
Dickens,
Charles. “The Black Veil” Pre-twentieth Century Short Stories.
Trowbridge, England: Hodder and Stoughton, 1999. ISBN 0-040-73742-5
Frankenstein:
The Modern Prometheus.
U.S. National Library of Medicine. –
www.nlm.nih.gov/hmd/frankenstein/frankhome.html
Mounted for museum exhibition – extensive selection of artworks reproduced
Frankenstein –
http://www.georgetown.edu/irvinemj/english016/franken/franken.html
Frankenstein –
http://us.imdb.com/M/title-substring?frankenstein
Frankenstein
Mailart
http://www.cityu.edu.hk/ls/research/frankenstein/index.htm
Includes Haiku poems and limericks written by Hong Kong secondary students
about Frankenstein
Fussell,
Paul. Poetic Meter and Poetic Form, revised. ed. New York: Random House,
1979.
0-394-32120-0
Iyer,
Pico. “Perhaps the Best Article on Blurbs I’ve Written Today.” Classical
Tropical: Essays from Several Directions, (1995). pp. 265-268.
0-679-77610-9
Kaplan,
Charles and William Anderson, eds. Criticism: Major Statements, 3rd ed..
New York:
St. Martin’s, 1991. 0-312-03502-0
LePan,
Don. The Broadview Book of Common Errors in English: A Guide to
Righting Wrongs. Broadview Press, 2000. 1-55111-205-1
Milton,
John. Complete Poems and Major Prose, Merritt Y. Hughes, ed. New York:
Odyssey, 1957.
Mittermaier,
Katherine. “Evil and Underlying Unknowability.” Prize Winning Essays II:
English Literature. Peterborough: Trent University Academic Skills Centre,
2000. ISBN 1-894674-04-9
Modern
Stories in English.
Ed. W.H. New and H.J. Rosengarten. Toronto: Copp Clark Pitman Ltd., 1991. ISBN
0-7730-5127-9
O’Farrell, Kelly. “Enemy Aliens in North
America.” Prize Winning Essays II – History Peterborough:
Trent University Academic Skills Centre, 2000. ISBN 1-894674-04-9
Phillips,
Max. “The Mask.” in David Booth’s ABC’S of Creative Writing. p. 127
Toronto: Globe/Modern, 1981. 088996-048-8
Polanski,
Roman. Macbeth. Columbia Pictures Industries, Inc., 1986 (1971).
Ryan,
D.W.S. and Rossiter, T.P., eds. Literary Modes. Jesperson Press, 1983.
ISBN 0-920502-11-3
Serebryakov,
Nikolai. Macbeth. Moscow: Shakespeare Animated Limited Soyuzmultifilm
Christmas Films.
The
Literary Gothic –
http://www.litgothic.com/Authors/authors.html
- a thorough timeline of Mary Shelley’s life with links to other pages in the
Literary Gothic site – includes links to full text of contemporary reviews of Frankenstein
Shelley,
Mary Wollstonecraft. Frankenstein or the Modern Prometheus. Edited with
variant readings an introduction and notes by James Rieger. New York:
Bobbs-Merill, 1974. 0-672-51457-5; 0-672-61020-5 (pbk.)
Shelley,
Mary Wollstonecraft. Frankenstein or the Modern Prometheus. With an
Afterword by Harold Bloom. Toronto: Penguin, 1994. 0-451-52336-9
Shelley,
Mary Wollstonecraft. Frankenstein or the Modern Prometheus. Edited by
D.L MacDonald and Kathleen Scherf. Broadview Literary Texts, 1999.
1-55111-308-2 (Contains extensive appendices with related readings from the
period, as well as the changes made for the later editions.)
Shelley,
Mary. “Fantasy in the Gothic Novel: Frankenstein or The Modern Prometheus”
in Literary Modes. ISBN 0-920502-11-3
Shelley,
P. B. “Mont Blanc.” in Oxford Anthology of English Literature. Volume II,
p. 410-415.
LCCN 72-92355 9 –also widely available)
Summers,
Merna. “The Skating Party.” New Worlds: A Canadian Collection of Stories
with Notes ed. John Metcalf. Toronto: McGraw-Hill Ryerson Limited, 1980.
ISBN 0-07-077989-9
Vanier,
Jean. Becoming Human. Toronto: Anansi, 1998. 0-88784-631-9 – companion piece to
Frankenstein – see chapter on “Loneliness”
Vaughan,
William. Romantic Art. New York: Oxford University Press, 1978. ISBN
0-19-519981-2
Wells,
H.G. “The Door in the Wall.” in Man and His World. Malcolm Ross and John
Stevens. Toronto: J.M. Dent & Sons, 1961. p. 95 – 112
We
Animals: Poems of Our World. edited and with essays by Nadya Aisenberg. San Francisco: Sierra Club
Books, 1989. 0-87156-679-6; 0-87156-685-0 (pbk)
Castles
of Scotland. ASIN
1569382263
Polanski,
Roman. Macbeth. Columbia Pictures Industries, Inc., 1986 (1971).
Frankenstein
Movies (limited list – there are many more)
1. Frankenstein (1931)
2. Frankenstein (1910)
3. Frankenstein (1994)
4. Mary Shelley’s Frankenstein (1994)
5. Frankenstein - 1970 (1958)
6. Frankenstein 80 (1972)
Other possible texts for novel study could include:
Alias Grace by Margaret Atwood
I, Robot by Isaac Asimov
Northanger Abbey by Jane Austen
Wuthering
Heights by
Charlotte Bronte
Obasan by Joy Kagawa
Slaughterhouse
Five by Kurt
Vonnegut Jr.
Dracula by Bram Stoker
The
Picture of Dorian Grey by Oscar Wilde
For
additional resources see those listed with each activity.
Throughout
the course, opportunities are provided for the use of technology. These include
the use of word processing and presentation software as well as research using
the Internet.
Opportunities
are also provided to address issues related to violence prevention, bias, and
stereotyping.
Coded Expectations, English, Grade 11, University Preparation, ENG3U
LSV.01 · read and demonstrate an understanding of
texts from various periods, with an emphasis on analysing and assessing
information, ideas, themes, issues, and language;
LSV.02 · demonstrate an understanding of the elements
of fiction, drama, poetry, and non-fiction, with an emphasis on novels and
poems;
LSV.03 · describe the elements of style in texts from
various periods, and analyse their effects.
Understanding
the Meaning of Texts
LS1.01 – analyse and interpret information, ideas,
themes, and arguments in print and electronic texts (e.g., write a paper
analysing a theme in a novel; explain explicit and implicit claims made in a
persuasive essay);
LS1.02 – select and use specific and relevant
evidence from a close reading of texts to support interpretations, analyses,
and arguments (e.g., analyse and describe the organization of an argument in a
literary essay; identify the target and explain the criticism in a work of
satire);
LS1.03 – select and use a range of effective reading
strategies (e.g., make, adjust, and defend predictions while reading a novel;
adjust reading pace as the complexity of a text changes; reread a text closely
to relate repeated images to a theme);
LS1.04 – compare their own ideas, values, and
perspectives with those expressed or implied in a text (e.g., analyse the
thinking and response of a fictional character in a crisis and compare them
with their own probable reactions; debate two different interpretations of a
literary work using specific references to the text to support their
arguments);
LS1.05 – explain the influence of social and
historical values and perspectives on texts and the interpretation of texts
(e.g., relate the social values in a period such as the Industrial Revolution,
the Second World War, or the 1960s to a literary work from that period; compare
a historical and a contemporary critique of a literary work).
Understanding
the Forms of Texts
LS2.01 – analyse and explain how key elements of the
novel and poetic forms influence their meaning (intensive study) (e.g.,
assess the effect of an author’s choice of narrator in a novel; analyse the
relationship between character revelation and theme or message in a dramatic monologue);
LS2.02 – analyse how elements of literary forms other
than novels and poetry are used to enhance meaning (extensive study)
(e.g., compare a parody with the original text to understand the author’s
purpose; explain how the conflict and characterization in a short story enhance
its social commentary);
LS2.03 – analyse how elements of non-fiction forms
influence their meaning (e.g., explain how the pattern chosen to organize an
argument is related to the content and purpose of the work).
Understanding
the Elements of Style
LS3.01 – analyse how language and syntax are used in
texts to create a voice appropriate to the purpose and audience (e.g., compare
essays by two authors on a similar theme or topic and determine how each author
creates a personal voice; describe how diction is used to establish voice in
the opening chapter of a novel);
LS3.02 –
describe how authors use rhetorical and literary devices, such as pun,
caricature, cliché, hyperbole, antithesis, paradox, wit, sarcasm, and
invective, to enhance the meaning of texts (e.g., explain how paradox is used
to deepen meaning in poetry; assess the effectiveness of rhetorical devices
used to emphasize the social criticism in a satirical essay);
LS3.03 – analyse the effect on the reader of authors’
choices of language, syntax, and literary and rhetorical devices by examining
their own and others’ interpretations of the style of texts;
LS3.04 – explain how authors and editors use design
elements to organize content and help communicate ideas (e.g., discuss how the
captions for illustrations could be written to achieve either a comic or a
serious effect; explain the choice of photographs used in a biography).
WRV.01 · use a variety of print and electronic
primary and secondary sources to gather and assess information and develop
ideas for writing;
WRV.02 · select and use appropriate writing forms for
intended purposes and audiences with a focus on essays and on narratives or
poems;
WRV.03 · use a variety of organizational structures
and patterns to produce coherent and effective written work;
WRV.04 · revise their written work, independently and
collaboratively, with a focus on accuracy of information, clear expression, and
consistent use of voice;
WRV.05 · edit and proofread to produce final drafts,
using correctly the grammar, usage, spelling, and punctuation conventions of
standard Canadian English, as prescribed for this course, with the support of
print and electronic resources when appropriate.
Generating
Ideas and Gathering Information
WR1.01 – investigate potential topics by posing
questions, identifying information needs and purposes for writing, and
developing research plans to gather information and ideas from primary and secondary
sources (e.g., consult a CD-ROM or on-line database to find information for an
essay on a theme in a work studied; search library on-line catalogues to
determine the availability of an author’s works);
WR1.02 – organize and analyse information, ideas, and
sources to suit specific forms and purposes for writing (e.g., group
information and ideas to focus on key concepts for an essay; create a pattern
of imagery for writing a sonnet);
WR1.03 – formulate and refine a thesis, using
information and ideas from prior knowledge and research (e.g., develop a thesis
for an analysis of a satirical novel; integrate information and ideas acquired
from a variety of sources for a personal essay on a topic or issue);
WR1.04 – evaluate information and ideas to determine
whether they are reliable, current, sufficient, and relevant to the purpose and
audience.
Choosing
the Form to Suit the Purpose and Audience
WR2.01 – demonstrate an understanding of the uses and
conventions of various forms by writing persuasive and literary essays,
reviews, short narratives or poems, and summaries (e.g., write a personal essay
on a current issue; write an academic essay analysing the themes or imagery of
literature studied; write a film review for the school newspaper);
WR2.02 – select and use an appropriate form to
produce written work for an intended audience and purpose (e.g., write a poem
about being Canadian for a reader in another country; write a report for an
academic audience on the historical context of a literary work studied);
WR2.03 – analyse the characteristics of literary and
informational texts as models of writing for specific purposes and audiences;
WR2.04 – select and use a level of language and a
voice appropriate to the specific purpose and intended audience for a piece of
writing (e.g., use colloquialisms to establish an authentic voice for a
character in a short narrative; use an appropriate voice in an academic essay
on a work of literature).
Organizing
Ideas and Information in Written Work
WR3.01 – apply knowledge of essay structure to
organize short essays or critiques, using:
q an introduction that engages the
reader’s interest, introduces the thesis or controlling idea, and previews the
organization or content of the essay;
q a body that develops ideas logically
and coherently and incorporates well-chosen, relevant evidence to support each
idea;
q a conclusion that follows logically
from the thesis and ideas developed in the body, summarizes the key points and
organization in the body, and makes a thoughtful generalization related to the
controlling idea;
WR3.02 – select and use appropriate organizational
devices and patterns to structure short stories, poems, and multimedia
presentations (e.g., use flashbacks to present background information in a
short story; use extended metaphor in a poem; use a storyboard to establish
sequence in a scene from a literary work);
WR3.03 – use organizational patterns such as
classification, definition, cause and effect, and chronological order to
present information and ideas in essays, reviews, and summaries.
Revising
Drafts
WR4.01 – revise drafts to strengthen content and
improve organization by refining the controlling idea; making connections among
ideas; integrating details; and reordering information, ideas, and images
(e.g., combine several ideas from an early draft to form a controlling idea for
an essay; change the order of images in a poem to enhance the emotional
impact);
WR4.02 – revise drafts to improve clarity of
expression (e.g., find specialized or academic vocabulary in reference resource
materials to replace vague or inaccurately used words; review the use of active
and passive verb voice in formal writing);
WR4.03 – revise drafts to refine voice in written
work (e.g., highlight pronouns to check for consistent use of person in an
academic essay; read a passage aloud to listen for a distinctive voice; change
the direct speech of characters in a short story to reflect their different
personalities; examine writing for use of inclusive and anti-discriminatory language);
WR4.04 – revise drafts to incorporate researched
information, ideas, and quotations accurately, ethically, and consistently
(e.g., incorporate researched information by using parenthetical referencing
according to acceptable research methodology; use appropriate words and phrases
to introduce borrowed information and ideas; create charts, graphs, or diagrams
to incorporate information from research).
Editing,
Proofreading, and Publishing
WR5.01 – cite researched information, ideas, and
quotations according to acceptable research methodology (e.g., cite sources
using a recognized style such as that of the Modern Language Association [MLA]
or the traditional footnote/endnote system known as the Chicago style; use
parenthetical referencing; create bibliographies);
WR5.02 – produce, format, and publish written work,
using appropriate technology to share writing with intended audiences (e.g.,
adapt an electronic template for the title page of an academic essay; use
effective computer graphics, fonts, and typefaces to format a short story for a
literary magazine);
WR5.03 – compare their current writing skills with
those required in a variety of university programs and occupations and make
action plans to address identified needs (e.g., review samples of their own
writing to identify strengths and weaknesses);
WR5.04 – edit and proofread their own and others’
writing, identifying and correcting errors according to the requirements for
grammar, usage, spelling, and punctuation listed below:
q Grammar and Usage: use parts of
speech correctly and in a consistent manner in writing (e.g., use the
possessive case to modify a gerund);
q Grammar and Usage: communicate
complex ideas using a variety of sentence structures (e.g., use coordination
and subordination for emphasis and to improve clarity; use parallelism and
balance as an aid to clarity);
q Grammar and Usage: use pronouns
correctly, with particular emphasis on personal, relative, and reflexive
pronouns;
q Grammar and Usage: use verb tenses
appropriately and correctly (e.g., use the present perfect tense when
expressing general truths, when writing about literature, and when summarizing
an author’s views; use the past perfect tense to express an action already
completed at some specific time in the past);
q Grammar and Usage: use active and
passive verb voice effectively to suit purpose and audience (e.g., use the
active voice for clarity of expression; recognize the function of the passive
voice as used in history and the sciences);
q Grammar and Usage: use parallel
structures correctly and for rhetorical effect (e.g., express equal ideas in
the same grammatical form, balancing single words with single words, phrases
with phrases, clauses with clauses; use parallel structure in the paragraphs of
an essay for clarity and emphasis);
q Grammar and Usage: show
understanding that grammar may be used unconventionally for a particular effect
in advertising, poetry, and for characterization in fiction and drama;
q Spelling: demonstrate an
understanding of a wide range of spelling patterns, rules, and strategies by
recognizing and correcting their own and others’ spelling errors (e.g.,
understand the conventions of Canadian, British, and American spelling;
recognize difficulty in spelling words ending in cede, ceed, and sede);
q Spelling: spell correctly specific
historical, academic, and literary terms used in course materials;
q Spelling: use a variety of print
and electronic resources to flag possible errors and improve spelling (e.g., understand
the limitations of electronic spell checkers; use dictionaries when in doubt
about spelling);
q Punctuation: use punctuation
correctly and thoughtfully to clarify meaning, to show the grammatical
relationships between words, and to add emphasis;
q Punctuation: use commas correctly
with restrictive and non-restrictive words, phrases, and clauses;
q Punctuation: introduce and
punctuate long quotations correctly in the body of an essay.
LAV.01 · apply knowledge of the development of the
English language, vocabulary and language structures, and the conventions of
standard Canadian English to read, write, and speak effectively;
LAV.02 · use listening techniques and oral
communication skills to participate in classroom discussions and more formal
activities, with a focus on using academic language appropriately in panel
discussions, speeches, and group presentations.
Developing
Vocabulary and Knowledge of Language Structures and Conventions
LA1.01 – apply a variety of strategies to extend
vocabulary while reading, with an emphasis on understanding the denotation,
connotation, and pronunciation of words (e.g., discuss diction in a poem or
novel to explore personal and historical connotations; use knowledge of
phonetics to pronounce words they are not used to seeing in print);
LA1.02 – identify and describe the major influences
in the development of the English language (e.g., Angles, Saxons, and Jutes;
Vikings; Romans; the Norman Conquest of England; the invention of the printing
press; colonialism; mass literacy; computer technology; the influence of other
languages; the global use of English);
LA1.03 – apply knowledge of prefixes, suffixes, and
roots to expand vocabulary (e.g., use an etymological dictionary to identify
the original and expanded meanings of words);
LA1.04 – identify specialized and technical language
appropriate to academic discussion and use it with precision in oral and
written work;
LA1.05 – recognize, describe, and use correctly, in
oral and written language, the language structures of standard Canadian English
and its conventions of grammar, usage, spelling, and punctuation, as prescribed
for this course (e.g., consult recognized style guides for information about
language conventions).
Developing
Listening and Speaking Skills
LA2.01 – communicate orally in large and small groups
for a variety of purposes, with a focus on listening for main ideas and
significant supporting details; clarifying and extending the ideas of others;
using appropriate academic and theoretical language; and evaluating implicit
and explicit ideas using criteria such as relevance, accuracy, and bias;
LA2.02 – communicate orally in group discussions,
applying such skills as the following: fulfilling roles as required; preparing
for discussion; contributing additional and relevant information; asking
questions to extend understanding; making notes to track the discussion;
completing assigned tasks for the group; working towards consensus; and
accepting group decisions when appropriate;
LA2.03 – use critical listening skills to analyse the
content of oral presentations (e.g., assess the validity and persuasiveness of
explicit and implicit arguments and the truth of conclusions; make inferences
and detect assumptions, omissions, and biases; write a synopsis or review using
criteria such as coherence, relevance, and logic);
LA2.04 – analyse elements of oral presentations and
assess how effectively they are used (e.g., transition words and phrases, level
of language, body language, handouts, visual aids, and opportunities to clarify
information or answer questions);
LA2.05 – plan and prepare presentations by
researching information and ideas; organizing material; selecting language
appropriate to the topic, purpose, and audience; and rehearsing and revising;
LA2.06 – use techniques of oral presentation to
communicate effectively, with a focus on coherent organization; correct grammar
and sentence structure; the use of rhetorical devices such as anecdote,
rhetorical questions, short emphatic sentences, and repetition; and the use of
voice projection, gestures, body language, timing, visual aids, and technology;
LA2.07 – compare their current oral communication
knowledge and skills with those required in a variety of occupations and
university programs and make an action plan to address identified needs.
MDV.01 · demonstrate an understanding of a
variety of media texts, audiences, and industry practices by analysing
representations, forms, and techniques in media works;
MDV.02 · demonstrate an understanding of
the relationships among form, purpose, audience, and production techniques by
designing or creating media works, independently and collaboratively, based on ideas,
themes, and issues examined in this course.
Analysing
Media and Media Works
MD1.01 – demonstrate critical thinking skills by
identifying bias and by analysing explicit and implicit messages in media works
(e.g., explain the effect of images used in a film; identify the perspective of
a newspaper or magazine);
MD1.02 – explain how the form, technique, style, and
language of a variety of media forms create meaning (e.g., compare the coverage
of a current event by newspapers, radio, television, and Internet websites);
MD1.03 – analyse the relationship between media works
and their audiences (e.g., prepare for a panel discussion on how advertising
campaigns target different audiences; identify the demographic profile of the
target audience for a television show or radio station and assess how the
content and advertising match the audience);
MD1.04 – explain the relationship among media works,
media industry practices including marketing and distribution methods, and
media industry codes and government regulations (e.g., explain the use of media
to launch a new product line).
Creating
Media Works
MD2.01 – design or create media works based on ideas,
themes, and issues examined in this course (e.g., create media works based on a
theme from literature, using available resources; write dialogue for a
commercial to promote sales of a novel; create a promotional campaign to sell
the same idea or service to two or more different audiences);
MD2.02 – use knowledge of the relationships among form,
purpose, audience, and production options to explain choices made in the design
or production of media works (e.g., present media works to peers and explain
solutions to problems encountered during the production process).