Course Code: ENG 3U

Course Name: Grade 11 English University Preparation

Instructor: Ms. R. D’Silva

Course Overview:
This course emphasizes the development of literacy, communication, and critical and creative thinking skills necessary
for success in academic and daily life. Students will analyse challenging literary texts from various periods, countries,
and cultures, as well as a range of informational and graphic texts, and create oral, written, and media texts in a variety
of forms. An important focus will be on using language with precision and clarity and incorporating stylistic devices
appropriately and effectively. The course is intended to prepare students for the compulsory Grade 12 university or
college preparation course. Prerequisite: English, Grade 10, Academic

Specific Strands of Study and Expectations include:

· Oral Communication
• ​Listening to Understand:​ listen in order to understand and respond appropriately in a variety of situations for a variety
of purposes.
• ​Speaking to Communicate:​ use speaking skills and strategies appropriately to communicate with different audiences for
a variety of purposes.
• ​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
• ​Reading for Meaning:​ read and demonstrate an understanding of a variety of informational, graphic, and literary texts,
using a range of strategies to construct meaning
• ​Understanding Form and Style​: recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning
• ​Reading with Fluency:​ use knowledge of words and cueing systems to read fluently
• ​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.
• ​Using Knowledge of Form and Style:​ draft and revise their writing, using a variety of informational, graphic, and literary
forms and stylistic elements appropriate for the purpose and audience.
• ​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.
• ​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
• ​Understanding Media Texts:​ demonstrate an understanding of a variety of media texts.
• ​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.
• ​Creating Media Texts:​ create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques.
• ​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.
Efforts will be made to meet the individual learning needs of students in order to
ensure these expectations are being met. Please communicate learning need to your
teacher, and provide your teacher with a copy of your IEP, if applicable.

Evaluation Structure:

Knowledge/Understanding 17.5% Application 17.5%

Thinking/Inquiry 17.5% ________________________________
Communication 17.5% Total for Term Work 70%

The above is reflected both in the ​term work​ (worth 70% of the final mark) and the ​summative wor​k (worth
30% of the final mark). Summative work consists of a 2-part Final Evaluation Unit: written response 20%;
multiple choice/matching exam 10%

Unit 1: Writing
✓ Students will review/learn how to structure a paragraph using “Point, Evidence, Explanation/Analysis”
format.
✓ Students will learn about context, and its role in literature and media.
✓ Using George Orwell’s ​Politics and the English Language​, current news stories, at least one short story,
and an episode of Disney’s ​Recess​, students will learn about the connection between the author’s
intention, language, power, and politics.
✓ Students will demonstrate their learning through a series of formative written tasks and a summative
written task reflecting on their learning.

Unit 2: Introducing The Hero’s Journey

✓ Using an overview of Joseph Campbell’s ​The Hero With a Thousand Faces​, students will be introduced
to literary archetypes, and provided with an introduction to literary analysis within a specific literary
theory.
✓ Students will draw on prior knowledge of myths and stories to identify and describe the steps and
archetypal figures in The Hero’s Journey.
✓ Students will read: ​Rikki-tikki-tavi​ by Rudyard Kipling; and ​Beowulf​, and analyse each text to identify
stages of, and archetypal figures in The Hero’s Journey.
✓ Students will view and analyse a movie that uses the story-telling structure of, and archetypal figures
in The Hero’s Journey, and compare it to a text read in class. Learning will be demonstrated with a
comparative essay and a creative group project in which they design a board game.

Unit 3: Introducing Aristotle’s elements of tragedy (from ​Poetics)​ and a tragic play by William Shakespeare
✓ Students will learn about Aristotle’s six elements of tragedy and demonstrate knowledge through
group presentations.
✓ Students will read a tragic play by William Shakespeare (​Hamlet​).
✓ Students will demonstrate their comprehension and analytical skills through sets of questions for each
act.
✓ Students will apply what they have learned about The Hero’s Journey, as well as Aristotle’s six
elements of tragedy found in ​Poetics​ to write a short analytical essay outline.

Unit 4: Oral Communication

✓ Students will learn about the rhetorical techniques and the structure of speeches through analysing
speeches by historical and political figures.
✓ Students will learn about rhetorical techniques (pathos, logos, ethos).
✓ Students will write and present a speech to demonstrate their knowledge of the elements of speeches,
rhetorical techniques, and ability to be an attentive and courteous listener.
classes Assignment/Activity Type of assessment % of
(tentative) final
Unit 1
1 Supported opinion paragraph Assessment as learning -
2 Personal context paragraph/ The Danger of a Single Story Assessment as learning -
3 Reflection on styles of writing Assessment of learning 5
4, 5 Group discussion of Orwell essay and current events Assessment as learning -
6 Unit summative written task Assessment of learning 5
Unit 2
7 The Hero’s Journey in familiar stories and myths Assessment for learning -
8 Identifying the steps of the Hero’s Journey in ​Rikki-tikki-tavi Assessment as learning -
9, 10 The Hero’s Journey in ​Beowulf Assessment as learning -
11 (Holiday Activity)
12, 13, 14 Group assignment: designing a board or card game Assessment of learning 10
15, 16, 17 Comparative analysis of movie and text Assessment of learning 10
↑↑↑ (tentative) counted on midterm report↑↑↑
Unit 3
18, 19 Aristotle presentation Assessment as learning -
20 Test – Aristotle’s six elements of tragedy Assessment of learning 2
21-29 Shakespeare’s ​Hamlet ​ comprehension and analysis questions (1 per Assessment as learning 8
acts 1-4; evenly distributed)
30-32 Shakespeare in-class essay outline Assessment of learning 15
Unit 4
32-34 Analysis of famous speeches or TED Talks Assessment as learning -
35-37 Writing and presenting own speech Assessment of learning 10
38,39 Learning reflection conference 5

40 Review/tutorial

Total
70%
41 Final Evaluation Unit Part B - Multiple Choice/Matching 10
42 Final Evaluation Unit Part A – Written responses 20

Total
30%
Above dates for term work may be subject to change.
Resources:
Texts supplied in class will be collected at the end of each class session unless stated otherwise.

We will be using an online text for Unit 3. The full text is available online. Link :
https://www.sparknotes.com/nofear/shakespeare/hamlet/
Students can use their own devices and the school network to access the text at school.

Most readings will be made available digitally via Google Classroom, code: qttocb
Evaluation Policy:
Students will be assessed & evaluated according to the work produced & skills displayed. Methods of providing feedback
will include assessing work in process & evaluating completed assignments, tests, co-operative learning activities,
simulations and presentations. Peer & self-evaluations will also be utilized.
Student marks will be determined by evaluating process & product according to 4 categories & 4 levels. Please see the
chart below for specific skills and keywords used to determine student competency in the different categories.

Feedback will also be provided for student learning skills. Skills like working independently, teamwork, organization, work
habits and homework, and initiative are assessed independently for student achievement and will be conducted through
the use of a rubric indicating specific criteria to be achieved to receive each of the following letter grades:

E –Excellent G – Good S – Satisfactory N - Needs Improvement