COURSE INFORMATION SHEET

SECONDARY SCHOOL: SENATOR O’CONNOR COLLEGE SCHOOL

DEPARTMENT HEAD: MRS. C. HUGHES-BUTLER
DEPARTMENT: English

CURRICULUM POLICY DOCUMENT

The Ontario Curriculum Grades 11and 12. English, 2007
COURSE CODE ENG 4U
COURSE TITLE English
12, University
GRADE & TYPE
PRE-REQUISITE English, Grade 11, University Preparation Preparation
FULL YEAR /
Semester CREDIT VALUE 1.0
SEMESTER

COURSE DESCRIPTION
This course emphasizes consolidation of literacy, critical thinking, and communication skills. Students will analyze a
range of challenging texts from various time periods, countries, and cultures; write analytical and argumentative
essays and a major paper for an independent literary research project; and apply key concepts to analyze media
works. An important focus will be on understanding academic language and using it coherently and confidently in
discussion and argument. The study of literature and media will concentrate on themes of decision making and
illusion /appearances.

LISTED IN ORDER OF INSTRUCTIONAL DELIVERY

STRAND / UNIT TITLES HOURS OVERALL EXPECTATIONS / UNIT DESCRIPTION

LANGUAGE ANALYSIS AND
LITERARY CRITICISM
12 This unit examines a wide variety of literary criticism and language
analysis. The focus of this unit is the development of student awareness
of literary theory through deconstructing challenging fiction and non-
fiction texts. The cultural and literary diversity of the criticisms studied
provide essential knowledge required for the basis of any social
commentary. Students develop an understanding of foundational literary
theory by examining critical theory, especially those key texts which
inform post-modern literary criticism. Students are responsible for the
planning and presentation of seminars. This unit further develops
students’ abilities as effective communicators.

SHAKESPEAREAN DRAMA
25 This unit provides the opportunity for students to apply their knowledge
and skills, while extending their facility with literary analysis. Students
read and critically analyse a Shakespearean play. Students explore the
concept of an archetype and its relationship to Christian imagery and
Classical allusion. Students enhance their understanding of the
phonological and semantic aspects of language through the study of
allusion, imagery, and metaphor in Elizabethan Drama. At the same time,
students engage in an examination of a wide variety of literary devices.
Students plan oral presentations, role-play, conduct research, and write
an essay. All activities in this unit relate to the same Shakespearean
play.

NOVEL STUDY 25 This unit introduces students to the concept of social commentary. The
unit explores the genre of the novel as a product of its cultural milieu and
seeks to understand how a work of literature serves as an effective tool
for social commentary. Skills taught include understanding of literary
terms, narrative style, as well as, how these techniques enhance
meaning in literature. Through the study of this novel, students gain a
 deeper understanding of the bi-directional relationship between
themselves and their environment. This knowledge helps them to
understand how gospel values play an integral role in creating
environments that are socially just. Students discuss the moral dilemmas
characters in the novel face and understand the relationship between the
character’s decisions and the dignity of the individual. Students
understand the relationship between social commentary and social
change. Novels for this unit should be chosen for their potential to
challenge students preparing for university and for their potential to make
social commentary.

MODERN DRAMA 10 Students engage in research to explore the way history shapes our
literature and reinforce their understanding through classroom
discussions. Students also write expository and persuasive papers;
deconstruct a media product, and collaborate to create a short work of
modern drama and write a summative test. These tasks require students
to consider how playwrights can make social commentary through
dialogue and staging. Students consider how social commentary is a
reflection of social justice as defined by Catholic Graduate Expectations.
MEDIA 8 Demonstrate an understanding of the relationship among form, purpose,
content, audience and narrative techniques by analyzing, independently
and collaboratively, based on ideas, themes, and issues examined in this
course, and assessing their effectiveness.

ISU 15 This unit is ongoing throughout the entire course and it is meant to
OUR GLOBAL VILLAGE supplement the other units of study. Students will analyze literature as a
product of the social, historical, cultural and/or political context within
which it was written Students will engage research the context of their
chosen novel in detail. Students regularly conference with the teacher to
monitor progress. Students submit a research-based literary essay with a
works-cited page. Students will present their research and analysis to the
class in a 5 minute presentation.

STUDENT EVALUATION CRITERIA

TERM – 70%
RELATIVE EMPHASIS / WEIGHTING
KNOWLEDGE/UNDERSTANDING
FINAL REPORT CARD GRADE
FINAL – 30%
CALCULATION – 100%
RELATIVE EMPHASIS / WEIGHTING TERM TOTAL + FINAL TOTAL =
20 Final Exam 20 REPORT CARD MARK
INQUIRY/THINKING Independent Study
20 10
Unit
COMMUNICATION 20
APPLICATION 10
TERM TOTAL 70 FINAL TOTAL 30

ASSESSMENT FORMAT USED

WRITTEN PERFORMANCE OTHER
Descriptive Writing Analytic discussions/tutorials Teacher Observation
Argumentative Essay on Dramatization Conferences
Hamlet’s madness/method
Editorial (using character’s style Group Seminars Skills Checklist
and voice)
Scripting an additional scene for Group Discussion Conferences
the play Peer assessment
Literary (comparative) Essay Presentations
(including min.2 secondary
sources of literary criticism)
Analytical Essay (irony/humor) Passage Analysis

RESOURCES
TEXTBOOK Prose Anthology: Echoes: Fiction, Media and Non-Fiction
SHAKESPEAREAN DRAMA Hamlet
MODERN DRAMA A Man for All Seasons/ Doll’s House/ Death of a Salesman
The Book of Negroes/The Wars
NOVELS:
Theatre Outing (Shakespearean or modern drama)
EXCURSIONS
U of T Reference Library
MLA World Wide Web site-http://www.mla.org/
www.utoronto.ca/writing/transition.html
COURSE RELATED WEBSITES www.utoronto.ca/writing/bookind.html
Literary criticism and other pertaining websites will be provided throughout the
course
OTHER RELATED TEXTS Selected essay writing texts

POLICIES & PROCEDURES

LATE ASSIGNMENTS Refer to Course Contract
PLAGIARISM Refer to Course Contract
Homework is assigned to review and reinforce class work. Therefore students
HOMEWORK
are expected to complete it on a regular basis.
Parents can call 416-393-5505 or e-mail teachers.name@tcdsb.org to discuss
TEACHER CONTACTS
any concerns. Also, telephone contacts will be made when required.
A buddy system is established for peer assistance. Students can also arrange
EXTRA HELP
to meet with their teacher after school.
 LEARNING SKILLS CRITERIA
IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE STUDENT IN EACH
OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER SYMBOLS.
E–EXCELLENT G–GOOD S–SATISFACTORY N–NEEDS IMPROVEMENT
SKILL: WORKS INDEPENDENTLY
INDICATORS:
• accomplishes tasks independently
• accepts responsibility for completing tasks • demonstrates persistence in bringing tasks to
• follows instructions completion
• regularly completes assignments on time and with care • uses time effectively
• demonstrates self-direction in learning • uses prior knowledge and experience to solve problems
• independently selects, evaluates, and uses appropriate and make decisions
learning materials, resources, and activities • reflects on learning experiences
SKILL: ORGANIZATION
INDICATORS:
• organizes work when faced with a number of tasks • manages and uses time effectively and creatively
• devises and follows a coherent plan to complete a task • demonstrates ability to organize and manage
• follows specific steps to reach goals or to make information
improvements • follows an effective process for inquiry and research
• revises steps and strategies when necessary to achieve • uses appropriate information technologies to organize
a goal information and tasks
SKILL: INITIATIVE
INDICATORS:
• seeks out new opportunities for learning • approaches new learning situations with confidence and
• responds to challenges and takes risks a positive attitude
• demonstrates interest and curiosity about concepts, • develops original ideas and devises innovative
objects, events, and resources procedures
• seeks necessary and additional information in print, • attempts a variety of learning activities
electronic, and media resources • seeks assistance when needed
• identifies problems to solve, conducts investigations, • uses information technologies in creative ways to
and generates questions for further inquiry improve learning for self or others
• requires little prompting to complete a task, displaying
self-motivation and self-direction
SKILL: TEAMWORK
INDICATORS:
• works willingly and cooperatively with others • questions the ideas of the group to seek clarification,
• shares resources, materials, and equipment with others test thinking, or reach agreement
• responds and is sensitive to the needs and welfare of • shows respect for the ideas and opinions of others in
others the group or class
• solves problems collaboratively • listens attentively, without interrupting
• accepts various roles, including leadership roles • in discussions, paraphrases points of view and asks
• takes responsibility for his or her own share of the work questions to clarify meaning and promote understanding
to be done • recognizes the contribution of group members by
• works to help achieve the goals of the group or the means of encouragement, support, or praise
class • seeks consensus and negotiates agreement before
• helps to motivate others, encouraging them to making decisions
participate
• contributes information and ideas to solve problems
and make decisions
SKILL: WORK HABITS/HOMEWORK
INDICATORS:
• completes homework on time and with care • begins work promptly and uses time effectively
• puts forth consistent effort • perseveres with complex projects that require sustained
• follows directions effort
• shows attention to detail • applies effective study practices
• uses materials and equipment effectively
NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the Provincial
Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .