ENG4U – English, Grade 12

GENERAL INFORMATION

Name of School: Rosedale Academy Global High School

Department: English
Course Developer: Arrani Selvarajah, David Boughton
Development Date: March 2019
Revised By: Kayla Hill
Revision Date: Aug 2022
Course Title: English, Grade 12
Grade: 12
Course Type: University Preparation
Course Code: ENG4U
Credit Value: 1
Curriculum Policy Document: The Ontario Curriculum Grades 11 and 12 English, Ministry of
Education 2007 (Revised)
Prerequisite: English, Grade 11, University Preparation

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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
• 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 & Literature Studies

• 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;
• 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 literary,
informational, and graphic 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
• 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.

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UNIT TITLES AND DESCRIPTION

Unit Unit Description Hours

From Me to We: In this unit, students will be empowered to enact change and shift
Unit 1 16
from “me” to “we” thinking. Students will also learn to research, evaluate, and
assess information around them.

Hear Me Roar: In this unit, students will explore communication skills. Students will
Unit 2 work on their presentation skills and learn to effectively deliver and analyze oral 16
literature.

One Step at a Time: In this unit, students will focus on the writing process as they
Unit 3 22
complete a global issues research project.

Be a Better You: The Stories We Love: In this unit, students will focus on storytelling
Unit 4 16
and analyzing texts. Students will also investigate the elements of character and
setting more deeply.

Stories on the Big Screen: In this unit, students will look at movies and how they tell
Unit 5 16
stories loved by audiences. More specifically, students will investigate novels
adapted into movies and how different mediums affect storytelling.

Essays: In this unit, students will develop essay writing skills, culminating in a novel
Unit 6 study essay. Students will go through the writing process to produce a polished piece 18
of work.

Part A: Final Term Project: Students will produce a reflective oral response
4
discussing their learning from the course.
Final
Evaluation
Part B: Final Written Exam: Students will prepare and write a proctored final exam
2
based on concepts from the course.
TOTAL HOURS 110

RESOURCES REQUIRED BY THE STUDENT

ENG4U Online Course of Study in Rosedale LMS.
Students should have access to a computer that has a functioning audio, and a video camera.

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FINAL GRADE
Final grades are calculated as outlined in Growing Success. The percentage grade represents the
quality of the students’ overall achievement of the expectations for the course and reflects the
corresponding achievement as described in the achievement chart in the English curriculum
documents. A credit is granted if the student achieves 50% or higher in the course.
The final mark will be calculated as follows:
1. 70% of mark will be based on evaluation throughout the course. This portion of the
grade will reflect the student's most consistent level of achievement throughout the
course, although special consideration will be given to more recent evidence of
achievement.
2. 30% of the mark will be based on a final evaluation administered at or towards the
end of the course. In this course, the final evaluation will be comprised a written
exam (10%) and a final project (20%). Together, the exam and final project will
provide a comprehensive evaluation of all of the overall expectations.
Report Cards:
A formal written report card communicating student achievement as a percentage grade will be
issued to students and parents at two points throughout the school year. The first is midway
through the course (Midterm Report Card) and the second is after the completion of final
evaluations for the course (Final Report Card). The report cards will also report on the
development of the student’s learning skills and work habits using a four-point scale as follows:
E – Excellent G – Good S – Satisfactory N – Needs Improvement.

Achievement Chart
A student’s achievement of the overall curriculum expectations will be evaluated in accordance
with the achievement charts in the provincial curriculum for English and will be reported using
percentage marks. The achievement chart measures student achievement in the categories of
Knowledge and Understanding, Thinking and Inquiry, Communication and Application.
In this course, the four categories of the achievement chart are weighted as follows:

Knowledge and Thinking (I) Communication (C) Application (A)

Understanding (K)

20% 25% 30% 25%

Summary of Course Evaluations

A summary of the course evaluations in this course and their breakdown according to the
achievement chart is shown below:

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 Evaluation Max Max Grade Value
Distribution Evaluation
Type Value Grade K I C A
1-2E: Annotated
Project 4.1% 25 6 6 7 6
Bibliography
Unit 1 Test Test 8.2% 50 10 12 15 13
2-2E: Research
Project 4.1% 25 4 6 9 6
Presentation
Unit 2 Test Test 8.2% 50 10 13 15 12

3-3E: Final Research Essay Project 5.8% 35 8 10 11 6

Midterm Project Project 6.6% 40 10 12 10 8

70%
Midterm Video Response Assignment 1.6% 10 0 0 5 5
4-2E: Novel Setting
Project 3.8% 23 4 6 7 6
Summary
Unit 4 Test Test 8.2% 50 10 12 15 13

5-2E: Marketing Campaign Project 4.6% 28 6 7 8 7

Unit 5 Test Test 8.2% 50 10 12 15 13

6-3E: Novel Study Essay Project 6.4% 39 8 10 11 10

FINAL TERM PROJECT Project 10% 30 0 0 10 20

30%
FINAL EXAM Exam 20% 100 20 25 30 25

TOTAL 100% 20% 25% 30% 25%

TEACHING / LEARNING STRATEGIES

Rosedale courses are designed to create engaging and transformative learning experiences for
students through the use of a wide variety of instructional strategies that support students with
different interests, learning preferences, and abilities. The teaching and learning strategies used
in this course have been chosen to encourage students to use higher-level thinking skills and
develop the competencies that allow them to look beyond the literal meaning of the texts they
use and make connections to the world around them by considering fairness, equity, and social
justice in a global society. Students are motivated to develop the positive habits of mind that they
will need to be successful in the future. The course provides opportunities for students to think
critically, take risks in their learning, communicate effectively, question assumptions, and ask
questions, as well as to rehearse, practise, and apply newly acquired skills and strategies.

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In this course, the following teaching/ learning strategies are used:

Differentiated Instruction: Learning materials are presented in a variety of ways to meet the
needs of all learners. This includes: direct instruction, independent instruction, scaffolding,
concept mapping, providing choice, and use of multimedia (e.g., video, infographics, text, images,
and audio).

Collaborative Activities: Collaborative activities are used to promote collaboration and

communication with their peers as they investigate real world issues, discuss ideas, make
decisions, and learn from and with each other. Students will participate in: brainstorming, team
work, oral debates, think-pair-share, peer-editing, and diverse group activities to improve
collaboration and communication skills.

Critical and Creative Thinking: Students are engaged in variety of learning activities that foster
critical and creative thinking. Students are encouraged to ask questions and explore possible
solutions to these questions. This includes: inquiry, oral discourse, critical analysis, critical
literacy, metacognition, and application of the creative process.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The purpose of assessment and evaluation is to improve student learning. In this course,
students have many opportunities to receive feedback on their progress and suggestions for
improvement. Information on student progress and achievement is gathered using a variety of
strategies, including the assessment of conversations, observations, and products.
Throughout the course, a variety of assessment for, as, and of learning strategies are used to
allow students to receive feedback about their learning prior to evaluations.
Assessment for learning strategies are used to provide students with feedback as they progress
through the content, prior to evaluation. Assessment for learning strategies used in this course
include:
• Writing tasks, diagnostic quizzes, self-check quizzes, discussion forum posts, small group
and whole class discussions, and student-teacher conferencing.

Assessment as learning strategies encourage students to reflect and self-assess their own
learning as they move through the course.
Assessment as learning strategies used in this course include:
• personal reflections, self-assessment activities, success criteria checklists, and exit cards.

Assessment of Learning (Evaluations): Evaluations are used to measure student achievement

of overall expectations throughout the course and determine a percentage grade for students.
Evaluation strategies used in this course include:
• assignments, essays, quizzes, student-teacher conference, presentations, projects, video
and oral responses, reflections, and the final exam.
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PROGRAM PLANNING CONSIDERATIONS
The English curriculum outlines a number of program planning considerations that should be
addressed in each course. The chart below outlines how Rosedale addresses these
considerations in this course:

Consideration Rosedale Approach

This course uses a wide variety of teaching and learning strategies that
Instructional are based on an assessment of students’ individual needs, proven
Approaches learning theory, and best practices. Refer to the Teaching / Learning
Strategies section table for a list of approaches used in the course.

Provisions for students with special education needs will be determined

by examination of the course expectations and the individual learning
Planning Programs needs of the students as identified in their Individual Education Plan
for Students with (IEP). Where required, teachers will accommodate students using
Special Needs appropriate instructional accommodations, environmental
accommodations, and assessment accommodations to ensure student
success.

All courses at Rosedale are designed to support English Language

Learners. Courses include specific instructional strategies that support
English Language Learners, including pre-teaching vocabulary, use of
visual cues, use of graphic organizers, and scaffolding. Courses also use
Planning
a wide range of differentiated learning materials, in addition to
Considerations for
resources that are culturally diverse and appropriate for English
English Language
Language Learners.
Learners
Our English Language Learners have access to the following
accommodations: extended time for tests and exams; chunking of
assignments and tests; a safe space for asking questions; formative
feedback; and access to ESL resources and expert discussion.

Rosedale’s technology enhanced delivery model leverages the power of

information and communication technologies to provide relevant,
meaningful, and interactive learning experiences for students. Students
Role of Technology
use a wide array of digital tools to explore, evaluate, and demonstrate
in the Curriculum
their learning. Throughout the course, students are required to
demonstrate their learning through text, video, voice and visual
assignments that teach multi-literacy and media skills. Students are also
taught the skills of critical and digital literacy.

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 Rosedale is committed to providing an inclusive and equitable learning
experience for students. Lessons, resources, and activities are chosen
to reflect the diversity of students studying the course and to ensure
that all students, regardless of background, are able to achieve their full
Antidiscrimination potential and achieve a positive self-image. The texts used with the
Education in course help students relate to the immigrant experience, explore the
English social and emotional impact of bullying, violence, and discrimination in
the form of racism, sexism, or homophobia on individuals and families.
Students are expected to engage in “critical literacy”, which includes the
ability to identify perspectives, values, and issues; detect bias; and read
for implicit as well as overt meaning.

Students have the opportunity to develop their written, oral, and visual
communication skills throughout the course. Students will learn how to
Literacy,
locate relevant information in a variety of print and electronic sources,
Numeracy, and
including books and articles, manuals, newspapers, websites,
Inquiry/Research
databases, tables, diagrams, and charts. They also learn to
Skills
communicate effectively with diagrams, charts, tables, and graphs, and
interpret and use graphic texts.

This English course integrates a wide range of information and

communication technologies (ICT) which represents a natural extension
The Role of ICT in of the learning expectations associated with each discussion form. The
English course encourages students to use ICT since it allows students to
organize and present the developments of their research and creative
endeavors to their classmates and others.

The English curriculum provides many opportunities to develop the

literacy skills and knowledge they need to be successful across in future
studies and careers. Students are taught to recognize how the literacy
Career Education skills they acquire in this course are transferable to other subjects and
can help them with their research, writing, and understanding reading
materials. They also learn the skills of collaboration, oral
communication, and how to express themselves confidently in a variety
of ways.

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 This course is designed to help students develop the essential skills of
reading, writing, and oral communication required for the workplace
The Ontario Skills and future careers. Emphasis is placed on the transferable skills or
Passport and competencies that students will require once they leave school.
Essential Skills Opportunities to learn about, practice, and reflect on the essential skills
or competencies required for future success are embedded into all
lessons and learning activities.

Rosedale courses are designed to keep students healthy and safe.

Health and Safety Students at Rosedale are never expected to do anything that would
endanger themselves or others while participating in a course.

ACADEMIC POLICIES:
All members of Rosedale Academy and Partner Schools must adhere to the expectations and
guidelines outlined in Rosedale Academy: Academic Policies.

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