TORONTO DISTRICT SCHOOL BOARD

L’Amoreaux Collegiate Institute

COURSE OUTLINE 2023-2024

Course Name: English Grade 11 Course Code: NBE 3U1

Course Type: University Credit Value: 1.0
Teacher(s): Ms. Coniam (joanne.coniam@tdsb.on.ca)
Prerequisite: ENG2
Semester 1 Dates: September 5, 2023 - January 31, 2024

Course Description:
This course explores the themes, forms, and stylistic elements of a variety of literary, informational, graphic, oral, cultural,
and media text forms emerging from First Nations, Métis, and Inuit (FNMI) cultures in Canada, and also examines the
perspectives and influence of texts that relate to those cultures.
In order to fully understand contemporary text forms and their themes of identity, relationship, and self-determination,
sovereignty, or self-governance, students will analyse the changing use of text forms by Indigenous authors/creators from various
periods and cultures in expressing ideas related to these themes.
Students will also create oral, written, and media texts to explore their own ideas and understanding, focusing on the
development of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily
life. The course is intended to prepare students for the compulsory Grade 12 English university or college preparation course.

Assessment and Evaluation Strategies:

Based on the provincial curriculum expectations, assessment and evaluation are intended to improve learning To ensure that
assessment and evaluation are valid and reliable, teachers use a variety of strategies throughout the course, including: providing
students with feedback (known as assessment for learning), helping students to set learning goals and monitor their own progress
(known as assessment as learning), and evaluation/reporting of progress in the form of marks (known as assessment of learning).

Assessment and Evaluation Categories and Weights:

Term Work (70%) Final Mark
Achievement Category Weight Evaluation Weight
Reading and Literature Studies 21% Culminating Activity 30%
Writing 21% Term Work 70%
Oral Communication & Listening 14%
Media 14%

Strand Overall Expectations

FNMI Exploring: explore themes related to First Nations, Métis, and Inuit identities, relationships, and
Perspectives self-determination, sovereignty, or self-governance, as reflected in text forms created in Canada,
formulating questions and comparing perspectives to stimulate a well-reasoned exchange of ideas
& Text Forms about these topics;
Deconstructing: demonstrate an understanding of how representations of First Nations, Métis, and
Inuit individuals, communities, and cultures in text forms created in Canada are influenced by
perspectives related to or shaped by historical period, cultural background, and social and political
conditions and events, including perspectives related to gender and the role of women;
 Reconstructing: demonstrate an understanding of the role of contemporary and historical text
forms created in Canada in representing the diversity of First Nations, Métis, and Inuit lives,
cultures, and world views, and assess the impact on Canadian society of efforts to challenge
colonialist views and incomplete or inaccurate representations.
Oral Listening to Understand: listen in order to understand and respond appropriately in a variety of
Communication 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 his/her strengths as a listener and a
speaker, areas for improvement, and the strategies he/she found most helpful in oral
communication situations.
Reading and Reading for Meaning: read and demonstrate an understanding of a variety of informational,
Literature literary, and graphic texts, using a range of strategies to construct meaning;
Studies 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 his/her strengths as a reader, areas for
improvement, and the strategies he/she found most helpful before, during, and after reading.
Writing Develop 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 his/her writing, using a variety of
informational, literary, 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
his/her work effectively;
Reflecting on Skills and Strategies: reflect on and identify his/her strengths as a writer, areas for
improvement, and the strategies he/she 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 his/her strengths as a media interpreter
and creator, areas for improvement, and the strategies he/she found most helpful in understanding
and creating media texts.

Please refer to the course’s overall and specific expectations for further curriculum information.
Learning Students will also be evaluated on the SIX (6) Learning Skills: Responsibility, Organization,
Skills Independent Work, Collaboration, Initiative and Self-Regulation
& ● Responsibility - completes assignments, homework, and classwork on time; takes
Work Habits responsibility for and manages own behaviour
● Organization - creates and follows a plan to complete work and tasks; establishes
priorities and manages time to complete goals; gathers, evaluates, and uses information,
technology and resources to complete tasks
● Independent Work - follows instruction with minimal supervision; uses class time
appropriately to complete tasks; monitors, assesses, and revises goals to successfully
complete work.
● Collaboration - accepts various roles and an equitable share of work in a group;
responds positively to others’ ideas, traditions, values, and opinions; works with others
to resolve conflicts and build consensus to achieve group goals; shares info, resources,
and expertise to solve problems and make decisions
 ● Initiative - looks for opportunities for learning; demonstrates curiosity and willingness
to take risks; advocates appropriately for self and others; seeks assistance when needed
● Self-regulation - stays on task; makes a sincere effort to participate in course activities
and learning.
The above important learning skills and work habits will be formally reported on the Provincial
Report Card according to the following scale:
E- Excellent, G- Good, S- Satisfactory, N- Needs Improvement

Information for Parents/Guardians

“This course enables students to:
● make personal connections to enrich their understanding of Indigenous cultures, languages, histories,
rights, and perspectives around the globe and deepen their appreciation of the role of First Nations,
Métis, and Inuit individuals and communities in the development of Canada;
● develop cultural competency by thinking critically and creatively about issues affecting Indigenous
peoples and apply the understandings and key concepts of First Nations, Métis, and Inuit Studies to
real-world inquiries about diversity, nation-to-nation relationship building, the environment, social
justice, and cultural identity;
● develop skills in problem solving, research, and inquiry that may be applied across the curriculum;
● build respectful and reciprocal relationships to support reconciliation between Indigenous peoples and
Canadian society.”

Please refer to the Ministry of Education’s “A Parent’s Guide to First Nations, Metis, and Inuit Studies, Grade
9-12” for further information.

Content & Trigger Warning

This classroom is dedicated to anti-oppression education, which may result in having important, but
difficult conversations that deal with sensitive topics. Texts may also include triggering language and scenes
related to images of death and violence, racism, discrimination, sexual assault, suicide, sexism and misogyny,
abuse, profanity, and other mature themes.

Every effort will be made to notify students ahead of time for any potentially triggering content.

Areas of Study
Unit 1 Text(s): In this unit, we will explore our own identities while drawing connections
A selection of poems, to the many First Nations, Métis, Inuit, and Afro-Indigenous identities
An Intro to essays, and media across this land. We will also look at how we can write and speak with
FNMI texts power while developing and refining our skills of rhetoric, including
practising our use of methods of development, literary/poetic devices, and
Contemporary
persuasive devices.
Voices

Unit 2 Text(s): In this unit, we will explore the history of bias, stereotypes and racism, its
A selection of reading impact, specifically within the context of Indigenous communities. In this
Challenging and media texts, Reel unit, we will also explore the key concepts of media literacy and learn to
Media Inj*n decode media’s messages as we examine the ways in which North
American film has perpetuated stereotypes about Indigenous peoples and
Stereotypes
discover ways to disrupt this societal pattern, in hopes of more inclusive
and authentic representation moving forward.

Unit 3 Text: This unit will highlight the theme of Indigenous resistance and resilience -
the ways in which Indigenous peoples reclaim their identities in response
Novel Study Moon of the Crusted to colonialist thinking. In this unit, we will engage with the text to explore
Snow by Waubgeshig relevant themes, symbols, and motifs and demonstrate our understanding
Rice in creative ways.

Unit 4 Text: Building on the previous unit, we will read a play and explore the ways in
The Rez Sisters which the author’s use of humour challenges and/or reinforces stereotypes.
Play Study by Tomson Highway In this unit, we will also learn how to extend our understanding of texts by
making text-to-text, text-to-self, and text-to-world connections. We will
also learn how to strengthen our analysis of key themes and characters,
and communicate these observances and conclusions in essay form, using
direct evidence from the text to support ourselves. We will also learn how
to discuss a text with others in more meaningful and engaging ways.

L’Amoreaux English Department Policies

Academic The English department has zero tolerance for plagiarism; students must ensure their work is original
Honesty & and/or properly documented.
Plagiarism
Plagiarism includes but is not limited to:
● Handing in the same assignment as a classmate
● Using AI technology (e.g., ChatGPT) to complete assignment tasks
● Handing in material that someone else wrote
● Copying or paraphrasing material from the internet without citing the original source
● Incorporating ideas, quotes or facts from a source (book, magazine, etc.) without citing the
information
● Allowing or helping a classmate to plagiarize your authentic work.
● Having someone proofread or help with an assignment to the point where it is no longer the
student’s own work
The following applies to all students enrolled in an English course:
● Students are expected to be able to competently discuss and explain their work at all times.
● Students must follow the process perimeters of any assigned work and provide/retain
evidence of this material for their teacher.
If a student is suspected of plagiarism:
● The student will be required to conference with the classroom teacher.
● The burden of proof falls on students to prove their work is original.
If a student is found guilty of plagiarism:
● Plagiarized work will automatically receive a mark of zero, but the student will have one
opportunity to complete the work under the teacher’s supervision.
● The student will be referred to the vice principal
● Please refer to the TDSB’s Academic Honesty Policy for more information

Citational ● Students should format their work according to (easily ‘Googleable’) MLA guidelines,
Gratitude including proper in-text citation and, where applicable, a works cited list for outside sources

Late and ● It is the student’s responsibility to complete all evaluated assignments for the course; it is
Missed important for students to manage their time inside and outside the classroom to ensure
Assignments assignments are completed and submitted by the due date provided by the teacher.
● After an assignment has been graded and returned to the class, late assignments will be
accepted at the teacher’s discretion (always ask in advance) and graded on a pass/fail basis.
● Exceptions will be made for emergencies; students MUST share a medical note or a
parent/guardian must email the teacher (from the email address on file with the school) to
confirm the reason an exception should be made.
● Students can speak with the teacher before a due date to arrange an extension if needed and
the teacher will consider (a) the differences between uncharacteristic, repeated, and chronic
behaviours; (b) legitimate explanations; (c) lack of requisite skills or comprehension to
complete work assigned; (d) students with special needs (IEP, ESL/ELD). Otherwise a daily
5% penalty may be applied as of the 2nd day late.
 ● Please refer to the TDSB’s Late and Missed Assignment Policy for more information.

Attendance In cases of legitimate absences, students are responsible for obtaining class notes and completing
activities undertaken while they were absent.
● Students absent due to foreseen events (e.g. field trips, appointments) must inform the
teacher in advance.
● Students may receive a zero grade if they are absent for tests and quizzes unless they
provide a verifiable parent note acknowledging the missed work.
● Students should always expect to take responsibility for determining missed work and
arranging for accommodations through the teacher. Authorized "makeup" assessments
for missed work will be performed at the teacher's availability and discretion. Please be
prepared to write/submit/present any missed evaluations on the FIRST day of your return.
● Some classroom materials (e.g., handouts, slideshows) may be shared with students on
Google/Brightspace Classroom, but this is not a digital, remote or e-learning course.

Being Late Progressive discipline will be used to address initial instances of student tardiness. Frequent tardiness
will result in a referral to the Vice Principal and a call to the student’s parent/guardian.

Cell Phones Students are not permitted to use cell phones without the permission of the teacher. Therefore, they
should not be visible unless the teacher gives permission for it to be used in class for educational
purposes. (Ministry of Ontario Policy, 2019). Students are asked to leave their phones in their
backpacks during the duration of class time, unless otherwise instructed.

Written Assignments Although assignments should follow MLA criteria, THIS teacher requires these accommodations:
Submitting a Hard Copy Submitting Handwritten Submitting Work
of Typed Work Work on Paper Online

● Double spaced ● Double spaced (2 lines between paragraphs) ● Spaced 1.5

● 14 to 16 font
● 1” margins all around
● Single sided only
● No name, no mark
● Include date & title
● Single sided only ● 13 to 16 font
● 1” margins all around ● Include your name on
● Blue or black pen only, no pencil work the work itself (not
● No name, no mark just a file name)
● Include date & title

Ms C’s Shorthand - Common Marking Symbols

A Answer

a Article error (a, an, the)

awk awkward

b/c because

CS Comma splice (using a comma where a period or semi-colon is required)

d Diction error (formal vs informal)

E Explain

eg Example please

FS Fused sentence (not using end punctuation to separate sentences)

I Illustrate

ie “that is”

LPT Literary present tense error

 NAW Not a word

P Punctuation error (comma, apostrophe, etc.)

pl plural

PR Pronoun reference is unclear or inconsistent (look up “pronoun antecedent”)

PS Parallel structure

Q Question

Qtn Quotation (usually indicating one is needed)

R Relate

RED Redundant

rep Repeating yourself

ROS Run on sentence (sentence going on too long)

SB “Should be”

sing singular

SF Sentence fragment (incomplete sentence)

sp spelling

trans transition required

TS Topic Sentence

VA Subject verb agreement error

VT Verb tense error

w/ with

WW Wrong word

X error

? unclear

-> Indent or start a new paragraph

I have carefully reviewed the course outline for NBE3U1. I understand the academic expectations for
students enrolled in this course.
Student Name (Please Print): __________________________________________

Student Signature (below) Parent/Guardian Signature (below)