Emmanuel Christian High School
Course Outline
English Gr. 11 University
Preparation
ENG3U
Grade 11 University English
Theme passage:
“Wisdom abides in the mind of a man of understanding,
but it is not known in the heart of fools.” -Proverbs 14:33
2014
Grade 11 University English
School
Emmanuel Christian High School
District
Emmanuel Christian High School Board
Department
English
Course Title
University English
Grade
11
Course Type
University Preparation
Ministry Course Code
ENG3U
Credit Value
1
Course Prerequisites
English Grade 10 Academic
Ministry Curriculum Document
The Ontario Curriculum, English, Grade 11, 2007
Textbook
Various
Development Date
August 2008
Course Developers
Arthur Kingma
Course Revisions
Date of Revision
August 2014
Revised by
Arthur Kingma
Course Description
This course emphasizes the development of literacy, communication, and critical and creative thinking
skills necessary for success in academic and daily life. Students will analyze 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.
ORAL COMMUNICATION: OVERALL EXPECTATIONS
By the end of this course, students will:
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes;
3. 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: OVERALL EXPECTATIONS
By the end of this course, students will:
1. 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;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements
and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. 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: OVERALL EXPECTATIONS
By the end of this course, students will:
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for
an intended purpose and audience;
2. 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;
3. 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;
4. 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: OVERALL EXPECTATIONS
By the end of this course, students will:
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. 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;
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions, and techniques;
4. 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.
The English department at Emmanuel Christian High School aims to:
1. foster the awareness that language is a gift of God and that it must therefore be used in responsible
stewardship;
2. help students recognize, appreciate, and enjoy good literature;
3. develop proficiency in the use of language;
4. stimulate imaginative thought and expression;
5. broaden the students’ knowledge of literature through the study of a variety of genres;
6. teach students to use the study of language and literature as a means of discerning the spirit of our
times;
7. make use of literature as a way of offering students experiences and viewpoints that are new to them;
8. help students learn to apply Christian concepts to their relationships with others as well as to their
attitudes and actions in general.
ENG3U
Overview of the Course
Unit 1
Writing: Style and Technique
14 classes (Sep 2-22)

The Lively Art of Writing (6 days)

Sentences (ch 9) (2 days)

Paragraphs (ch 6) (descriptive, persuasive, expository,) (2 days)

ECHS Writing Guide – Read, task and Test (3days)
Unit 2
ISU:






Cry, the Beloved Country – Alan Paton
The Human Comedy – William Saroyan
Journal log (rubrics)
Writing the literary essay (2 classes)
Research the novel for a theme; research other sources
Create a formal outline – properly formatted
Argumentative (opinion) essay (draft and final copy)
In-text citations and Bibliography
8 classes (not consecutive)
(Sep 23-25)
(Oct 15,16)
(Oct 28,29)
(Nov.26)
Unit 3
Canadian Literature (stories + poems)
20 classes (Sep 26-Oct 27)

Historical overview of Can. Lit. (1 class)

Elements of poems; elements of stories (2 classes)

Read and analyze poems and short stories (6 classes)

Assignment: analysis on poem (3 classes to prepare and 3 classes to present)
(must mention other sources)

Creative Writing: Write your own short story (4 classes)

Test (on vocabulary, historical info, and content of selections covered together)
Unit 4
Drama:




Unit 5
Media Studies

Individual Assignment: film review (4 days)

what is media, forms of media,

media is big business

analysis of film

Task: producing a film review
10 classes (Nov 27-Dec10)
Unit 6
W. Golding, Lord of the Flies

Reading guides, reading and quizzes

Mapping a theme’s development

Group task: Making a media product based on (4 days)
Lord of the Flies (rubrics)
17 classes ( Dec 11- Jan 16)
EXAM
TOTAL
(incl. Review)
Macbeth
Assignment: Creative writing task (rubrics)
Acting out a scene (group/individual task)
Vocabulary
Test (structure, contents)
19 classes (Oct 30-Nov25)
2 classes (Jan 19,22)
88 classes = 110 hours
Unit Evaluations
Unit 1: WRITING 1. 3 quizzes (for learning)
2. 5 paragraphs (for learning); 2 paragraphs (of learning)
3. Test on paragraph identification, vocabulary, concepts (of Learning)
Unit 2: INDEPENDENT STUDY PROJECT (10% of course)
1.
2.
3.
4.
5.
6.
journal entries,
thesis and outline,
annotated bibliography (of learning),
essay
works cited
Unit 3: CANADIAN POETRY AND SHORT STORIES
1. Peers edits of story (as learning); Final version of story (of learning)
2. Presentation of poem analysis for peer (as learning) and teacher evaluations (of
learning)
3. Unit test (of learning)
Unit 4: DRAMA: MACBETH
1. Self, peer and teacher evaluation of dramatic presentation (of learning)
2. Rubric evaluation of creative writing assignment (of learning)
3. Unit test which addresses the 4 areas of achievement (of learning)
Unit 5: MEDIA STUDIES
1. Rubric assessment of written film review (of learning)
2. Unit test which covers all four areas of achievement (of learning)
Unit 6: NOVEL STUDY: Lord of the Flies
1. Media product (of learning)
2. Theme map (of learning)
Evaluation of Achievement
Four categories of knowledge and skills in English encompass all curriculum expectations:
20%
Knowledge and understanding
25%
Thinking and inquiry
30%
Communication
25%
Application
These categories will be reflected more or less equally in the assessment strategies for the
course; however, their proportions may vary according to the nature of the particular unit and
assignment.
The following Learning Skills will be evaluated separately from achievement:
Works independently
Teamwork
Organization
Work habits / homework
Assessment / evaluation is an ongoing process. The following tools and activities will be used
for assessment in this course:

checklist for peer assessment
Course work: 70% of the final mark

checklist for self-assessment
Research ISU: 10% of the final mark

checklist for group activity
Exam: 20% of the final mark

informal teacher observation

written/oral feedback

rubrics

anecdotal comment
Teaching and Learning Strategies
The following strategies / activities will be used in this course:
Oral presentation
Question and answer
Viewing films
Debate
Research
Reporting
Independent reading
Reflection
Seat work
Role playing
Independent study
Lecture
Conferencing
Creative writing
Brainstorming
Discussion
Memorizing
Essay writing
Co-operative learning
Drama presentation
Peer evaluation/critique
The strategies used in the course should provide students with multiple opportunities to
develop and demonstrate their learning skills across all four categories of the achievement chart.
Classroom Routines
1. I will provide you with a seating plan once per four weeks of class.
2. Students coming in late are those who come after the bell has rung, or those who come
unprepared for class. Students who are late will receive a class detention (writing assignment)
for first offense, a class detention (larger writing assignment) for the second offense, and an
office detention for the third offense.
3. Homework is something that flows out of a particular day’s lesson and is to be completed for
next day’s class; it is not an assignment for which a longer period of time is given. It is expected
that students participate fully and actively in their education by completing their homework
assignments. I may check homework, either with a quick visual check or with a “hand-in”
check. Students who do not complete homework for the BEGINNING of class will receive a
homework incomplete sheet to be signed by parents that night. If that sheet is not returned the
next day, the student earns an office detention.
4. Written Assignments must be submitted by the beginning of class time on the given due date
to prevent a loss of 5% per day for a maximum of 3 days on that assignment. After 3 days, you
earned a 0% on the assignment, an office detention and lunch hour time in Room 103 until the
assignment is completed. Written assignments should be typed. Hand in a paper copy.
5. I will schedule a test three or more classes ahead of the date you will write it. I will not write
reviews for you, since you are to keep good notes, but will share with you what you can expect
to be on the test.
OSS Policy Applications
Accommodations and modifications.
Expectations for teacher accommodations and
modifications of regular programs for students with special needs are summarized in pp. 27-32
of The Ontario Curriculum, English, 2007 document.
Individual Education Plan. Students in this course who receive funding through the Health
Support Services provided to students in independent schools should have an Individual
Education Plan.
Information and Computer Technology. Every effort should be made to use and integrate
technology into the delivery and practices of the course. As outlined in Program Planning and
Assessment, Grades 9-12, p.9, students need to improve and extend their “information
technology literacy.”
Careers Awareness. Success in the world of work is dependent on students developing a
greater awareness of careers. As opportunities are provided, teachers should introduce students
to careers that can be linked directly to the study of this course. Information on this is available
in Choices Into Action, 1999.
Health and Safety Considerations. It is imperative that teachers instruct students in the
appropriate use of technology, emphasizing the critical, ethical, and safety issues associated with
the use of the Internet and audio-visual equipment.
Textbooks and Resources
William Golding, Lord of the Flies
Lucille Vaughan Payne, The Lively Art of Writing
William Saroyan, The Human Comedy
William Shakespeare, Macbeth
Rudy Wiebe, Peace Shall Destroy Many
Awakenings (DVD)
Macbeth (DVD,two versions)
Lord of the Flies (DVD, two versions)
Ralph Gustafson, ed., The Penguin Book of Canadian Verse, revised
William RE. Messenger and Jan de Bruyn, The Canadian Writer’s Handbook
Various anthologies of poetry
Class set of dictionaries
Gage, Passages 11 - Literature and Life
Gage, Imprints 11, Imprints 12
Oxford, Echoes11, Echoes 12