Eng4c Overview

1THAMES VALLEY DISTRICT SCHOOL BOARD Central Elgin Collegiate Institute COURSE OVERVIEW 2009-2010 Course Name: Grade 12 College English

Course Code: ENG4C

Course Type: College

Credit Value: 1

Grade Level: 12

Teacher(s): Ms. Barker Textbook(s): Baker, Sheridan, and Lawrence B. Gamache. The Canadian Practical Stylist. 4th ed. Cinderella Man. Dir. Ron Howard. Perf. Russell Crowe, Renee Zellweger. DVD. Universal, 2005. Don Mills ON: Addison-Wesley, 1998. *Chbosky, Stephen. The Perks of Being a Wallflower. New York: MTV Books/Pocket Books, 1999. Davies, Richard. Between the Lines 12. Toronto: Nelson, 2002. *Foon, Dennis, Skud. Toronto: Groundwood Books/ House of Anansi Press, 2003. *Green, John. Looking for Alaska. New York: Speak/Penguin Group, 2005. *Hopkins, Ellen. Crank. New York: Simon Pulse, 2004. *Major, Kevin. Far From Shore. Toronto: Groundwood Books/Douglas & MacIntyre, 1980, 2004. *McCormick, Patricia. Cut. New York: Scholastic / PUSH 2002. *Plum-Ucci, Carol. What Happened to Lani Garver. Orlando: Harcourt, Inc., 2002. Shakespeare, William. Hamlet. Toronto: Canadian School Book Exchange, 1996. *Sherman, Alexie. The Absolutely True Diary of A Part-Time Indian: New York: Little, Brown and Company, 2007. *Vizzini, Ned. It’s Kind of A Funny Story. New York: Miramax Books, 2006. Williams, Tennessee. A Streetcar Named Desire. New York: Penguin Books, 1947, 1975. *These novels are part of a book club study. Students will choose one.

Overall Expectations of the Course: Overall Expectations of the Course: by the end of this course students will A. ORAL COMMUNICATION 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. B. READING AND LITERATURE STUDIES 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. C. WRITING 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. D. MEDIA STUDIES 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.

1Topics and Time Allocations: Unit 1: This I Believe This unit will focus on the Oral Communication strand but it will also serve as a diagnostic for the overall expectations in the Reading and Literature Studies,

Writing, and Media Studies strands. The theme for the unit will revolve around the idea of personal belief and how one can defend and support an opinion. The culminating task for this course is an oral essay. Approximately 15 periods Unit 2: Identity and Choices The 4th R Literature Circle novels will serve as the anchor for unit. These novels all deal with issues faced by today’s teens. Students will focus on reading strategies and using the media to make connections to the world around them. The culminating task for this course is a reading portfolio. Approximately 25 periods Unit 3: Hot Topics This unit will focus on the writing expectations for this course. Students will explore topics chosen from the previous unit’s book clubs. Students will research these topics and prepare a research report. Students will also complete a number of other writing tasks to develop their writing skills. The culminating task for this unit is a research report and public service announcement. Approximately 25 periods Unit 4: Drama The major focus of this unit will be Reading and Literature studies using drama as the vehicle. Students will watch and review a film. Then they will study a contemporary or classic work of drama and apply the skills they have developed in the previous units to analyse a text, make connections, and reflect on strategies. The culminating task for this unit is a mock trial and writing-in-role exercise. Approximately 15 periods Course Culminating Activity Toward the end of the semester, students will have a final opportunity to demonstrate their mastery of the overall expectations for this course through a combination of the CCA and the final examination. The CCA will take the form of a written report and will use evidence obtained throughout the course. There will also be a presentation aspect to this project. Class time will be given for the completion of this project, and it will be very important for students to maintain regular attendance. Approximately 10 periods.

Assessment and Evaluation Strategies: The primary purpose of assessment and evaluation is to improve student learning. Students will receive a variety of opportunities to demonstrate their learning. Such strategies may include, but are not limited to, assignments, demonstrations, projects, performances, and tests. Whenever possible and appropriate, students will be given choice in order to accommodate diverse learning styles and needs.

Evaluation /Weighting of Marks: Term Work (70% of overall grade) The four categories of knowledge and skills (Knowledge/ Understanding, Thinking, Communication, Application) will be weighted equally. Final Evaluation (30% of overall grade) The final evaluation will be based on the essential understandings that have been practised during the course. It will consist of a comprehensive final examination. The four categories of knowledge and skills will be weighted equally in the final evaluation as well.

Learning Skills Assessment: While learning skills will not be included in the determination of percentage grades, it is recognized that they influence student achievement and are included as a formal part of the assessment and evaluation process. The five designated learning skills are: • the ability to work independently, • the ability to work in a team • organizational skills • good work habits (including the regular completion of homework) • initiative Learning skills will be assessed and evaluated regularly and reported separately from student achievement using a four-point scale (excellent, good, satisfactory, needs improvement).

Assessment and Evaluation Strategies: The primary purpose of assessment and evaluation is to improve student learning. Students will receive a variety of opportunities to demonstrate their learning. Such strategies may include, but are not limited to, assignments, demonstrations, projects, performances, and tests. Whenever possible and appropriate, students will be given choice in order to accommodate diverse learning styles and needs.

Evaluation /Weighting of Marks: Term Work (70% of overall grade) The four categories of knowledge and skills (Knowledge/ Understanding, Thinking, Communication, Application) will be weighted equally. Final Evaluation (30% of overall grade) The final evaluation will be based on the essential understandings that have been practised during the course. It will consist of a comprehensive final examination. The four categories of knowledge and skills will be weighted equally in the final evaluation as well.

Learning Skills Assessment: While learning skills will not be included in the determination of percentage grades, it is recognized that they influence student achievement and are included as a formal part of the assessment and evaluation process. The five designated learning skills are: • the ability to work independently, • the ability to work in a team • organizational skills • good work habits (including the regular completion of homework) • initiative Learning skills will be assessed and evaluated regularly and reported separately from student achievement using a four-point scale (excellent, good, satisfactory, needs improvement).