CLARKSON SECONDARY SCHOOL

Course Code: ENG3U0 Course Name: English, Grade 11, University Preparation

Prerequisite: COURSE DESCRIPTION: (from The Ontario Curriculum Grade 11 and

English, Grade 11, University 12, 2007)
Preparation This course emphasizes the development of literacy, communication, and
critical and creative thinking skills necessary for success in academic and
Material Required: daily life. Students will analyse 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.

Overall Course Expectations

STUDENT REQUIREMENTS/SKILLS/ OVERALL EXPECTATIONS: (directly from curriculum documents)

By the end of the 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.
4. 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;
5. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;
6. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
7. 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.
8. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended
purpose and audience;
9. 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;
10. 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;
11. 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.
12. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
13. 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;
14. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms,
conventions, and techniques;
15. 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.

ASSESSMENT BREAKDOWN INCLUDING CATEGORIES AND WEIGHTINGS.

Formative assessments are learning practices that provide important feedback to student progress.
Summative assessments form the foundation for final mark allocation at the end of a unit, term and exam.

Formative assessments are learning practices that provide important feedback to student progress. Examples include:
homework and quizzes. Summative assessments form the foundation for final mark allotment at the end of a unit, term
and exam.
Assessment Breakdown
Assessment and evaluation in this course will be based on the provincial curriculum expectations. Students will be
provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of
assessment are Thinking, Application, Communication and Knowledge. The exact breakdown of the term work is
Thinking 20% Application 15% Communication 20% Knowledge 15%. A final grade will be determined as follows: Term
Work - 70%, Culminating Task 30%

Unit Unit Breakdown Assessments

Grammar and Language
Research Technique s and
Responsibilities
The Writer's Voice
Vocabulary, Parts of Speech, Punctuation, Sentence Structure, Literary Devices; Using Tests
Quotations and Embedded Citation, History of English Language
MLA, imbedded citation, quotation formats Citation Exercise
Introductory Assignment Personal Essay

Narrative Elements (Cognitive Design) to be addressed in all units

Romance and Gender Shakespearean Comedies Quizzes, Role Play, Monologue

Writing
Comparative Essay* or Concept
Map
2 Novels The Handmaid's Tale and/or The Kite Runner and/or The Best Laid Plans Test
Group Work (ind Marks)
Presentations and/or Comparative
Essay* or Concept Map
Anthologies Short Stories, Essays, Poetry, Myth, Media, Critical Analysis Journals
Tests or Written/Oral reports
Comparative Essay* One comparative essay, reflecting one unit as determined by instructor – see asterisks* One only, comparing 3 elements
- to help prepare students for final evaluations or 3 texts
Culminating Task 1 or 2 Individual Novels, to be chosen in consultation with instructor, based on course One Oral Presentation
themes One Critical Analysis Journal
One Comparative Essay

LEARNING SKILLS Learning Skills will be reported on the student’s report card. The following chart indicates the
skills and look-fors for each student.

WORKS WORK SELF-

TEAMWORK ORGANIZATION INITIATIVE
INDEPENDENTLY HABITS/HOMEWORK REGULATION

The student: The student: The student: The student: The student: The student:
 accomplishes  works willingly and  organizes work  completes homework  seeks out new  sets individual
tasks cooperatively with when faced with a on time and with care opportunities for goals and
independently others number of tasks  follows directions learning monitors own
 accepts  listens attentively,  devises and follows  shows attention to  seeks necessary progress
responsibility for without interrupting a coherent plan to detail and additional  seeks
accomplishing  takes responsibility complete a task  perseveres with information clarification or
tasks for his/her share of  demonstrates ability complex projects that  requires little assistance when
 follows the work to be to organize and require sustained prompting to needed
instructions done manage information effort complete a task,  reflects and
 regularly  helps to motivate  follows an effective  applies effective study  approaches new assesses
completes others, process for inquiry practices learning situations critically own
assignments on encouraging them and research with confidence strengths, needs
time and with care to participate and a positive and interests
 uses time  shows respect for attitude  perseveres and
effectively the ideas and  seeks assistance makes an effort
opinions of others when needed when responding
to challenges

Additional Information:

Deadlines - assignments which are not submitted to www.turnitin.com AND presented in class on the assigned or negotiated date will not be
marked.
Equipment/Materials -students are expected to be prepared for class with pens, pencils, paper, binder, dictionary and a separate notebook for personal
writing
 Clarkson S.S. Assessment & Evaluation Policy
CHEATING:
Students are expected to demonstrate HONESTY and integrity and submit assessments that are reflective of their own work.
Cheating is defined as completing an assessment in a dishonest way through improper access to the answers. Examples include, but
are not limited to; using another student’s work as your own, using an unauthorized reference sheet during an assessment, receiving
/ sending an electronic message to another student with test questions / answers, etc.

In order to ensure that all assessments are free from cheating,

Students will:
 review school policy with regards to academic honesty
 submit their own work for evaluation to show evidence of skill and knowledge
 use only teacher approved materials during an evaluation
 demonstrate the qualities of good character and good intention (honesty, caring, respectful, responsibility,) when
preparing evidence of their learning.

If a student cheats on an assessment,

Students may be:
 required to complete an alternate evaluation under direct supervision in a timely manner
 required to write a reflective piece which demonstrates an understanding of the character attribute of honesty.
 assigned a mark deduction
 referred to a vice-principal
 assigned a zero.

Plagiarism:
Students are expected to demonstrate HONESTY and use proper citations and referencing when completing assessments.
Plagiarism is defined as the unauthorized use or close imitation of the language and thoughts of another author and the
representation of them as one's own original work. Examples include, but are not limited to; copying another’s project (portions or
whole) and paraphrasing parts of a book or article without reference or citation.

In order to ensure that all assessments are free from plagiarism,

Students will:
 Be required to complete a workshop in correct documentation
 produce their own work
 give credit through appropriate citations and referencing when quoting or paraphrasing the work of others
 be diligent in maintaining and protecting their own work
 seek clarification or assistance from teachers or other available resources

If an assessment is plagiarized,
Students may be:
 required to rewrite or resubmit all or parts of the assignment
 referred for remedial lessons on proper citation and references
 required to do a reflection on the character attribute of honesty
 referred to a vice-principal
 required to sign a contract with the administration and teacher about commitment to academic honesty
 assigned a zero.

LATE ASSIGNMENTS – assignments submitted after the due date and before the absolute deadline.
Students are expected to demonstrate RESPONSIBILITY and submit all assessments by the established due date. Students are
responsible for providing evidence of their achievement of the overall course expectations within the time frame specified by the
teacher and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for
submitting those assignments late.
 In order to ensure that all evaluations are submitted by the established due date,

Students will:
 record due dates in personal organizers
 consider other commitments including co-curricular activities in planning assignment completion
 negotiate alternate due date well before due date, not last minute (a minimum of 24 hours in advance or at teachers
discretion)
 find out what they missed during absences
 use school support systems (i.e. special education, counselors, extra help, …)

If an evaluation is submitted after the due date

Students :
 must notify the teacher and explain why the assignment was not submitted on the due date – in grades 9 & 10 a note
from a parent/guardian may be required
 marks may be deducted for late assignments
 may be required to complete the assignment with supervision
 may be referred to a school based support team or a vice-principal
 may be placed on a contract for assignment completion

MISSED ASSIGNMENTS – assignments either not submitted or submitted after the absolute deadline
Excerpt from Policy 14.

In order to ensure that all evaluations are submitted,

Students will:
 be responsible for meeting and knowing absolute deadlines for missed assignments
 use personal organizers to manage time and meet deadlines
 be responsible for maintaining on- going communication with their teacher
 take responsibility for missed work during all absences
.

If an evaluation is submitted after the absolute deadline,

Students:
 must notify the teacher and explain why the assignment was not submitted
 students may be asked to provide a note from a parent/guardian
 may be required to complete the assignment or an alternate assignment under supervision
 may be referred to a school based support team or a vice-principal
 may be placed on a contract for assignment completion
 may be involved in an action plan to complete the required assignment within a given time frame
 may be assigned a zero.

ENG3U0 Grade 11 University English Date

________________________ __________________________ _______________________

Parent/Guardian Signature Print Student Name Student Signature