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 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.

Unit Titles and DescriptionsTime Allocated
Oral Communication

This unit will focus on listening, note-taking, and presentation skills, all of which are important to develop for college, university, and the workplace. The themes that tie this unit together are the fertile intersections created when people move and cultures meet. Students will hear inspiring stories of people who have had to start their lives over in new lands. Students will prepare a presentation of their own.

25 hours
Poetry

In their prose responses, students will analyse a wide range of poetry. Poetic forms, styles, and devices will be examined and discussed. Students will be assessed on a wide range of poetry.

25 hours
Shakespeare – Macbeth

In this unit students will be exploring the language and themes of Shakespeare’s Macbeth, as well as the reading strategies that will help them understand the play. The skills of planning, organizing, drafting, revising, and polishing a literary essay are examined, practiced, and assessed throughout this unit.

25 hours
Novel Study

In this unit students will be reading two short novels: Ayn Rand’s Anthem and Frankenstein by Mary Shelley. In working with these texts, students will examine the historical and political contexts of the authors as well as the novels’ central themes. Assessments deal with the different literary devices employed by the authors and the impact of personal history on perspective. Students will write essays on each of the novels.

33 hours
Final Assessment
Exam

This is a proctored exam worth 30% of your final grade.

2 hours
Total110 hours

Overall Curriculum Expectations

A. Oral Communication
A1Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
A2Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
A3Reflecting 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
B1Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
B2Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
B3Reading With Fluency: use knowledge of words and cueing systems to read fluently;
B4Reflecting 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
C1Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
C2Using 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;
C3Applying 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;
C4Reflecting 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
D1Understanding Media Texts: demonstrate an understanding of a variety of media texts;
D2Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
D3Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
D4Reflecting 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.

 

Teaching and Learning Strategies:

Students in English 3U study a number of genres in addition to a Shakespearean play and two novels. Through the use of videos, communication posts, and teacher feedback and draft opportunities, students produce a variety of assignments ranging from oral presentations to formal essays on literature.

  • Video presentations allow students to focus on topics such as bias, developing listening skills, and speaking technique.
  • In preparation for the creation of student videos teachers approve topics, review the essentials of good speeches, and evaluate mind maps.
  • Teaching and comprehensive notes on Macbeth allow students to understand the play and formulate their own ideas.
  • Scaffold assignments beginning with thesis statements, outlines, and drafts provide a process through which students can improve their performance as writers and critics.
  • Teaching and notes on the novella (Anthem) and Frankenstein allow students to see correspondences between the works and to understand different writing techniques in these two radically different, yet similar, works.
  • Through discussion posts, students study and reflect on the contrasting prose styles in the novels.

Note on Oral Communication: Because this is an online course, oral communication is taught and assessed throughout the course using two devices. Students will be required throughout the course to participate in discussions. Some of these will take place on discussion boards where students will post their ideas about a topic at hand in guided discussion format. Students will be required to respond to the ideas of their course-mates. All students will be assessed on their ability to listen, to speak and to think about the strategies they use to do so. In addition students will see icons of speakers throughout the course which they will click on to hear ideas being spoken about and to tape themselves doing the same.

Assessment, Evaluation and Reporting Strategies of Student Performance:

Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Institute of Canadian Education teachers. ICE assessments and evaluations,

  • are fair, transparent, and equitable for all students;
  • support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
  • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  • are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
  • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

The Final Grade:

The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted 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.
  • 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.

The Report Card:

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Program Planning Considerations:

Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.

Course Curriculum

Oral Communication
ENG3U Oral Communication – 3U ISU Oral Rubric HANDOUT 00:00:00
ENG3U Oral Communication – Summative Assessment Oral Macbeth 00:00:00
ENG3U Oral Communication – 3U ISU Oral Presentation Plan HANDOUT 00:00:00
Poetry
ENG3U Poetry – Unit OSP PoetryAnthology 00:00:00
ENG3U Poetry Unit Assignment One10, 00:00
ENG3U Poetry Unit – Assignment Two10, 00:00
ENG3U Poetry – Literary Terms and Devices 00:00:00
ENG3U Poetry Unit Assignment One10, 00:00
ENG3U Poetry Unit – Assignment Two10, 00:00
ENG3U Poetry – 3U Poems List 00:00:00
ENG3U Poetry Unit Assignment One10, 00:00
ENG3U Poetry Unit – Assignment Two10, 00:00
ENG3U Poetry Unit – en 11 Poetry-1-definition 00:00:00
ENG3U Poetry Unit Assignment One10, 00:00
ENG3U Poetry Unit – Assignment Two10, 00:00
ENG3U_Poetry_unit_ENG3U_DulceEtDecorum 00:00:00
ENG3U Poetry Unit Assignment One10, 00:00
ENG3U Poetry Unit – Assignment Two10, 00:00
Macbeth
ENG3U Macbeth – eng3u Introductory Lesson PowerPoint 00:00:00
ENG3U_Macbeth_Assignment_one10, 00:00
ENG3U_Macbeth_Assignment_two10, 00:00
ENG3U_Macbeth_Assignment_three10, 00:00
ENG3U_Macbeth_Assignment_four10, 00:00
ENG3U Macbeth – Macbeth ActII 00:00:00
ENG3U_Macbeth_Assignment_one10, 00:00
ENG3U_Macbeth_Assignment_two10, 00:00
ENG3U_Macbeth_Assignment_three10, 00:00
ENG3U_Macbeth_Assignment_four10, 00:00
ENG3U Macbeth – Macbeth Act III 00:00:00
ENG3U_Macbeth_Assignment_one10, 00:00
ENG3U_Macbeth_Assignment_two10, 00:00
ENG3U_Macbeth_Assignment_three10, 00:00
ENG3U_Macbeth_Assignment_four10, 00:00
ENG3U Macbeth – Macbeth Act IV 00:00:00
ENG3U_Macbeth_Assignment_one10, 00:00
ENG3U_Macbeth_Assignment_two10, 00:00
ENG3U_Macbeth_Assignment_three10, 00:00
ENG3U_Macbeth_Assignment_four10, 00:00
ENG3U Macbeth – Macbeth Act V 00:00:00
ENG3U_Macbeth_Assignment_one10, 00:00
ENG3U_Macbeth_Assignment_two10, 00:00
ENG3U_Macbeth_Assignment_three10, 00:00
ENG3U_Macbeth_Assignment_four10, 00:00
ENG3U Macbeth – eng3u Macbeth Unit Plan 00:00:00
ENG3U_Macbeth_Assignment_one10, 00:00
ENG3U_Macbeth_Assignment_two10, 00:00
ENG3U_Macbeth_Assignment_three10, 00:00
ENG3U_Macbeth_Assignment_four10, 00:00
ENG3U Macbeth – Questions MACBETH Act I-1 00:00:00
ENG3U_Macbeth_Assignment_one10, 00:00
ENG3U_Macbeth_Assignment_two10, 00:00
ENG3U_Macbeth_Assignment_three10, 00:00
ENG3U_Macbeth_Assignment_four10, 00:00
Novel Study
ENG3U Novel Study – Frankenstein Intro 00:00:00
ENG3U_Novel_Study_Assignment_one10, 00:00
ENG3U Novel Study – Assignment Two10, 00:00
ENG3U Novel Study – Assignment Three10, 00:00
ENG3U_Novel_Study_Assignment_four10, 00:00
ENG3U Novel Study – Frankenstein-Romanticism 00:00:00
ENG3U_Novel_Study_Assignment_one10, 00:00
ENG3U Novel Study – Assignment Two10, 00:00
ENG3U Novel Study – Assignment Three10, 00:00
ENG3U_Novel_Study_Assignment_four10, 00:00
ENG3U- FINAL ISU10, 00:00
42 STUDENTS ENROLLED

Welcome to ICE

ICE is an independent Private High School that helps students to achieve their High School Diploma. Our School is authorized by the Ontario Ministry of Education to grant credits for secondary students in Grades 9-12, who are working to complete their Ontario Secondary School Diploma (OSSD).
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