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COURSE INFORMATION SHEET

DEPARTMENT: ENGLISH

DATE: FALL 2013

SECONDARY SCHOOL: SENATOR O’CONNOR COLLEGE SCHOOL
DEPARTMENT HEAD: C. HUGHES-BUTLER
TEACHER: MS. P. O’KEEFE

CURRICULUM POLICY DOCUMENT The Ontario Curriculum Grade 11 & 12, English, 2000
COURSE TITLE English
COURSE CODE NBE 3U
11, University
GRADE & TYPE
PRE-REQUISITE English, Grade 10, Academic ENG2D Preparation
FULL YEAR /
SEMESTER
Semester CREDIT VALUE 1.0

COURSE DESCRIPTION (AS SPECIFIED IN MINISTRY OF EDUCATION POLICY DOCUMENT)

This course emphasizes the development of literacy, critical thinking, and communication skills through the study
of works in English by Aboriginal writers. Through the analysis of literary texts and media works, students will
develop an appreciation of the wealth and complexity of Aboriginal writing. Students will also conduct research
and analyse the information gathered, write persuasive and literary essay, and analyse the relationship between
media forms and audiences. An important focus will be the further development of students’ understanding of
English-language usage and conventions.

LISTED IN ORDER OF INSTRUCTIONAL DELIVERY

STRAND / UNIT TITLESHOURS OVERALL EXPECTATIONS / UNIT DESCRIPTION

 Why study Aboriginal literature?
 The Canadian Aboriginal Story/history
 Critical Vocabulary
 Types of Essays
 Essay organization
 Rhetoric
Texts:
Setting the Context Essays, News articles, short stories, poetry
Narrative Essays/ graphic Journal
Study Critical Speeches
Assignments:
Narrative essay
Quiz
Persuasive Assignment
Unit Test
 Critical Analysis
 Literary Analysis
Text:
Indian Horse by Richard Wagamese
Novel Study Assignments:
Literary Essay
Quizzes/Test
Oral Assignment
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 Critical Analysis
Text:
Drama Study TBA

Independent reading of a novel

Independent Study Assignment: TBD

Shakespeare

Bonus Unit Text:

Macbeth

STRANDS
Identity is a concept created in response to the question Who am I? The
investigation of identity is a personal journey of discovery and realization,
IDENTITY which is part of the maturation process of all students during the adolescent
years. Historical events, such as the Indian Act, have made the issue of identity
a particular concern to Aboriginal peoples and all Canadians.
This strand serves as a focus for exploring ties that Aboriginal peoples have
developed and maintained with the natural environment – the land and its life-
RELATIONSHIPS sustaining resources. In addition, students will explore the personal connections
that Aboriginal peoples have made spiritually and culturally with their world.

In the traditional governments of Aboriginal peoples, sovereignty is based on a

spiritual understanding that the Creator gives human beings responsibility for
governing themselves and taking care of the natural environment. In current
SOVEREIGNTY discussions about sovereignty, Aboriginal peoples assert that this
understanding is within them and that self-determination is basic to the needs
of all human beings.

Among the challenges faced by Aboriginal peoples today in defining their

collective place in Canadian life is the need to reclaim, reassert, and further
CHALLENGES develop the distinct identities, relationships, and sovereignty that Aboriginal
peoples have always held.

A central goal of the Writing strand is to promote students’ growth as confident

writers and researchers who can communicate competently using a range of
forms and styles to suit specific purposes and audiences and correctly applying
the conventions of language – grammar, usage, spelling, and punctuation.
These conventions are best learned in the context of meaningful and creative
writing activities that allow students to develop the ability to think and write
clearly and effectively. When planning writing activities, teachers must include
WRITING the forms designated for intensive study in the curriculum expectations, as well
as an appropriate balance of other forms of writing. Because postsecondary
institutions and employers require clear, well-organized writing, on demand
and within strict timelines, students also need to learn and practice strategies
for writing effectively and correctly in the context of examinations and in-class
writing assignments.

STUDENT EVALUATION CRITERIA

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FINAL REPORT CARD GRADE

TERM – 70% FINAL – 30% CALCULATION – 100%
RELATIVE EMPHASIS / WEIGHTING
10 ≤ RELATIVE EMPHASIS / WEIGHTING ≤ 40
KNOWLEDGE/UNDERSTANDING 20 ISU 10 TERM TOTAL + FINAL
INQUIRY/THINKING 20 Final Exam 20 TOTAL = REPORT CARD
COMMUNICATION 20 MARK
APPLICATION 10
TERM TOTAL 70 FINAL TOTAL 30

ASSESSMENT FORMAT USED (EXAMPLES PROVIDED)

WRITTEN PERFORMANCE OTHER
Character Monologue Group Presentations Teacher Observation
Narrative Essay Small Group Discussion Life Skills
Literary Essay Dramatic Monologue Self-Advocacy
Outlines Individual Reading Life Skills
Tests/Quizzes Class Discussion Organization Skills
Whole Class Discussion

POLICIES & PROCEDURES (EXAMPLES PROVIDED)

Refer to the Senator O’Connor Assessment Policy and the
Assessment
English Department Course Contract.
Refer to the Senator O’Connor Assessment Policy and the English
Academic Dishonesty
Department Course Contract.
Refer to the Senator O’Connor Assessment Policy and the English
Late assignments
Department Course Contract.
Homework is assigned to review and reinforce class work. It is
Homework
expected that students complete homework on a regular basis.
Students who need assistance or clarification in order to complete
Extra Help their assignments are asked to speak with the teacher to arrange
for assistance after school or during class time when permissible.
416-393-5505 x 81843
Teacher Contacts
patricia.okeefe@tcdsb.org
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LEARNING SKILLS CRITERIA

IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE
STUDENT IN EACH OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER
SYMBOLS.
E–EXCELLENT G–GOOD S–SATISFACTORY N–NEEDS IMPROVEMENT
SKILL: WORKS INDEPENDENTLY
INDICATORS:
• accomplishes tasks independently
• accepts responsibility for completing tasks • demonstrates persistence in bringing tasks to completion
• follows instructions • uses time effectively
• regularly completes assignments on time and with care • uses prior knowledge and experience to solve problems and
• demonstrates self-direction in learning make decisions
• independently selects, evaluates, and uses appropriate • reflects on learning experiences
learning materials, resources, and activities
SKILL: ORGANIZATION
INDICATORS:
• organizes work when faced with a number of tasks • manages and uses time effectively and creatively
• devises and follows a coherent plan to complete a task • demonstrates ability to organize and manage information
• follows specific steps to reach goals or to make • follows an effective process for inquiry and research
improvements • uses appropriate information technologies to organize
• revises steps and strategies when necessary to achieve a goal information and tasks
SKILL: INITIATIVE
INDICATORS:
• seeks out new opportunities for learning • approaches new learning situations with confidence and a
• responds to challenges and takes risks positive attitude
• demonstrates interest and curiosity about concepts, objects, • develops original ideas and devises innovative procedures
events, and resources • attempts a variety of learning activities
• seeks necessary and additional information in print, • seeks assistance when needed
electronic, and media resources • uses information technologies in creative ways to improve
• identifies problems to solve, conducts investigations, and learning for self or others
generates questions for further inquiry
• requires little prompting to complete a task, displaying self-
motivation and self-direction
SKILL: TEAMWORK
INDICATORS:
• works willingly and cooperatively with others • questions the ideas of the group to seek clarification, test
• shares resources, materials, and equipment with others thinking, or reach agreement
• responds and is sensitive to the needs and welfare of others • shows respect for the ideas and opinions of others in the
• solves problems collaboratively group or class
• accepts various roles, including leadership roles • listens attentively, without interrupting
• takes responsibility for his or her own share of the work to be • in discussions, paraphrases points of view and asks questions
done to clarify meaning and promote understanding
• works to help achieve the goals of the group or the class • recognizes the contribution of group members by means of
• helps to motivate others, encouraging them to participate encouragement, support, or praise
• contributes information and ideas to solve problems and • seeks consensus and negotiates agreement before making
make decisions decisions
SKILL: WORK HABITS/HOMEWORK
INDICATORS:
• completes homework on time and with care • begins work promptly and uses time effectively
• puts forth consistent effort • perseveres with complex projects that require sustained effort
• follows directions • applies effective study practices
• shows attention to detail
• uses materials and equipment effectively
NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the
Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .