Ministry of Education

The Ontario Curriculum

Grades 11 and 12

REVISED 2007

English

English, Grade 12College Preparation

This course emphasizes the consolidation of literacy, communication, and critical and creative thinking skills necessary for success in academic and daily life. Students will

analyse a variety of informational and graphic texts, as well as literary texts from various countries and cultures, and create oral, written, and media texts in a variety of forms for

practical and academic purposes. An important focus will be on using language with precision and clarity and developing greater control in writing. The course is intended

to prepare students for college or the workplace.

ORAL COMMUNICATION

OVERALL EXPECTATIONSBy 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 communicatewith 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.

SPECIFIC EXPECTATIONS

Using Listening Comprehension Strategies 1. Listening to Understand1.3 select and use the most appropriate listening

comprehension strategies before, during, and By the end of this course, students will:after listening to understand oral texts, includ-

Purpose ing increasingly complex or difficult texts (e.g.,1.1 research and make notes on a topic in preparation identify the purpose of a range of listening

for a discussion about the topic; use a T-chart to tasks and set goals for specific tasks (e.g.,identify how much of a speech is fact and howunderstand other points of view in a group dis-much is opinion)cussion; identify the important points made in 1

a podcast in preparation for writing a review; Teacher prompts: “When we discuss oral texts,understand key arguments in a class debate in do you prefer hearing the responses of others order to make counter-arguments )2

before you present your own ideas or do youTeacher prompt: “What other points of view did prefer presenting your ideas first? Why?” “What you hear as you participated in the discussion? role do listening comprehension strategies How did listening to the other points of view play in helping a group to build consensus?”influence your own point of view?”

Demonstrating Understanding of Content Using Active Listening Strategies 1.4 identify the important information and ideas 1.2 in oral texts, including increasingly complex orselect and use the most appropriate active

listening strategies when participating in a difficult texts, in a variety of ways (e.g., use arange of situations (e.g., offer encouragement visual or dramatic representation to depict the

main character’s dilemma after listening to awhile participating in a rehearsal for a small-group presentation; ask questions that link others’ read-aloud of a story; write an accurate summa-4

ry of a video about a trade of their choice, usingcomments in a discussion; maintain appropriateposture and eye contact while listening to a appropriate technical language) student presentation )3

Teacher prompt: “How did the conversation Teacher prompts: “Which listening skills are in your groups help you select the key eventsmost important in small-group discussions?” for the dramatic presentation? Which events“How do you change your listening style when created the most discussion? Why?” you are listening for a work- or school-related

Interpreting Textspurpose rather than for personal interest?”1.5 develop and explain interpretations of oral

texts, including increasingly complex or diffi-cult texts, using evidence from the text and

1. TLCC 7-12 “Group Roles” 158 and “Discussion Etiquette” 176 2. TLCC 7-12 “Triangle Debate” 186 3. TL Library Research 7-12 “Testing Ideas with Peer-to-Peer Consultation” 28 4. TLE 10-12 “Graphic Novels” 36 110

the oral and visual cues used in it to effective- they may raise about beliefs, values, identity,ly support their interpretations (e.g., compare and power (e.g., compare the contents andand contrast a historical speech and a current perspectives of their peers’ speeches during a one that call for social action; create a dramatic class debate; assess how viewpoints about apresentation that focuses on a silent character local community or social issue are presentedfrom an oral text; rehearse, tape, and analyse a by a television panel; analyse the values that reading of a text they have chosen and explain are conveyed in radio sports broadcasts) why they made the choices they did )5

Teacher prompts: “What two viewpoints areTeacher prompt: “On your tape, why did you represented in the television debate? Doeschoose to read this section of the text with more the host treat them in a balanced way? How emotion and that section in a more subdued do you know? How can you assess whosemanner? What changes would you like to make position is more valid from your point of view?” to your reading of the text?” “How do you distinguish fact from opinion

in an all-candidates meeting?” “How can you Extending Understanding of Texts determine whether someone is side-stepping1.6 extend understanding of oral texts, including the issue by using language to cloud meaning?”

increasingly complex or difficult texts, by mak-ing effective connections between the ideas in Understanding Presentation Strategies them and personal knowledge, experience, and 1.9 evaluate the effectiveness of a variety of pres-insights; other texts; and the world around them entation strategies used in oral texts, including (e.g., use a Think /Pair/Share activity to clarify increasingly complex or difficult texts, andand expand their understanding of the topic; 6 suggest other strategies that could be used explain how an oral text has given a new per- effectively (e.g., listen to audio clips from vari- spective to a previous personal experience or ous online news sources covering a controversial helped them develop new insights; compare the7 issue to compare the strategies that each source ENG4Cmain ideas presented by a speaker with research uses to engage and sustain audience attention,they have done on the topic) and suggest other possible strategies; analyse how

humorous anecdotes and asides can be used in Teacher prompt: “What connections did your an oral presentation to establish a rapport with partner make with the oral text? How do thosethe audience; examine how gimmicks or props connections relate to or compare with yourcan provoke curiosity in an audience, and analyse own experiences? How have your partner ’sthe advantages and limitations of this technique)

connections given you a new perspective?”Teacher prompts: “What props did the speaker

Analysing Texts use? What is the connection between the props1.7 analyse oral texts, including increasingly com- and the message? What other types of presen-

plex or difficult texts, focusing on the ways in tations would benefit from a similar strategy?” which they communicate information, ideas, “When would it be inappropriate to use props issues, and themes and influence the listener’s/ or costumes in an oral presentation?” viewer ’s response (e.g., compare the content and delivery of two speeches by award winners on a

2. Speaking to Communicatemusic or film award show; examine the use of 8

repetition of information in radio advertisementsBy the end of this course, students will: to persuade the audience; identify the strengths9

and weaknesses of the arguments given in aPurposestudent presentation)2.1 communicate orally for a range of purposes,

Teacher prompt: “What techniques did the using language appropriate for the intended award winner use to connect with the audi- audience (e.g., present each side of an argumentence? Was there anything surprising in the to different audiences; role-play making a pres-speech? How did the audience respond?” entation to solicit a business start-up loan from

a lending institution; dramatize a scene from a Critical Literacy work of prose; deliver a presentation to a 1.8 identify and analyse the perspectives and/or younger class on suitable attire and behaviour in

biases evident in oral texts, including increas- an employment interview; respond appropriately ingly complex or difficult texts, and comment to audience questions during a presentation) with growing understanding on any questions

5. TL Library Research 7-12 “Planning for an Oral Presentation” 32 6. TLCC 7-12 “Think/Pair/Share” 152 7. TLCC 7-12 “Place Mat” 162 8. TL Media 7-10 “Evaluating the Effectiveness of Media Messages” 28 9. TL Media 7-10 “Examining Multiple Perspectives of an Advertisement” 22 111

Teacher prompts: “How would you prepare Teacher prompts: “How can you revise or adaptfor an interview seeking admission to a spe- your speech to incorporate more persuasive cial program in college?” “How would you language? What stylistic devices could you adapt your language to make a presentation use to appeal to each audience?” “What typesto a younger class about the job interview of words, terms, or expressions would be process?” inappropriate in a job interview? How does

this change with different types of jobs?” Interpersonal Speaking Strategies2.2 Vo cal Str at egies demonstrate an understanding of a variety of

2.5 interpersonal speaking strategies and adapt identify a variety of vocal strategies, includingthem to suit the purpose, situation, and audi- tone, pace, pitch, and volume, and use them ence, exhibiting sensitivity to cultural differ- effectively and with sensitivity to audienceences (e.g., respond appropriately to constructive needs and cultural differences (e.g., imperson-criticism; re-explain parts of a presentation on ate the voice of a character from pop culture for 1 0

how to apply for OSAP after the audience an advertisement for the school; vary pitch dur- responds with confusion; assess the background ing a formal presentation to engage and main- knowledge and needs of the audience before tain the audience’s interest )1 3

speaking; invite silent group members to con-Teacher prompt: “What vocal strategies dotribute to a discussion )1 1

your favourite DJs or VJs use? What makes Teacher prompt: ”How do you check for these strategies effective? Which ones could understanding among your audience when you use to strengthen your own oral presen-you are speaking? How can you respond to tation skills?” the needs of individual listeners without

Non-Verbal Cues ignoring the needs of the larger group?”2.6 identify a variety of non-verbal cues, including

Clarity and Coherence facial expressions, gestures, and eye contact, 2.3 communicate in a clear, coherent manner, and use them effectively to help convey their

using a structure and style effective for the meaning and with sensitivity to audience purpose, subject matter, and intended audi- needs and cultural differences (e.g., choose cul-ence (e.g., role-play taking a college entrance turally appropriate non-verbal cues when interview that includes an oral presentation of a addressing various audiences; use a variety of portfolio; develop a logical sequence of interview non-verbal cues to enhance a dramatic reading;questions to be used by a small-business owner use modelled non-verbal cues to express agree-looking for new employees or by a journalist ment or disagreement with presented material) preparing to write an article; restate the main

Teacher prompts: “What non-verbal cues have facts from a non-chronological literary text inyou employed to engage your audience?the correct sequence)How do these change when your audience

Teacher prompts: “How can you present your changes?” “What non-verbal cues have you own material in a sincere and positive man- noticed others using that strengthen or weak- ner?” “As an employer, how would you en their communication skills?” “What non- organize your interview questions for verbal cues from cultures other than your prospective employees?” own have you learned?”

Diction and Devices Audio-Visual Aids 2.4 use appropriate words, phrases, and terminolo- 2.7 use a variety of audio-visual aids effectively to

gy, and a variety of stylistic devices, to effec- support and enhance oral presentations and to tively communicate their meaning and engage engage an audience (e.g., prepare a computertheir intended audience (e.g., adapt persuasive presentation to launch a public awareness cam-language to convince two different groups, such as paign; use carefully chosen photographs to illus- seniors and teenagers, to buy the same product; 12 trate the beginning, middle, and end of an oral use technical language in a mock job interview; story during a storytelling presentation; use use standard Canadian English to participate in video clips to show different perspectives on a a panel discussion on gender or racial stereotyp- contemporary issue) ing in music videos)

10. TL Library Research 7-12 “Peer to Peer Consultation” 28 11. TLCC 7-12 “Discussion Etiquette” 176 12. TL Media 7-10 “Reading Between the Lines” 10 13. TLCC 7-12 “Effective Presentation Skills” 196

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Interconnected SkillsTeacher prompt: “How does the speaker use 3.2 the audio-visual material to encourage audi- identify a variety of their skills in viewing,

ence interaction? How successful is she? representing, reading, and writing and explain how the skills help them improve their oral What could she do to be more effective?”communication skills (e.g., use a graphic organ-izer to identify the commonalities among their 3. Reflecting on Skills and Strategies viewing, representing, reading, writing, listening, and speaking skills; explain how they can

By the end of this course, students will:improve their use of a selected reading strategy through oral communication; research the oralMetacognitioncommunication skills required for their career 3.1 explain which of a variety of strategies theygoal and make an action plan that addresses its

found most helpful before, during, and afteridentified needs) listening and speaking, then evaluate their

strengths and weaknesses in oral communica- Teacher prompts: “When you watch a newstion to help identify the steps they can take to anchor on television, how can you use your improve their skills (e.g., explain how they intend viewing skills to improve your own speaking to develop a self-chosen listening strategy for use skills?” “How does your participation in a in small-group discussions; describe the changes reading group develop your listening and they have noticed in their ability to listen to and speaking skills?” understand the ideas and opinions of others over the course of the school year, and identify the strategies that have made the biggest difference)

Teacher prompts: “What listening strategieshelp you to contribute effectively in a groupdiscussion?” “What speaking skills have you ENG4Cdeveloped this year and how did you makethis progress? What aspects of your speakingability do you still want to improve? Whatare the next steps to help you do so?” “Howdid the mock job interview you did in classhelp when you went for the real interview?What aspects of the real interview still gaveyou difficulty? How can you prepare for those next time?”

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READING AND LITERATURE STUDIES

OVERALL EXPECTATIONSBy the end of this course, students will:

1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary,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, areasfor improvement, and the strategies they found most helpful before, during, and after reading.

SPECIFIC EXPECTATIONS

Teacher prompt: “What did you learn from 1. Reading for Meaningthe Think/Pair/Share activity that helpedyou understand a challenging part of theBy the end of this course, students will:text?”

Var iety of TextsDemonstrating Understanding of Content 1.1 read a variety of short, contemporary student-1.3 identify the most important ideas and sup- and teacher-selected texts from diverse cultures,

porting details in texts, including increasingly identifying specific purposes for reading (e.g.,complex or difficult texts (e.g., write an execu-use a library database to identify appropriatetive summary of a research report; use a graphic journals for an annotated bibliography on a topicorganizer to categorize the information in a pas-of personal interest; read several articles and/or sage of text as “most important” or “least impor- editorials from different sources to help developtant”; compare the arguments in two opinionan informed opinion on a topic; compare the 21

pieces on a current issue, recording similarities courses offered in specific college programs thatand differences in a Venn diagram) interest them by reviewing college calendars

and websites) Teacher prompts: “What is the most compellingevidence offered to support the thesis of thisTeacher prompt: “What does the phrase essay?” “What specific criteria have you used ‘informed opinion’ mean to you? Do you tryto determine the information that is ‘most’ to read background information and opinionand ‘least important’ for your summary of pieces on a topic before forming your ownthis annual report?” opinion?”

Making Inferences Using Reading Comprehension Strategies 1.4 1.2 make and explain inferences about texts, select and use the most appropriate reading

including increasingly complex or difficultcomprehension strategies to understand texts,texts, supporting their explanations with well-including increasingly complex or difficultchosen stated and implied ideas from the textstexts (e.g., identify prior knowledge about a topic(e.g., explain what the choice of details used to and build on that knowledge through participa-support the arguments in an essay suggest abouttion in a small-group discussion before reading;the author’s attitude towards his or her topic; jot down any questions that strike them as theyexplain what the level of language, the choice of read a text; in discussion with a peer, critique awords, and the use of pauses in the speech of a letter to the editor, commenting on the logic of character in a play suggest about the character)the argument and any bias revealed in the letter)

1. TLCC 7-12 “Making Notes” 60 2. TLCC 7-12 “Most/Least Important Idea(s) and Information” 44 114

Teacher prompts: “What can you infer about a informative than the other; evaluate the effec-tiveness of arguments in a persuasive essay)college from the courses listed in its calendar

or from its promotional materials?” “What Teacher prompts: “How do the layout, the use can you infer about this CD from the tone of colour, and the font choices affect the read- and focus of the liner notes?” ability of this website? Are the headings

informative and the links useful? Does theExtending Understanding of Textstext provide sufficient information and expla- 1.5 extend understanding of texts, includingnation, and is it clearly written?” ”Whichincreasingly complex or difficult texts, byletter to the editor in today’s paper was making appropriate and increasingly richthe most persuasive? What accounts for its connections between the ideas in them andeffectiveness?”personal knowledge, experience, and insights;

other texts; and the world around them (e.g., Critical Literacy compare their own values to those of an Olympic1.8 identify and analyse the perspectives and/orathlete profiled in a magazine article; compare

biases evident in texts, including increasingly their own food choices with those recommendedcomplex or difficult texts, commenting with in Canada’s Food Guide ; verify the credibility growing understanding on any questions theyof descriptions of the environment in a futuristicmay raise about beliefs, values, identity, and novel by reading current articles about the likelypower (e.g., identify gender or cultural bias ineffects of global warming)job advertisements; determine whether the voices

Teacher prompts: “How has your understand- represented in a text are appropriate for that ing of this essay been affected by reading text, and suggest how the meaning would change another article on the topic?” “Do you think if different voices were represented; identify athe understanding of problem solving that trend in popular fiction and describe what this you’ve gained from studying math helped trend reveals about current society; identify the ENG4Cuse of exclusive language in texts)you understand the ideas in this fictional textabout a math competition?” Teacher prompts: “Does this text make an

assumption about the gender of its readers? Analysing TextsIs it directed primarily to male or female1.6 analyse texts in terms of the information,readers?” “What happens when the charac-ideas, issues, and themes they explore, exam-ters in this text don’t behave according toining how various aspects of the texts con-cultural norms and stereotypes?” “Do youtribute to the presentation or development ofthink the author agrees with or is critical of these elements (e.g., describe how tone andthe social controls that are evident in this word choice support the argument in a journalstory? What makes you think so?” article on a current issue; explain the role of var-

ious characters in a short story with respect toplot development and theme; analyse how the 2. Understanding Form and Styleuse of multiple points of view in a novel con-tributes to the development of its themes) By the end of this course, students will: Teacher prompts: “Do you think this character’s

Tex t For ms role is to create complications for the other2.1 identify a variety of characteristics of informa- characters, to represent a particular viewpoint,

tional, literary, and graphic text forms andor to act as a mouthpiece for the author’sexplain how they help communicate meaning viewpoint?” “How does the play’s structure(e.g., a standard organization and format are used

contribute to building suspense?“ “How doto communicate course information in college

the tone and choice of words influence your calendars; dialogue is used to reveal character response to the argument?” in short stories and novels; photographs, statistics,

and pull quotes highlight interesting details in Evaluating Texts magazine articles; several types of organizational 1.7 evaluate the effectiveness of texts, including patterns, including question-and-answer and

increasingly complex or difficult texts, using cause-and-effect, can be used effectively in a evidence from the text effectively to support persuasive essay) their opinions (e.g., read and navigate throughthe home pages of two websites and explainwhat makes one more user-friendly and

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Teacher prompts: “What characteristics do 3. Reading With Fluencyshort stories, novels, and graphic novels havein common? What characteristics are unique By the end of this course, students will: to the graphic novel?” “Can you explain why

Reading Familiar Wordsmost non-fiction books have informative3.1 automatically understand most words in achapter titles and subtitles, whereas many

variety of reading contexts (e.g., words innovels have only numbered chapters? “Whygrade-level texts; terminology in collegeis this information organized in a bar graph?brochures, pamphlets, and online sources)How else could you present the information?”

Teacher prompt: “When might it be a goodTex t Featur es idea to select a text that contains mostly 2.2 identify a variety of text features and explain familiar vocabulary?”

how they help communicate meaning (e.g.,sidebars allow secondary themes to be developed Reading Unfamiliar Wordsin some detail without interrupting the main 3.2 use appropriate decoding strategies to readnarrative; headings, numbered steps, and illus- and understand unfamiliar words, includingtrations or diagrams make procedures and words of increasing difficulty (e.g., use knowl-instructions clear and easy to follow; elements of edge of root words, prefixes, and suffixes to pre- graphic design and layout make various types of dict the meaning of unfamiliar words; use con- charts and schedules easier to read) text clues to determine the meaning of new

words) Teacher prompts: “How does this image alterthe way you read and interpret the accompa- Teacher prompts: “What familiar word can nying text?” “What information does the we substitute in place of the unfamiliar word author provide in the sidebar in this section to make sense of the sentence?” “How do theof the textbook? Why is it presented in a sound, the look, and the sense of a sentence sidebar rather than in the main text?” help you to decode unfamiliar words and

check for meaning?”Elements of Style2.3 identify a variety of elements of style in texts, Developing Vocabulary

including increasingly complex or difficult 3.3 use a variety of strategies, with increasingtexts, and explain how they help communicate regularity, to explore and extend vocabulary, meaning and enhance the effectiveness of the focusing on the precision with which words texts (e.g., evaluate how diction affects the credi- are used in the texts they are reading (e.g.,bility of a news report; explain how repetition use a thesaurus to find synonyms for newand parallel structure can be used to reinforce words encountered in reading; keep a list of meaning in informational texts; compare song the specialized vocabulary of a job or postsec- lyrics on the same theme and identify the ele- ondary program they are interested in pursuing)ments of style that make one song more effective

Teacher prompt: “What strategies can you than another)use to identify and learn career-specific

Teacher prompts: “Why is this word repeated? vocabulary?”In what other texts have you seen repetitionused effectively? Why did it work?” “What isthe metaphor used in the opening paragraph of this article on women in the labour forcetoday? How does the writer extend themetaphor in subsequent paragraphs?”

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Interconnected Skills4. Reflecting on Skills and Strategies4.2 identify a variety of their skills in listening,

speaking, writing, viewing, and representingBy the end of this course, students will:and explain how the skills help them read

Metacognition more effectively (e.g., review pieces of writing4.1 they recently completed to identify learning that explain which of a variety of strategies they

has benefited them as readers) found most helpful before, during, and afterreading, then evaluate their strengths and Teacher prompts: “Last week, we read a poemweaknesses as readers to help identify the that Leonard Cohen wrote and later recorded steps they can take to improve their reading

as a song. How has listening to the recording skills (e.g., identify the strategies that are most

helped you understand and interpret the helpful when reading fiction; create a bar graphpoem?” “How does comparing something to show which strategies they use most often;you’ve seen with something you’ve read help identify types of texts they find difficult toyou to understand both more fully?” “How understand, and use a reading log to track their did writing about your reading help you to practice of strategies and the improvements theyclarify your thoughts?” perceive when reading such texts)

Teacher prompts: “What did you learn aboutthe topic in the small-group discussion thatimproved your understanding of the article?”“How did asking questions about the novelas you read it increase your interest in it?”

ENG4C

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WRITING

OVERALL EXPECTATIONSBy the end of this course, students will:

1. Developing and Organizing Content: generate, gather, and organize ideas and information towrite for an intended purpose and audience;

2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, 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 forimprovement, and the strategies they found most helpful at different stages in the writing process.

SPECIFIC EXPECTATIONS

1. Developing and Organizing Content current issue that they will be writing about; 1 gather information from a variety of print and online sources to write a product report for peers By the end of this course, students will:on a new digital media player; use a writer’s

Identifying Topic,Purpose, and Audience notebook to jot down and keep a record of ideas 1.1 for potential creative writing projects; conduct identify the topic, purpose, and audience for a

both formal and informal meetings with teach- variety of writing tasks (e.g., a short paragraphers, librarians, and community experts to gener- to explain a school tradition to a student who isate ideas for research on their topic; accurately new to the school; a brochure about bullying orand thoroughly record all sources used to gather sexual harrassment; an editorial for the schoolideas and information, so that if they use the newspaper critiquing a school policy; a poemideas and information, they can credit the origi-about a personal experience for a teen audience)nal author, avoid plagiarism, and provide a com-

Teacher prompts: “What changes would you plete bibliography or reference list)make if you were rewriting this section of the

Teacher prompts: “What questions should technical manual in plain language for a gen-you ask yourself to determine whether a eral audience?” “What specific words wouldresource is reliable and likely to provide you use in your poem to appeal to a teenagecredible information?” “What are some audience?”specific ways to tell if an online resource

Generating and Developing Ideas is reliable and if the information it provides 1.2 generate, expand, explore, and focus ideas for is up to date and accurate?”

potential writing tasks, using a variety ofResearchstrategies and print, electronic, and other1.3 resources, as appropriate (e.g., use a graphic locate and select information to effectively

organizer to plan the questions they will address support ideas for writing, using a variety ofin writing a report on an independent study strategies and print, electronic, and other project; conduct an Internet search for informa- resources, as appropriate (e.g., create a researchtion to use in writing the text for an oral presen- plan and track their progress; identify a range of tation, and bookmark websites and databases that sources that could provide appropriate informa- seem useful; in groups, use a graphic organizer tion for their assignment, such as books, journals, to record and assess contrasting opinions on a online databases, websites, audio and video

1. TLCC 7-12 “Making Judgements: Both Sides Now” 74118

recordings and film, blogs, and archived news- Teacher prompts: “What additional sources papers; search digital media and community could you consult to ensure that your report resources such as college libraries and community is accurate and credible?” “Have you pre- service organizations; use a template to evaluate sented all relevant perspectives about the sources and information for reliability, objectivity, play in your analysis?” “Is the information and comprehensiveness; record all sources of that you gathered on this product for your information in a bibliography or reference list, review the most up-to-date available?” observing conventions for proper documentationand full acknowledgement of sources and extracts,

2. Using Knowledge of Form and Stylein recognition of the need to credit original authorsand promote academic honesty)

By the end of this course, students will: Teacher prompts: “What strategies have you

Formused to create your research plan?” “Which2.1 sources will you use to gather information write for different purposes and audiences

for your research, and why? Are there any using a variety of informational, literary, andsources you have not considered that could graphic forms (e.g., single organized paragraphsbe helpful?” on a current issue, an idea encountered in shared

reading, or a technical subject in preparationOrganizing Ideas for a group discussion; contributions to a class 1.4 identify, sort, and order main ideas and anthology of short narratives, information pieces,

supporting details for writing tasks, using a poems, and graphic texts for younger students; a variety of strategies and selecting the organi- speech articulating how Aboriginal values and zational pattern best suited to the content beliefs could benefit the larger society; a formal and the purpose for writing (e.g., organize letter inviting a community partner to sponsor ainformation for a short research paper into an school project; a brochure on workplace safety)

ENG4Cintroduction, a body, and a conclusion; catego-Teacher prompts: “How would the pieces you

rize different opinions from a variety of sourcesare writing for the class anthology differ ifabout a new digital or electronic device for a they were intended for an audience of parents?”product report they are writing; create an out- 2 “What graphic elements will you include in line for a five-paragraph essay on the themeyour brochure on workplace safety? How will of a novel or film; select and organize ideasthese elements appeal to the target audience?” from their journal entries to use in creating

a poem; use a graphic organizer to classifyVo ice information about college programs that lead2.2 establish a distinctive voice in their writing, to a specific career that interests them)

modifying language and tone skilfully and Teacher prompts: “How can you group the effectively to suit the form, audience, anddifferent opinions about this product that purpose for writing (e.g., in a journal entry,you have gathered for your report?” “How use words that convey admiration for an adult will you organize the material you have for whom they have a high regard; use formalgathered about this company to write its language in a letter of application to convey annual report?” a sincere and serious tone; in one paragraph,

express their own views about an issue of con-Reviewing Content cern to teens)1.5 determine whether the ideas and information

Teacher prompts: “What words would yougathered are accurate and complete, interest-

choose to favourably describe a role model?” ing, and effectively meet the requirements“How would the words you use in a letter of the writing task (e.g., review their writingchange if your audience changed?” for relevance, organization, and completeness,

using a highlighter pen or other means to iden-tify areas that need more details or information,and make the changes, conducting more researchif necessary )3

2. TLCC 7-12 “Both Sides Now” 74 3. TL Library “Developing and Organizing Ideas: Looking for Relationships” 24 119

Diction Revision 2.3 2.6 use appropriate descriptive and evocative revise drafts to improve the content, organiza-

words, phrases, and expressions imaginatively tion, clarity, and style of their written work, to make their writing clear, vivid, and interest- using a variety of teacher-modelled strategies

(e.g., add relevant details to support their thesis ing for their intended audience (e.g., develop alist of words used by writers to describe various in a short analytical essay; reword a weak

sentence to increase its effectiveness; employsettings, and consult the list when writing simi-lar types of descriptive passages; have a charac- writing techniques observed in advertisements4

and other persuasive texts where appropriate ter in their play who is a hypochondriac usein their own writing )vivid words to describe his or her symptoms) 6

Teacher prompts: “Are there effective transi- Teacher prompts: “What other words couldtions between your main ideas?” “Does youryou use to help the reader imagine the set-topic sentence hook the reader’s attention?”ting more vividly?” “Ask a peer to read your“Would this piece of writing be improved ifwork and point out both weak and strongyou varied the type, structure, and/or length wording in it.” “What technical terms shouldof your sentences?” you use in this piece?” “What effect are you

trying to create in your poem through yourProducing Draftsuse of these words and phrases?”2.7 produce revised drafts of texts, including

Sentence Craft and Fluency increasingly complex texts, written to meetcriteria identified by the teacher, based on2.4 write complete sentences that communicatethe curriculum expectations (e.g., adequatetheir meaning clearly and effectively, skilfullydevelopment of information and ideas, logical varying sentence type, structure, and length toorganization, appropriate use of form and style,suit different purposes and making smoothappropriate use of conventions)and logical transitions between ideas (e.g., use

short, direct statements in a report; vary the Teacher prompt: “What have you done in this length and complexity of their sentences in a opinion piece to try to convince your readers narrative; use a variety of appropriate transi-

of your point of view? How could you make tional words to show logical connections

the piece more convincing?”between ideas and sentences in an essay )5

Teacher prompts: “Why have you used sen- 3. Applying Knowledge of Conventionstences of different types and lengths in thisparagraph?” “How does the variety of sen- By the end of this course, students will: tences in your narrative help keep your read-ers engaged?” Spelling

3.1 use knowledge of spelling rules and patterns,Critical Literacy a variety of resources, and appropriate strat- 2.5 explain how their own beliefs, values, and egies to recognize and correct their own and

experiences are revealed in their writing (e.g., others’ spelling errors (e.g., apply their knowl-examine their writing to check for bias and to edge of rules for the use of hyphens; maintain a determine whether their language and ideas are list of words that do not follow normal spelling inclusive and appropriate; ask themselves whether rules or patterns, and consult it regularly to someone from a different background could have check their spelling; consult print and electronic a different opinion of what is important in a sit- dictionaries to check their spellings; develop7

uation or issue described in their writing) worksheets that demonstrate their understandingof spelling rules, patterns, and strategies, and Teacher prompt: “Does your writing reflect a consult these sheets frequently when writing )8 cultural bias? If so, what is it? What other

points of view have you considered? How Teacher prompt: “Have you added this word, could you include these other points of view which has quite an unusual spelling, to yourin your writing?” list of irregular spellings?”

4. TLE 10-12 “Sentence Starters” 46 5. TLE 10-12 “Revising and Editing: The Verb ‘To Be’” 56 6. TLCC 7-12 “Revising and Editing: Asking Questions to Revise Writing” 128 7. TLCC 7-12 “Proofreading Without Partners” 137 8. TLE 7-9 “Spelling Strategies

120 Inventory” 51

Vo cabular y Publishing 3.2 3.6 build vocabulary for writing by confirming use a variety of presentation features, includ-

word meaning(s) and reviewing and refining ing print and script, fonts, graphics, and lay- word choice, using a variety of resources and out, to improve the clarity and coherence of strategies, as appropriate for the purpose (e.g., their written work and to heighten its appeal confirm or adjust meaning by relating words to and effectiveness for their audience (e.g., usetheir context; consult thesauruses to find more an appropriate layout and appropriate features, 9

evocative words for their narratives and poems; such as tables and charts, in publishing a maintain their own lists of specialized business research report in an electronic format; useand technical vocabulary associated with careers appropriate design features, such as varied fonts, of their choice, and consult these lists to enhance graphics, drawings, and photographs, in pub-their writing) lishing an illustrated essay about a novel)

Teacher prompts: “Is there a better way to say Teacher prompts: “How can you use designthis, without using slang?” “Did you check the features to enhance your research report?” thesaurus to see if there are other words you “What images could you choose that would could use here?” “Why did you decide to use heighten your essay’s appeal for the reader?”non-standard English for this character?”

Producing Finished Works Punctuation 3.7 produce pieces of published work to meet cri-3.3 use punctuation correctly and effectively to teria identified by the teacher, based on the

communicate their intended meaning (e.g., curriculum expectations (e.g., adequate devel-use italics/underlining or quotation marks as opment of information and ideas, logical organi- appropriate to indicate titles of works; use zation, appropriate use of form and style, appro- parentheses or dashes to set off supplementary priate use of conventions) material such as examples and definitions;

Teacher prompt: “How have you structured ENG4Cuse ellipses to indicate the omission of words the paragraphs in your essay to make your or phrases from quotations)argument convincing? How could you

Teacher prompt: “How do you indicate the change the structure to make your essaytitle of a short story? Of a novel?” even more effective?”

Grammar4. Reflecting on Skills and Strategies3.4 use grammar conventions correctly and appro-

priately to communicate their intended mean-By the end of this course, students will: ing clearly and effectively (e.g., use a variety of

sentence types correctly in their writing; use1 0Metacognition parallel structure and balance in sentences to 4.1 explain which of a variety of strategies theyconvey information emphatically; use unconven-

found most helpful before, during, and after tional grammar for effect)writing, then evaluate their strengths and

Teacher prompt: “What is an example of limitations as writers to help identify the steps unconventional grammar that would suit the they can take to improve their writing skills purpose of your personal essay?” (e.g., describe how it helped them to use a check-

list to keep on track for a large assignment; Proofreading describe the value of keeping organized records 3.5 regularly proofread and correct their writing of information they have gathered through

(e.g., ask a partner to read their work aloud, and research and of their sources; compare their listen for errors and missing information; use a current writing skills with those required for print or electronic dictionary to check words that college or the workplace, and identify specificmay be misspelled or inappropriately used, and goals for improvement)make corrections where necessary) Teacher prompts: “Which writing strategiesTeacher prompt: “What types of errors will and tools do you see yourself using in other spell-checking software not be able to catch?” settings, beyond high school?” “Which revi-

sion strategy used in class was most effective in helping you to improve your writing, and why?” “What do you see as your strengths andweaknesses as a writer?” “What specific goalscan you set to improve your writing skills?”

9. TLCC 7-12 “Using Context to Find Meaning” 38-39 10. TLE 10-12 “Modelled Writing” 51

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Interconnected Skills Portfolio4.2 4.3 identify a variety of skills they have in listen- select a variety of types of writing that they

ing, speaking, reading, viewing, and repre- think most clearly reflect their growth andsenting, and explain how these skills help competence as writers, and explain the reasons them write more effectively (e.g., explain how for their choice (e.g., select finished pieces of specific texts they have read have influenced their writing for a portfolio of their best work, their writing) and explain why they have chosen these pieces;

select finished pieces of their writing to present Teacher prompt: “How has reading a variety

to a college admissions board, and explain why of research reports that contain features such the pieces are good examples of their ability to as lists, tables, charts, diagrams, and sidebars write at a college level) helped you in writing your own informa-

Teacher prompt: “Which pieces of your writ- tional texts and in making the informationing would best demonstrate to a collegeclearer to readers?”admissions board your writing skills, your maturity, and your potential for success as a college student? Explain why.”

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MEDIA STUDIES

OVERALL EXPECTATIONSBy 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 andexplain 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 interpretersand creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

SPECIFIC EXPECTATIONS

ENG4CTeacher prompts: “What does the image of a 1. Understanding Media Textssmiling family group on a movie poster tellyou about the movie?” “According to yourBy the end of this course, students will:favourite TV shows, what makes a person

Purpose and Audience truly happy?” 1.1 explain how media texts, including increasing-

Evaluating Texts ly complex or difficult texts, are created to suit1.3 particular purposes and audiences (e.g., in a evaluate how effectively information, ideas,

movie drama for a teen audience, the central themes, issues, and opinions are communicat- characters are teenagers, to enable viewers to ed in media texts, including increasingly com- identify and sympathize with them; a college plex or difficult texts, and decide whether the website includes images of students from a variety texts achieve their intended purpose (e.g.,of ethnocultural groups studying and socializing determine how well a headline captures the

point or mood of a newspaper story; determine so that a wide range of prospective students canimagine themselves at that college ) how well an information brochure conveys its 1

message and how it might be improved) Teacher prompt: “How might college websites

Teacher prompts: “How effectively do open-encourage a diverse range of students, includ-line radio shows communicate the breadthing students with disabilities and Aboriginal of opinions about an issue?” “Why does the students, to apply to the college?”juxtaposition of images of affluence and poverty

Interpreting Messages heighten the effectiveness of this charitable 1.2 interpret media texts, including increasingly organization’s advertisement?”

complex or difficult texts, identifying andAudience Responses explaining the overt and implied messages1.4 they convey (e.g., explain the messages con- explain why the same media text might

veyed by the images, text, and symbols used in prompt different responses from different a movie poster; explain what the use of rich audiences (e.g., explain why a baby boomer 2

colours and an image of people in evening wear might react differently from a teenager to an entering a theatre might suggest about the audi- anniversary television broadcast about a world- ence for a product in an advertisement) changing event such as the 1963 assassination of

U.S. President Kennedy or the 1989 dismantling of the Berlin Wall)

1. TL Media 7-10 “Exploring the Key Concepts of Media Literacy” 2 2. TL Media 7-10 “Reading Graphical Texts” 6 123

Teacher prompt: “Why might people from dif- supplement a television or radio report?” ferent demographic groups respond differently “What can a film version of the play Death of to a television show that satirizes politics?” a Salesman show that the stage version cannot?”

Critical Literacy Conventions and Techniques 1.5 2.2 identify the perspectives and/or biases evident identify conventions and/or techniques used

in media texts, including increasingly complex in a variety of media forms and explain how or difficult texts, and comment on any questions they convey meaning and influence their audi- they may raise about beliefs, values, identity, ence (e.g., the conventions/techniques of aand power (e.g., explain how the vocabulary “breaking” news story were used in the “War of used in a radio news report might influence the Worlds” radio broadcast to persuade listenersaudience perceptions of the event; based on the that an alien invasion was taking place; a horror advertising accompanying a television sports film uses dim lighting, eerie music, and close-event, suggest what some of the values and pri- ups of violence to shock and frighten the audi-orities of its audience might be; comment on the ence; video games use specific conventions to 3

apparent cultural values reflected in a website) identify heroes and villains; sports broadcasts use well-known former athletes as commentators Teacher prompt: “Based on the advertising for to enhance the credibility of their coverage)this sports event, what demographic groups

do you think make up its audience? What Teacher prompt: “Why is there so muchspecific examples make you think that?” emphasis on statistics in sports coverage?”

“How is photography used to enhance Production Perspectives the presentation of food in magazines and1.6 explain how production, marketing, financing, advertisements?”

distribution, and legal/regulatory factorsinfluence the media industry (e.g., Canadian 3. Creating Media TextsRadio-television and TelecommunicationsCommission [CRTC] regulations that forbid

By the end of this course, students will: direct marketing appeals during children’s pro-gramming; Canadian-content legislation related Purpose and Audience to radio music programming) 3.1 describe the topic, purpose, and audience for Teacher prompts: “How does Canadian- media texts they plan to create (e.g., a public

service announcement to warn adults about the content legislation affect the music that candangers of drinking and driving; a script for a be played on the radio and on television?radio interview with a controversial celebrityWhy do you think this legislation wasabout issues of interest to teenagers) , and identi- passed?” “What is the CRTC, and wherefy significant challenges they may face indo you find CRTC regulations?”achieving their purpose

2. Understanding Media Forms, Teacher prompt: “Should a campaign to pro- Conventions, and Techniques mote awareness of the dangers of drinking

and driving target only people of legal drink- By the end of this course, students will: ing age? Why or why not?”

Form Form2.1 3.2 identify general and specific characteristics of select a media form to suit the topic, purpose,

a variety of media forms and explain how they and audience for a media text they plan to cre- shape content and create meaning (e.g., graph- ate, and explain why it is a highly appropriateic novels emphasize the type of content – such as choice (e.g., justify the choice of a poster as aaction and setting – that is appropriate to visual means to warn young athletes about the dangers presentation; television broadcasts of major of taking performance-enhancing drugs; explainsporting events focus on the progress of play, why a mask would be an effective way to convey while newspaper accounts of these events focus the feelings that a student has when graduating) on background, explanation, and analysis)

Teacher prompt: “Why might a mock sitcomTeacher prompts: “In what way might a be a good way to address the anxieties that newspaper report about a natural disaster young people experience when dating?”

3. TL Media 7-10 “Reading Between the Lines (Predictions)” 10124

Conventions and Techniques weaknesses as media interpreters and produc- 3.3 ers to help identify the steps they can take to identify a variety of conventions and/or tech-

improve their skills (e.g., identify a particular niques appropriate to a media form they planchallenge they faced in creating a media text to use, and explain how these will help com-and explain how they solved it)municate a specific aspect of their intended

meaning effectively (e.g., conventions/tech- Teacher prompt: “What strategies and medianiques for a multimedia workplace safety pro- resources did you use to obtain informationmotion: integration of images, text, and sound

for a media production? What additional effects to support the central theme)

sources of information are available?”Teacher prompt: “What elements should you

Interconnected Skillsinclude in a cautionary sign about cellphone4.2 use at a hospital entrance?” explain how their skills in listening, speaking,

reading, and writing help them interpret and Producing Media Texts produce media texts (e.g., listening to a multi- 3.4 produce media texts, including increasingly cultural panel discussion about an issue can help

complex texts, for a variety of purposes and them identify the most important aspects toaudiences, using appropriate forms, conven- cover in a media campaign about the issue)tions, and techniques (e.g., a promotional ad

Teacher prompt: “How could writing a about a college program aimed at peers; a per-description of a product help you select effec- sonal web page to support a résumé aimed attive phrases to use in an ad for the product?”prospective employers)

Teacher prompt: “What is the target market for the product you want to promote? Woulda promotion using your favourite cartoon

ENG4Ccharacters be appropriate for that audience?”

4. Reflecting on Skills and Strategies

By the end of this course, students will:

Metacognition4.1 explain which of a variety of strategies they

found most helpful in interpreting and creatingmedia texts, then evaluate their strengths and

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