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Course Profile English (ENG4U), Grade 12, University
Preparation, Catholic
Course Overview
Prerequisite: Grade 11 English, University Preparation
This
course emphasizes consolidation of literacy, critical thinking, and
communication skills. Students will analyse a range of challenging texts from
various time periods, countries, and cultures. They will write analytical and
argumentative essays and a major paper for an independent literary research
project, and apply key concepts to analyse media works. An important focus will
be on understanding academic language and using it coherently and confidently
in discussion and argument.
Students
in ENG4U explore the theme of literature as a forum for social commentary.
Students identify the ways in which the dignity of the human person can be
incorporated into literature. Students use Catholic social teachings to guide
their understanding of a variety of texts and how gospel values play a
significant role in creating socially just environments. Through the
exploration of the relationship between literature and social justice, students
are called to live the gospel values in their everyday lives. Themes of faith,
stewardship, and communion are interwoven throughout the course.
This
profile demonstrates one way in which the expectations of the Grade 12
University Preparation English course can be met. The course is divided into
four theme-based units, and an Independent Study unit. The units include the
study of different literary genres, with a particular emphasis on plays. The
culminating activities of the course are the independent literary research
project (independent study) and the final examination, which together make up
30% of the overall course mark. Writing process, final literary research essay,
and oral presentation are all integral parts of the Independent study unit and
may all be evaluated summatively. The content of the exam should be based on
the expectations for this course, and students should be given opportunities
throughout the course to practise answering questions similar to ones that they
will see on their exam. Both content and style of writing should be addressed.
The teacher:
·
varies
the use of resources and teaching strategies;
·
varies
the assessment techniques respective to activities and includes rubrics,
checklists, anecdotal comments, etc.;
·
balances
individual and group work in order for pupils to achieve both individual and
group goals, and to develop a confident and positive sense of self-respect as
interdependent team members;
·
considers
literary works that lend themselves to cross-genre comparison;
·
selects
literary works that address the theme of social commentary;
·
integrates
the Independent Study Unit throughout the course to maintain on-going
communication, and to address expectations to be met by the time the students
submit and present their study. Teacher-student conferencing for the
Independent Study is on-going throughout the course;
·
should
take an opportunity, once pieces of writing are evaluated and handed back to
the students, to address and/or review common mechanical errors in their
writing. The teacher instructs students to place the assessed written pieces in
their writing folders. This is a good time to incorporate mini-lessons on
grammar, spelling, punctuation usage, and sentence structure into their lesson
plans.
·
should
arrange a visit to a postsecondary library/resource centre for a research
skills orientation, if possible.
·
reviews
forms, codes, and conventions of media; the characteristics that define a
particular genre, i.e., in plays, these would include lighting, props, sound
effects.
·
should
encourage students to attend a few English literature lectures at a nearby
postsecondary institution (if possible) to give them further experience in
lecture-style learning.
·
chooses
Shakespearean texts that make social commentary in some way and guides students
to this type of commentary.
·
can
refer to these definitions when approaching Unit 5: Elizabethan Drama:
·
phonology:
the study of the elementary speech sounds;
·
semantics:
the study of the meaning of words and of the combination of words in phrases,
sentences, and larger linguistic units;
·
formal
scansion: the specific analysis of meter; a line by line analysis of +component
feet indicating major pauses in phrasing in each line;
·
reviews
the plagiarism policy as outlined in the school code of conduct.
The students:
·
keep
a writing folder in the classroom where they file all of their process writing
and final drafts of writing assignments;
·
regularly
utilize the writing folder to inform and record self- and peer editing
strategies which are integral to the writing process.
·
are
expected to take notes during formal teacher-led lessons and during student
discussions throughout the entire course.
|
Unit 1 |
Novel
Study |
25
hours |
|
Unit 2 |
Language
Analysis and Literary Criticism |
20
hours |
|
Unit 3 |
Modern
Drama |
20
hours |
|
* Unit
4 |
Elizabethan
Drama |
25
hours |
|
Unit 5 |
Culminating
Unit (includes Independent Study and final exam) |
20
hours |
* This
unit is fully developed in this Course Profile.
Time:
25 hours
Unit
Description
This unit
introduces students to the concept of social commentary. The unit explores the
genre of the novel as a product of its cultural milieu and seeks to understand
how a work of literature serves as an effective tool for social commentary.
Skills taught include understanding of literary terms, narrative style, as well
as, how these techniques enhance meaning in literature. Through the study of
this novel, students gain a deeper understanding of the bi-directional
relationship between themselves and their environment. This knowledge helps
them to understand how gospel values play an integral role in creating
environments that are socially just. Students discuss the moral dilemmas
characters in the novel face and understand the relationship between the
character’s decisions and the dignity of the individual. Students understand
the relationship between social commentary and social change. They understand
that, as fully committed Christians, they are obligated to answer the call and
live the gospel by working for social change. Novels for this unit should be
chosen for their potential to challenge students preparing for university and
for their potential to make social commentary. As a first step in preparation
of the Independent Study described in Unit 5, students select a play and novel
to read independently. Students learn to make connections between the genres of
plays, short stories, and poetry; students write a summative test and a
comparative essay.
Strand(s)
& Learning Expectations
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
LSV.01,
LA2.01, LA2.02, LA2.05, LS1.01, LS1.03, LS1.04, LS1.05, MD1.05 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Students
begin to read the novel. They research various authors’ culture and
background to discover relationship between author and his or her work.
Students present research to class in groups. Oral
Communication: Oral Presentation |
|
2 |
LS1.01,
LS1.02, LS1.03, LS1.04, LS1.05, LA2.01, LA2.02, LSV.01, WR1.02, WR2.02,
WR2.04 |
Thinking/
Inquiry Communication Application |
Cross-Genre
Comparison – as students read through the novel, they explore works of other
genres, such as poetry and short stories, that share a similar theme to the novel.
Students discuss how ideas and literary styles subsume genre. Paragraph
Writing Skills – short written analysis of relationship between cultural
context and social commentary. |
|
3 |
LSV.01,
LSl.01, LS1.03, LS1.03, LS1.04, LS1.05. LS3.03, WR2.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Assessing
the nature of the novel Journal
Responses (Summative – writing folder) |
|
4 |
LSV.02,
LSV.03, LS1.01, LS1.04, LS2.02, LS3.01, LS3.02, WR1.02, WR1.03, WR1.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Review
of literary terms such as theme, metaphor, and allusion. Discuss how
rhetorical devices, elements of style, and characterization contribute to
theme. Oral
Communication Critical
Thinking Unit test |
|
5 |
LS1.02,
LS3.01, LA1.03, LA1.04 WRV.01, WRV.02, WRV.03, WRV.04, WRV.05, LAV.01,
WR1.02, WR1.03, WR2.02, WR2.03, WR2.04, WR4.01, WR4.02, WR4.03, WR4.04, WR5.01,
WR5.02, WR5.03, WR5.04 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Modelling
of comparative essay writing. Culminating Task: Students choose either a poem
or short story that is similar in theme to the course novel. Students write a
comparative essay comparing the course novel to this choice. Mini-lesson
on sentence structure and punctuation rules. Students use self-editing, peer
editing, and teacher conferences to refine their ideas as part of their
ongoing writing folder development. |
|
6 |
LSV.01 |
Knowledge/ Understanding Thinking/ Inquiry
Communication |
The students make their Independent Study
selections which must be approved by the teacher. Independent reading of
teacher-approved novel and play begins. Students are provided with a critical
path indicating key Independent Study deadlines. Time management skills are
reinforced. |
Time:
20 hours
Unit
Description
This unit
examines a wide variety of literary criticism and language analysis. The focus
of this unit is the development of student awareness of literary theory through
deconstructing challenging non-fiction texts. The cultural and literary
diversity of the criticisms studied provide essential knowledge required for
the basis of any social commentary. Cultural sources for literary criticisms
could include theories from: Ancient Greece, Canada, Britain, the United
States, the Commonwealth (including: India, Pakistan, Sri Lanka, the Caribbean,
Australia, and New Zealand) as well as South Africa. Students develop an
understanding of foundational literary theory by examining critical theory,
especially those key texts which inform postmodern literary criticism. Students
are responsible for the planning and presentation of seminars. Through group
work responsibilities, students demonstrate a confident and positive sense of
self-respect as interdependent team members. This unit further develops
students’ abilities as effective communicators. The students begin to locate
secondary sources for their Independent Study, and submit their topic proposal
for teacher approval.
Strand(s)
& Learning Expectations
Strand(s): Language, Literature Studies and Reading, and Writing
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
LAV.01,
LAV.02, LSV.01, LSV.02, LSV.03, LA2.01, LA2.05, LA2.06, LS1.01, LS2.01 |
Knowledge/
Understanding Thinking/ Inquiry |
An
Introduction to Language Analysis Deconstructing Canadian essays –
considering the following structures: Writer’s tone of voice and forms of
argument Mini
Seminars |
|
2 |
LSV.01,
WRV.01, WRV.03, WRV.05, LA1.03, LS1.01, LS1.03, WR1.01, MD2.01, MD2.02,
WR1.02, WR3.02 |
Knowledge/
Understanding Thinking/ Inquiry |
Literary
Periods (cultural differentiation) Review
of previous knowledge of literary periods Research
of a variety of genres and authors exemplifying each literary period Production
of su |
|
3 |
LAV.01, LAV.02, LSV.02, LSV.03, LA1.03,
LA2.01, LA2.02 |
Knowledge/ Understanding Thinking/ Inquiry
Communication |
Critical Literary Theory: Modern and
Postmodern Aesthetic Criticism Links made with other aesthetic theories,
e.g., music, design, philosophy, and the visual arts Contemporary literary theory is introduced,
e.g., Feminist theory (oral communication) |
|
4 |
LAV.01,
LSV.01, LSV.02, LSV.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Unpacking
Postmodern Theory Specific
Deconstruction and Postmodern theory is expanded upon Critical
deconstructionist essays are analysed |
|
5 |
LAV.02,
LA2.05, LA2.06 |
Knowledge/
Understanding Communication |
Teacher-led
seminar skills workshop(s) modelling su |
|
6 |
LAV.02,
LSV.01, LSV.02, LSV.03, LA1.01, LS2.03, WR1.01, WR2.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Group
Seminars: Historical analysis of the development of literary theory Handouts
(summaries of critical theories) |
|
7 |
LAV.02,
LSV.01, LSV.02, LSV.03, LA1.01, LA2.01, LA2.04, LA2.05, LA2.06, WRV.03,
WR2.01, WR2.02, WR2.03, WR3.02, WR5.02 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Formal
Seminar (culminating task) Seminars
are delivered in teams Peer
assessment Teacher
– summative evaluation |
|
8 |
WRV.01,
WRV.02, LS3.03, WR5.01, LS1.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
The
teacher reviews the MLA format. Critique
sample critical essays. Apply critical structures to analyse the novel and play they are
reading for their Independent Study. The
students begin to locate secondary sources to use for their Independent
Study. Time is reserved in the library/resource centre for this purpose. Students
submit topic proposal for teacher approval. |
Time: 21
hours
Unit
Description
In this unit, students apply their
knowledge of literary genres and theories acquired in Unit 2 to the study of a
modern play. Students engage in research to explore the way history shapes our
literature and reinforce their understanding through classroom discussions.
Students also write expository and persuasive papers; deconstruct a media
product, and collaborate to create a short work of modern drama and write a
summative test. These tasks require students to consider how playwrights can
make social commentary through dialogue and staging. Students consider how
social commentary is a reflection of social justice as defined by Catholic
Graduate Expectations. Students submit a bibliography listing the sources they
are using to prepare for their Independent Study. The first student-teacher
conference for the Independent Study takes place.
Strand(s)
& Learning Expectations
Strand(s):
Literature Studies and Reading, Writing,
Language, Media
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
LSl.04,
LSl.05, LA1.04, LA2.01, LA2.02, WR1.03 |
Knowledge/
Understanding Thinking/ Inquiry |
A
review of the characteristics of the Modern period (art, architecture,
poetry, and drama) Research global issues that have impacted on modern
theatre. Present
findings in panel discussion format. |
|
2 |
LS1.03 |
Knowledge/
Understanding Thinking/Inquiry |
Read
play orally and analyse it. Critical
thinking reading strategies Oral
Communication |
|
3 |
WR4.02,
WR4.03, WR2.04, MD2.01, MD2.02 |
Knowledge/
Understanding Thinking/Inquiry |
Formal
lesson on how set design, props, lighting, and staging create meaning Students
create a design of a set for the play and submit a written explanation of
design choices. |
|
4 |
MD1.04,
MD1.01, MD1.03, WR2.02, WR3.02, WR4.02, WR5.04 |
Knowledge/
Understanding Thinking/Inquiry |
Analyse
playwright’s use of stylistic devices and discuss responses evoked: close
reading. Analyse
the forms, codes, and conventions of stagecraft. In a
supported-opinion paragraph, explain how this play is an artifact of modern
drama and what implicit and explicit messages are conveyed. |
|
5 |
LS2.01,
LS2.02, LS1.01, LS3.01, LS3.02, LS3.03, LS3.04, WR2.030, WR4.02, WR5.01,
MD1.02 |
Thinking/Inquiry |
Scriptwriting
(Culminating Task) Role-playing
Presentation: Modern Drama Teacher
and peer-assessment |
|
6 |
LS1.05, LS2.01, LS3.01, WRV.05 |
Knowledge/ Understanding Thinking/Inquiry |
Unit Test |
|
7 |
LS1.03,
LS1.05, LS3.01, LS3.02, LS3.03, LS3.04, WR1.01 |
|
Apply
what has been reviewed in the previous unit about the MLA Works Cited format,
and submit a Works Cited listing the sources they are using to prepare for
their Independent Unit. Review
rhetorical devices and elements of style as taught in Unit 1; identify and
analyse significant devices present in their novel and play that they are
reading for their Independent Study. |
Time: 25 hours
Unit
Description
This unit
provides the opportunity for students to apply the knowledge and skills
developed in Units 2 and 3, while extending their facility with literary
analysis. Students read and critically analyse a Shakespearean play. Students
explore the concept of an archetype and its relationship to Christian imagery
and Classical allusion. Students enhance their understanding of the
phonological and semantic aspects of language through the study of allusion,
imagery, and metaphor in Elizabethan Drama. At the same time, students engage
in an examination of a wide variety of literary devices. Students plan oral
presentations, role-play, conduct research, and write an essay. All activities
in this unit relate to the same Shakespearean play. Throughout this unit,
students consider whether the decisions made by the fictional characters of the
Elizabethan stage reflect Catholic values and beliefs in the world of the
twenty-first century. The teacher should take advantage of naturally o
Strand(s)
& Learning Expectations
Strand(s): Language, Literature Studies and Reading, Writing
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
LSV.01,
LSV.02, LS1.03, LS1.05, LS3.03, LAV.02, WR1.01, LA2.01, LA2.02, MDV.02 |
Knowledge/
Understanding Thinking/Inquiry |
Introduction
to Globe Theatre and conventions of drama Oral
reading of play Oral
communication Response
journals Analytic
discussions and tutorials |
|
2 |
LSV.03, LAV.01, LAV.02, LSV.01, LSV.02,
LS1.01, LS1.04. LS1.05, LS2.01 |
Knowledge/ Understanding Thinking/Inquiry |
Introduce archetypes (i.e., the fool, the
tragic hero) Character analysis (the limitations of stock
characters) Recurring archetypal patterns across culture and genre Contemporary criticism of Shakespearean plays The antagonist as foil Role-playing – dramatizing a soliloquy |
|
3 |
LSV.03,
LAV.01, LAV.02, LS1.01, LS3.03, LS3.02, LS3.04, LA2.02, LA2.05 |
Knowledge/
Understanding Thinking/Inquiry |
Identifying
common themes in Elizabethan Drama Imagery
and its relationship to theme Recurring
imagery in Elizabethan literature (Greek and Roman mythology/biblical
allusion) Analysing
a passage Student
presentations |
|
4 |
LSV.03,
LS1.05, LS3.01, WR1.01, LAV.02 |
Knowledge/
Understanding Thinking/Inquiry |
Review
stylistic devices (allusion, extended metaphor). Literary
analysis Note-taking Researching
Greek and Roman mythological allusions |
|
5 |
LAV.02,
LSV.03, LS3.03, LAV.01, LS1.01, LS3.02, LS3.04, LA2.02, LA2.05 |
Knowledge/
Understanding Thinking/Inquiry |
Review
allusion and extended metaphor. Identification
of allusion in textual analysis Greek
and Roman mythology (review prior learning) Common
biblical allusions – identifying these allusions in the text and relating to
biblical passages Research
on Greek and Roman mythological characters |
|
6 |
LS1.02,
WRV.02, WRV.03, WRV.04, WRV.05, LAV.02, WR1.01, WR1.02, WR1.03, WR1.04,
WR2.01, WR2.04, WR3.01, WR4.01, WR4.02, WR4.03, WR4.04, WR5.01, WR5.03,
WR5.04 |
Knowledge/
Understanding Thinking/Inquiry |
Review
essay techniques. Review
MLA format for documentation. Self-
or peer editing |
|
7 |
LA2.07,
LA2.06 |
|
The
teacher sets up a schedule to conference with students about the progress on
the Independent Studies |
Time: 20 hours
Unit
Description
This unit is ongoing throughout the
entire course and it is meant to supplement the other units of study. The
students choose a novel and a play containing a similar theme that they wish to
investigate for their Independent Study. Students utilize the skills they have
developed to discern connections between diverse literary works. Through the
analysis of social commentary, comparative skills are modelled in the previous
units. The students are given class time to work in the library/resource centre
to gather sources and information on their author, as well as,
literary/stylistic devices used in their literary works. Students regularly
conference with the teacher to monitor progress. Students submit a comparative
literary essay with a works-cited page listing the secondary sources they used.
They also present a 15- to 20-minute seminar based on their Independent Study,
using at least one audio and/or visual medium. This unit fosters effective
communication, as well as time and resource management skills. The summative
evaluation of this unit together with the final exam comprise 30% of this
course.
Strand(s)
& Learning Expectations
Strand(s): Literature Studies and Reading, Writing, Language, and Media
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
WRV.01,
WRV.02, LS3.03, WR5.01 |
Knowledge/
Understanding Thinking/Inquiry |
Review
MLA format for documentation. |
|
2 |
LS1.01,
WRV.01 |
Knowledge/
Understanding Thinking/Inquiry |
Critique
sample critical essays. Apply critical
structures to analyse the literary works they are studying. |
|
3 |
LS1.03,
LS1.05, LS3.01, LS3.02, LS3.03, LS3.04, WR1.01 |
Knowledge/
Understanding Thinking/Inquiry |
Review
rhetorical devices and elements of style as taught in Unit 1. Identify
and analyse significant devices present in their nominated literary works. |
|
4 |
WRV.04,
WRV.05, WR1.02, WR1.03, WR1.04, WR4.01, WR4.02, WR4.03, WR4.04, WR5.03 |
Thinking/Inquiry Communication |
Using
secondary sources, write a literary essay comparing a play and a novel. Writing
Process: Peer and Self-Editing Essay:
teacher assessment |
|
5 |
WR3.02,
LS3.01, LA2.01, LA2.02, LA2.03, LA2.05, LA2.06, MDV.02, MD2.01 |
Knowledge/
Understanding Thinking/Inquiry |
Oral
Seminar Self,
peer and teacher assessment |
Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation. Assessment contributing to the students’ final mark must be based on individual performance.
·
The
teachers should consult individual IEPs for specific direction on a
The
resource list is neither prescriptive nor exclusive. The resources listed are
only suggestions or examples. The teachers should feel free to choose novels or
other works of literature that address the theme of social commentary.
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them to student use.
Units
in the Course Profile make reference to use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding the use of any copyrighted materials. Before reproducing materials
for student use from printed publications, teachers need to ensure that their
board has a Cancopy license and that their license covers the resources they
wish to use. Before screening videos/films with their students, teachers need
to ensure that their board/school has obtained the appropriate public
performance videocassette license from an authorized distributor, e.g., Audio
Cine Films Inc. Teachers are reminded that much of the material on the Internet
is protected by copyright. The copyright is usually owned by the person, or
organization that created the work. Reproduction of any work or substantial
part of any work on the internet is not allowed without the permission of the
owner.
Abrams,
M. H. A Glossary of Literary Terms, 7th ed. Orlando: Harcourt Brace
College Publishers, 1999.
Acker,
Kathy – Literary Witches (gender theory) – http://acker.thehub
Bolt,
Robert. A Man for All Seasons. USA: Vingate, 1965.
Beckett,
Samuel. Waiting For Godot. New York: Grove/Atlantic, Inc., 1999.
Collings,
Matthew. This is Modern Art. Great Britain: Weidenfeld and Nicolson,
1999.
Conrad,
Ronald. The Act of Writing: Canadian Essays for Composition, 5th ed.
Toronto: McGraw-Hill Ryerson Limited, 1999.
Derrida,
Jacques – Deconstruction: Some Assumptions –
http://www.brocku.ca/english/courses/4F70
Ryga,
George. The Ecstasy of Rita Joe. Vancouver: Talonplays, 1970.
Elizabethan
and Jacobean Theatre links – edusite – The Ever Reader (Oxford Shakespeare
group newsletter) – http://www.everreader.com
Event
Buildings Online (Globe Theatre) – http://wwww.greatbuildings.com/buildings
A
Glossary of Literary Terms – http://www.uky.edu/AS/English/writprog/index.html
Index
of the Johns Hopkins Guide to Literary Theory and Criticism –
http://www.press.jhu.edu/books
Kingsolver,
Barbara. Animal Dreams. New York: Harper Collins Publishers, 1990.
Knobler,
Nathan. The Visual Dialogue: An Introduction to the Appreciation of Art.
New York: Holt, Rinehart and Winston, Inc., New York.
Ionesco,
Eugene. Rhinoceros. New York: Grove Press, 1960.
Laurence,
Margaret. The Stone Angel. Toronto: McClelland & Stewart Inc., 1988.
Literary
Theory Links – http://www.anu.edu.au/english
Miller,
Arthur. Death of a Salesman. New York: Viking Press, 1967.
(Annotated
guide to scholarly resources)
Mr.
William Shakespeare and the Internet
– http://shakespeare.palomar.edu
– http://www.andromeda.rutgers.edu/~jlynch/Lit/
Postmodernism
and Cyberculture – http://www.marist.edu/humanities/english/postmod.html
Ross,
Stephen David, ed. Art and Its Significance: An Anthology of Aesthetic
Theory, 2nd ed. New York: New York State University Press, 1987.
Shakespeare
Birthplace Trust – http://www.shakespeare.org.uk/
Shange,
Ntozake. For coloured girls who have considered suicide, when the rainbow is
enuf: a choreo poem. New York: MacMillan, 1977.
Shakespeare
Magazine – http://www.shakespearemag.com/
(Solioquies)
Shakespeare’s
Monologue – http://www.Shakespeare-monologues.org/
Shahey’s
Place 3D (Globe Theatre Internet Experience) –
http://library.thinkguest.org/10502/
Barry,
James and Joseph Griffin, ed. The Storyteller. Scarborough: Nelson
Canada, 1992.
Taylor,
Drew Hayden. Toronto At Dreamer’s Rock; and Education is our right –
two one-act plays. Saskatoon: Fifth House, 1990.
Teaching
Early Drama with Modern Technology
– http://www.humanities.mcmaster.ca/~reed/DRAMA.HTML
The
Social Significance of the Modern Drama
– http://www.pitzer.edu~dward/Anarchist_Archives/goldman/socsig/socsigtoc.html
Terry
Eagleton, Literary Theory, an Introduction
– http://newmedia.cgu.edu/literarytheory/Texts/eagleton.html
Coded
Expectations, English, Grade 12, University, ENG4U
LSV.01 · read and demonstrate an
understanding of complex texts from various time periods, countries, and
cultures, with an emphasis on analysing and assessing ideas, themes, concepts,
and arguments;
LSV.02 · demonstrate an understanding of
the elements of fiction, drama, poetry, and non-fiction, with an emphasis on
plays and essays;
LSV.03 · analyse the elements of style in
a variety of texts and assess their effects.
Understanding
the Meaning of Texts
LS1.01 – analyse and assess ideas, themes,
concepts, and arguments in print and electronic texts (e.g., assess how the use
of multiple perspectives in a novel contributes to its theme; analyse an
author’s use of irony based on a close reading of a poem);
LS1.02 – select and use significant and
compelling evidence from texts to support critical analyses (e.g., prepare an
oral presentation explaining how the recognition scene in a Shakespearean
tragedy deepens the play’s impact; write a critical review of an essay,
focusing on bias);
LS1.03 – select and use a range of
effective reading strategies (e.g., research the life of an author using a
literary encyclopedia; read closely and a
LS1.04 – compare values, perspectives, and
world views in texts (e.g., compare the moral and spiritual values of an
evolving character at different stages in a literary work; outline the
similarities and differences in the perspectives of the protagonists in two
literary works);
LS1.05 – analyse the influence of social,
cultural, and economic values and perspectives on the themes and
interpretations of texts (e.g., examine various texts about a social or
political issue such as human rights or anti-Semitism to analyse and suggest
reasons for authors’ different approaches).
Understanding
the Forms of Texts
LS2.01 – analyse and assess how key
elements of challenging plays and essays reinforce the works’ themes and ideas
(intensive study) (e.g., analyse how imagery in a tragedy contributes to the
theme; assess how the organization of an essay strengthens the persuasiveness
of the argument);
LS2.02 – analyse and assess how elements
of challenging texts in literary forms other than plays and essays are used to
enhance meaning (extensive study) (e.g., assess the use of symbols and images
to generate multiple meanings in a historical novel; analyse the ways in which
settings add layers of meaning in a short story);
LS2.03 – analyse and assess how elements
of demanding non-fiction texts influence their meaning (e.g., compare the use
and effectiveness of inductive and deductive organizational patterns in two
newspaper editorials).
Understanding
the Elements of Style
LS3.01 – analyse how language and syntax
are used in texts to create particular effects (e.g., analyse how language is
used to create pathos in a play; analyse the language used to create an ironic
tone in an essay);
LS3.02 – analyse how authors use a variety of
literary and rhetorical devices to help convey meaning and strengthen the
impact of a text (e.g., contrast the ways in which authors use dramatic irony
to create sympathy for their protagonists; analyse the rhetorical techniques,
such as juxtaposition and allusion, used to support the argument in a film
review);
LS3.03 – assess the effect on the reader
of authors’ choices of language, syntax, and literary and rhetorical devices by
examining their own and others’ interpretations of the style of texts;
LS3.04 – analyse how authors and editors
use design elements to enhance meaning and strengthen the impact of a text
(e.g., assess the effect of the font style and spacing of a poem; analyse and
comment on the design layout of a textbook).
WRV.01 · use a range of print and
electronic primary and secondary sources to gather and assess information and
ideas and to develop and refine topics for writing;
WRV.02 · select and use writing forms
suited to various purposes and audiences, with an emphasis on analytic and
argumentative essays and narratives or dramatic scenes;
WRV.03 · use a range of organizational
structures and patterns to produce unified, coherent, and effective written
work;
WRV.04 · revise their written work,
independently and collaboratively, with a focus on sufficient development of
content, coherent organization, clear expression, and effective style;
WRV.05 · edit and proofread to produce
final drafts, using correctly the grammar, usage, spelling, and punctuation
conventions of standard Canadian English, as specified for this course, with
the support of print and electronic resources when appropriate.
Generating
Ideas and Gathering Information
WR1.01 – investigate potential topics for
written work, including a literary independent study project, by devising
research questions, identifying information needs and purposes for writing, and
developing research plans to acquire information and ideas from primary and
secondary sources (e.g., review a library serials index to establish the
availability of periodicals; investigate a
WR1.02 – organize and synthesize
significant information, ideas, and sources to suit specific forms and purposes
for writing (e.g., group interpretations for an analytical essay; identify key
concepts to develop the argument of an essay for an independent study project);
WR1.03 – formulate and refine a thesis to
develop content for academic and expressive writing by making inferences and
thinking divergently about information and ideas from prior knowledge and
research (e.g., reconcile conflicting perspectives for a seminar report on
Shakespearean tragedy; use knowledge of the period to rewrite a section of a
historical novel from the point of view of a minor character);
WR1.04 – evaluate information and ideas to
determine whether they are sufficient, authoritative, significant, and suitable
to the form and the purpose for writing.
Choosing
the Form to Suit the Purpose and Audience
WR2.01 – demonstrate an understanding of the uses and
conventions of various forms by writing analytic and argumentative essays,
critical reviews, expressive works such as narratives or dramatic scenes, and
an independent research essay or report (e.g., adapt an episode in a novel to
create a dramatic scene; write an essay providing a close analysis of a
novella);
WR2.02 – select and use an appropriate
form to produce written work for an intended audience and purpose (e.g., write
a critical review of the film of a literary work studied in the course; write
an essay comparing the central characters in two novels from different
periods);
WR2.03 – analyse the characteristics of
literary and informational texts as models of writing for specific purposes and
audiences;
WR2.04 – select and use a voice and style
appropriate to academic and personal writing (e.g., use an authoritative voice,
develop a thesis, and support their arguments in an essay analysing characters
or techniques in a literary work; write a soliloquy in the "voice" of
the antagonist in a play).
Organizing
Ideas and Information in Written Work
WR3.01 – use essay structure and report
structure and patterns such as induction, deduction, analogy, process analysis,
climactic order, chronological order, and cause and effect to organize
information and ideas in essays, critical reviews, and reports (e.g., organize
and unify the main ideas in an argumentative essay through the use of analogy;
organize an argument in a report by acknowledging and rebutting alternative positions);
WR3.02 – select and use appropriate
organizational devices and patterns to structure creative works and multimedia
presentations (e.g., use categorization to organize information and ideas in an
oral presentation for an independent study project).
Revising
Drafts
WR4.01 – revise drafts to strengthen
content and improve organization by connecting ideas, themes, or issues to
critical concepts; exploring the complexities of the controlling idea;
reconciling different perspectives; reinforcing arguments with compelling
evidence; and reordering arguments for improved coherence and impact (e.g.,
consider the implications of evidence to strengthen an essay’s controlling
idea; use climactic order to emphasize the most powerful and convincing
argument in support of the thesis);
WR4.02 – revise drafts to improve clarity
of expression (e.g., use feedback from peer conferences to rephrase passages or
combine sentences for more concise, authoritative, and emphatic expression in
an academic essay; examine writing for precise use of technical terminology);
WR4.03 – revise drafts to ensure an
effective style (e.g., select words with connotations that deepen the meaning
and impact of writing; examine writing for use of inclusive and
anti-discriminatory language; assess the effectiveness of diction in a
monologue by listening to a recording of it);
WR4.04 – revise drafts to integrate
researched information, ideas, concepts, and quotations effectively and
ethically (e.g., use identifying words and phrases to refer to sources,
parenthetical referencing, and bibliographies in a research essay or report).
Editing,
Proofreading, and Publishing
WR5.01 – cite researched information,
ideas, and quotations in a consistent manner a
WR5.02 – produce, format, and publish
written work, using appropriate technology to share writing with intended
audiences (e.g., develop graphics and other visual aids to support the oral
presentation of a literary independent study project; use a desktop publishing
program to format and publish a script on a student-writing website);
WR5.03 – identify strengths and weaknesses
in their writing skills and create action plans for improvement;
WR5.04 – edit and proofread their own and
others’ writing, identifying and correcting errors a
q Grammar and Usage: use a variety of sentence structures to communicate complex ideas effectively, logically, coherently, and emphatically, with a focus on subordination, transitions, parallelism, and word order;
q Grammar and Usage: use pronoun case, number, and person correctly (e.g., use proper case for pronouns in comparisons using than or as);
q Grammar and Usage: choose verb voice and mood to suit the purpose and audience (e.g., use the active voice to emphasize the doer of the action and to avoid dangling or misrelated modifiers; use the passive voice to emphasize the receiver of the action or to minimize the importance of the doer of the action);
q Grammar and Usage: show understanding that grammar may be used unconventionally for a particular effect in oral language, advertising, poetry, or direct speech of characters in fiction and plays;
q Spelling: demonstrate an understanding of a wide range of spelling patterns, rules, and strategies by recognizing and correcting their own and others’ spelling errors (e.g., apply knowledge of rules for the use of hyphens, particularly in spelling compound adjectives; maintain a list of words that do not follow spelling rules);
q Spelling: spell correctly specific academic, historical, and technical terms used in writing;
q Spelling: use a range of print and electronic resources to flag possible errors and improve spelling (e.g., consult an up-to-date dictionary for the spelling of hyphenated words);
q Punctuation: use punctuation to achieve clarity, and for rhetorical and stylistic effect (e.g., understand the purposes of punctuation marks to enhance clarity, emphasis, and rhythm; read aloud written work to ensure that sentences are punctuated as they are intended to be heard).
LAV.01 · use knowledge of recent
developments in the English language, vocabulary and language structures, and
the conventions of standard Canadian English to read, write, and speak
effectively;
LAV.02 · use listening techniques and oral
communication skills to participate in classroom discussions and more formal
activities, with a focus on using academic language appropriately in seminars
and presentations of independent study projects.
Developing
Vocabulary and Knowledge of Language Structures and Conventions
LA1.01 – apply a variety of strategies to
extend vocabulary while reading, with an emphasis on discerning nuances and
judging the precision of words (e.g., find examples of cliché, jargon, and
redundancy in texts and suggest fresh, vivid, and concise alternatives; create
a web of words associated with a coined word in a poem);
LA1.02 – analyse the origins and roots of
words used in different areas of science and technology (e.g., medicine,
computer studies, communications technology, space technology);
LA1.03 – select appropriate academic and
technical language and use it with precision in oral and written work;
LA1.04 – recognize, describe, and use
correctly, in oral and written language, the language structures of standard
Canadian English and its conventions of grammar, usage, spelling, and
punctuation, as prescribed for this course (e.g., consult recognized style
guides for information about language conventions).
Developing
Listening and Speaking Skills
LA2.01 – communicate orally in large and
small groups for a variety of purposes, with a focus on challenging and
extending the ideas of others; using academic and theoretical concepts and
language; and discussing the coherence, relevance, strengths, and weaknesses of
ideas and arguments;
LA2.02 – communicate orally in group
discussions, applying such skills as the following: leading and contributing to
productive discussions; suggesting possibilities and selecting directions
within the group; generating ideas; contributing information; connecting ideas
and arguments to other knowledge; making inferences; assessing the process used
to reach conclusions; and fulfilling roles and completing tasks as required to
produce presentations and products of high academic quality;
LA2.03 – use critical listening skills to
analyse and assess the content of oral presentations (e.g., assess the validity
of the presenter’s sources, arguments, and conclusions; detect assumptions and
omissions, and provide missing information);
LA2.04 – assess oral presentations to
explain how rhetorical devices, academic and technical language, answers to
challenging questions, and technological aids are used to persuade, enhance
credibility, and capture the interest of the audience;
LA2.05 – use effective strategies, such as
researching information and ideas, organizing, rehearsing, and revising, to
plan and present seminars, debates, and independent study projects;
LA2.06 – use techniques for making
effective oral presentations, with a focus on organizing material coherently;
providing significant evidence; using imagery, analogy, and parallel
structures; and incorporating participatory activities, visual aids, and
technology;
LA2.07 – identify strengths and weaknesses
in their oral communication skills and create an action plan for improvement.
MDV.01 · demonstrate an understanding of a
variety of media, media theories, and media industry practices by analysing representations,
forms, and techniques in media works and assessing their implications for
individuals and society;
MDV.02 · demonstrate an understanding of
the relationships among form, content, purpose, audience, and production
techniques by designing or creating media works, independently and
collaboratively, based on ideas, themes, and issues examined in this course,
and assessing their effectiveness.
Analysing
Media and Media Works
MD1.01 – use critical thinking skills to
identify bias and to analyse the differences between explicit and implicit
messages in media works (e.g., analyse and assess the representation of
Canadian culture in a wide range of films and television programs; analyse and
assess the newspaper, television, radio, and Internet coverage of a conflict or
uprising);
MD1.02 – explain how representation, form,
style, and techniques in media works convey messages with social, ideological,
and political implications (e.g., compare advertisements promoting healthy
living as presented in different media forms; compare the coverage of a
business or political news story in a range of newspapers, news magazines,
radio and television newscasts, and on the Internet);
MD1.03 – explain the relationship between
media works and their audiences (e.g., research how an advertiser adapts a
campaign for different regional, cultural, or socio- economic groups; write a
report on the ways in which various citizen groups use the media for specific
purposes);
MD1.04 – apply key concepts of media theory to
analyse specific media works (e.g., examine the coverage of an issue or event
by a variety of media to assess Marshall McLuhan’s statement “The medium is the
message”);
MD1.05 – identify and explain the
conditions that affect media industry practices governing the production,
financing, and distribution of media works (e.g., gather data for an
argumentative essay by investigating the ownership and control of media
businesses and the implications for public a
Creating
Media Works
MD2.01 – design or create media works
based on ideas, themes, and issues examined in this course (e.g., create a
short videotaped editorial on a current issue or topic, using available
resources; create a multimedia presentation for peers for an independent study
project);
MD2.02 – demonstrate an understanding of
the relationships among form, content, purpose, audience, and production
options in their creations; assess the effectiveness of the works; and evaluate
the choices made during the production process (e.g., maintain a learning log
to record stages in the design and production process).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.