Liconti's ENG4U1's class discussion blog. Sunday, June 03, Discussion 11 - Atwood, Orwell and You This blog will have a greater weight than your previous blogs.
Students are exposed to a variety of genres throughout the course and develop skills to analyze and evaluate the effectiveness of texts which may include poems, short stories, novels, non-fiction texts, plays, videos, and songs or other media texts from a wide range of cultures and time periods.
Students identify and use various strategies including building vocabulary, learning to understand and use features and organization of texts, and developing knowledge of conventions. Throughout the course, students develop into stronger readers, writers, and oral communicators while making connections to the workplace and international events.
Teachers differentiate instruction to meet the diverse learning needs of students. Instructors also use electronic stimuli including Discussion Boards, ePortfolio, and Dropbox to assist students in reflecting on their learning, and in setting goals for improvement in key areas while developing 21st century skills.
These tools facilitate and support the editing and revising process for students as they create texts for different audiences and purposes. Identifying and developing skills and strategies — through modeling of effective skills, students learn to choose and utilize varied techniques to become effective readers, writers, and oral communicators.
Communicating — several opportunities are provided for students to write and communicate orally. Researching — various approaches to researching are practised.
Students learn how to cite sources and provide a works cited page at the end of longer assignments using MLA formatting.
Thinking critically — students learn to critically analyze texts and to use implied and stated evidence from texts to support their analyses. Students use their critical thinking skills to identify perspectives in texts, including biases that may be present.
Producing published work and making presentations — students engage in the editing and revising process, including self-revision, peer revision, and teacher revision all of which strengthen texts with the aim to publish or present student work. Reflecting — through the ePortfolio and other elements of the course, students reflect on the learning process, focus on areas for improvement, and make extensions between course content and their personal ex Strategies for Assessment and Evaluation of Student Performance The teacher will obtain assessment information through a variety of means as indicated in the chart below.
Assessment and Evaluation Strategies are to include the evidence or proof the teacher sees in the Product, Observations and Conversations related to the curriculum expectations.
The student must demonstrate achievement of the course expectations. Once demonstrated, the student is assigned a level of achievement.
Students will analyse literary texts from contemporary and historical periods, interpret informational and graphic texts, and create oral, written, and media texts in a variety of forms.
An important focus will be on the use of strategies that contribute to effective communication.
Instructors use Discussion Boards, Google Apps for Education, Multi-Media element, constant valuable feedback, Google docs, Google forms, Google slides, Google drive to meet the needs of students and to assist students in reflecting on their learning, and in setting goals for improvement in key areas while developing 21st century skills.
These tools help facilitate the development of 21st century learners and ensure the development of students that can self assess, work independently and demonstrate their ability to critically analyze text.
Identifying and developing skills and strategies — students learn to choose and utilize varied techniques taught through video lessons, assignments, activities, and student exemplars to become effective readers, writers, and oral communicators.
Communicating — several opportunities are provided for students to write and communicate orally and for teachers to assess work based on conversation and observation. Students learn how to use various online research tools, cite sources, evaluate web sources and provide a works cited page at the end of longer assignments using MLA formatting.
Thinking critically — students learn to critically analyze texts and to infer through their deeper analysis.SOLARO Study Guide for English 12 — University Preparation (ENG4U) is specifically designed to assist students prepare for quizzes, unit tests, and final exams throughout the year.
Grade 12 Tests. The following practice exams are available for Grade 12 students in Ontario. To practice an exam, click on the "Start Test" button to the left of the exam that you wish to write, in the tables below.
Here’s Rayne’s article.. Remember, today is your last day to hand in your Hamlet essay/report without ashio-midori.com it’s late you will lose 10% for the first day and 5% for each subsequent day to a maximum of 5 .
For this we need to educate ourselves with mythology and since we do not have mythology as a unit in ENG4U, we miss a great deal of understanding of literature, which ironically leads us back to the basic questions, why and how?
ENG4U. English. Grade 12, University. Revised September. Introduction. This course emphasizes consolidation of literacy, critical thinking, and communication skills. Unit Title Specific Expectations (Please note these are only some of the expectations per unit) and increasing insight on any questions they may raise about beliefs, values, identity, and power weeks Independent Study Key Evaluation Dates.