The Ontario Curriculum, Grades 11 and 12_ English, 2007 (Revised)

English, Grade 11
University Preparation ENG3U
This course emphasizes the development of literacy, communication, and critical and
creative thinking skills necessary for success in academic and daily life. Students will
analyse challenging literary texts from various periods, countries, and cultures, as well
as a range of informational and graphic texts, and create oral, written, and media texts
in a variety of forms. An important focus will be on using language with precision and
clarity and incorporating stylistic devices appropriately and effectively. The course
is intended to prepare students for the compulsory Grade 12 university or college
preparation course.
Prerequisite: English, Grade 10, Academic
Key to Footnote References
The footnotes throughout this course contain abbreviated references to teacher resource
guides in the ministry’s “Think Literacy Library”, available on the ministry website, at
www.edu.gov.on.ca. The guides are identified as follows:
TLCC 7-12 refers to the main guide, Think Literacy: Cross-Curricular Approaches, Grades 7–12.
TLE 7-9 and TLE 10-12 refer to the subject-specific guides for Language/English, Grades 7–9,
and English, Grades 10–12.
Other subject-specific guides are identified by the initials “TL”, followed by the name of the
subject (e.g., Computer Integration; Library Research; Media; Technological Education) and
the grades the resource guide covers (e.g., TL Computer Integration 7-12).
41
ORAL COMMUNICATION
OVERALL EXPECTATIONS
By 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 communicate
with 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 Understand 1.3 select and use the most appropriate listening
By the end of this course, students will: comprehension strategies before, during, and
after listening to understand oral texts, includ-
Purpose ing increasingly complex or difficult texts (e.g.,
1.1 identify the purpose of a range of listening tasks use knowledge of the structure of oral texts to
and set goals for specific tasks (e.g., generate make predictions about content; replay an oral
mental images during a dramatic reading in text and prepare specific questions or commen-
order to describe the events; understand sugges- tary to extend the discussion4)
tions for improvement during a student-teacher Teacher prompt: “How did your experience in
conference; understand and extend others’ ideas the book-club discussions help you prepare
in a small-group discussion;1 take effective jot
for your presentation on the novel?”
notes while listening to a short lecture)
Teacher prompts: “What points in the witnesses’ Demonstrating Understanding of Content
testimonies are unclear or contradictory?” 1.4 identify the important information and ideas
“How do you know what ideas in the lecture in oral texts, including increasingly complex or
are important to record?” difficult texts, in a variety of ways (e.g., identify
the evidence in an oral text that substantiates the
Using Active Listening Strategies text’s central claim; create a musical compilation
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
1.2 select and use the most appropriate active to accompany a dramatic reading of a soliloquy
listening strategies when participating in a from a play)
range of situations (e.g., formulate questions Teacher prompts: “What main points did the
to ask a presenter at the conclusion of a lecture; presenter use to persuade you to accept her
affirm and build on the ideas of others in a
position?” “What was the most significant
book-club discussion;2 respond to a speaker’s
information in the scientists’ presentation?”
point of view while showing respect for diversity
of ideas, language, and culture 3) Interpreting Texts
Teacher prompts: “What do you do in small- 1.5 develop and explain interpretations of oral
group discussions to make sure the other texts, including increasingly complex or diffi-
group members feel heard?” “What does it cult texts, using evidence from the text and the
mean to ‘disagree respectfully’?” oral and visual cues used in it to effectively
support their interpretations (e.g., compare
the central ideas of two seminars and assess the
presenters’ levels of knowledge of their subject;
1. TLCC 7-12 “Group Roles” 158, and “Discussion Etiquette” 176 2. TLE 7-9 “Reading Circles” 64 3. TL ESL/EDL 7-9
“Inside/Outside Circle” 16 4. TL Media 7-10 “Examining Multiple Perspectives of an Advertisement – Focus Questions” 22
42
explain how the interviews with survivors in of view? Whose interests are served by this
the documentary affected their interpretation point of view?”
of the film)
Understanding Presentation Strategies
Teacher prompts: “How might audiences of
1.9 evaluate the effectiveness of a variety of pres-
different backgrounds listening to this radio
entation strategies used in oral texts, including
drama interpret it differently?” “What are the
increasingly complex or difficult texts, and
similarities and differences between the two suggest other strategies that could be used
singers’ interpretations of the lyrics?” effectively (e.g., explain the effect on the audience
of the repetition of words and phrases and the
Extending Understanding of Texts
English
use of intonation in a radio commercial; 5 evaluate
1.6 extend understanding of oral texts, including
the use of tone and emphasis in a soliloquy in a
increasingly complex or difficult texts, by mak-
play and assess their function in developing the
ing effective connections between the ideas in
comedic or dramatic quality of the text; explain
them and personal knowledge, experience, and
how the use of costumes and/or props engages an
insights; other texts; and the world around them
audience)
(e.g., compare and contrast the values expressed
in speeches by two different historical figures; Teacher prompts: “How well does the organi-
connect the issues discussed in a public forum zational structure of the presentation support
they attended with their own and their peers’ the group’s argument? What could they have
experiences) done differently to improve their presentation?”
Teacher prompt: “How did the ideas presented “Which visual aid was the most effective at
in the seminar change your understanding of reinforcing the subject matter?”
the poet’s life or work?”
2. Speaking to Communicate
Analysing Texts ENG3U
1.7 analyse oral texts, including increasingly By the end of this course, students will:
complex or difficult texts, focusing on the
ways in which they communicate information, Purpose
ideas, issues, and themes and influence the 2.1 communicate orally for a range of purposes,
listener’s/viewer’s response (e.g., explain how using language appropriate for the intended
a speaker uses statistics and expert opinions to audience (e.g., deliver a parody of a soliloquy in
influence an audience; analyse the use of figura- a play; deliver a presentation on an independent
tive language to establish tone and mood in an study topic, using presentation software; lead a
audiobook excerpt; compare the tones and ideas seminar on a literary analysis of a satirical play;
evident in the investiture speeches of the current lead a panel discussion on media influence; 6
Governor General and a previous one) introduce or thank a guest speaker)
Teacher prompts: “How has the speaker used Teacher prompts: “How did the speaker use
language for effect?” “How does the politician the rhythm of the original text to create an
use figurative language to persuade his audi- effective parody?” “How can you effectively
ence to see his point of view?” “What tech- incorporate the language of literary analysis
niques does Shakespeare use in this character’s into your seminar?”
speech to capture his listeners’ emotions?”
Interpersonal Speaking Strategies
Critical Literacy 2.2 demonstrate an understanding of a variety of
1.8 identify and analyse the perspectives and/or interpersonal speaking strategies and adapt
biases evident in oral texts, including increas- them to suit the purpose, situation, and audience,
ingly complex or difficult texts, and comment exhibiting sensitivity to cultural differences
with growing understanding on any questions (e.g., contribute to and lead productive discus-
they may raise about beliefs, values, identity, sions; 7 use language that all participants will
and power (e.g., track the opinions of one char- understand; move from delivering a lecture to
acter in a play and comment on any change that audience-participation activities based on
ORAL COMMUNICATION
occurs; explain the point of view of a speaker on audience cues; recognize and adhere to time
a controversial topic) limits and other constraints 8)
Teacher prompt: “What point of view is Teacher prompts: “What strategies can you
represented in this oral text? What informa- use to encourage other speakers to express
tion is omitted in order to sustain the point
5. TL Media 7-10 “Exploring Key Concepts of Media Literacy” 3 6. TL Media 7-10 “Small Group – Evaluating the Effectiveness of
Media Messages” 28 7. TLCC 7-12 “Discussion Etiquette” 176 8. TLCC 7-12 “Effective Presentation Skills” 196
43
their opinions openly?” “What cues signal Non-Verbal Cues
that your audience may be losing interest? 2.6 identify a variety of non-verbal cues, including
What strategies can you use to regain their facial expressions, gestures, and eye contact,
and use them effectively to help convey their
Grade 11, University Preparation
interest?”
meaning and with sensitivity to audience needs
Clarity and Coherence and cultural differences (e.g., use culturally
2.3 communicate in a clear, coherent manner, using acceptable body language, physical proximity,
a structure and style effective for the purpose, and gestures when addressing a culturally
subject matter, and intended audience (e.g., select diverse audience; track a television news
and use relevant and significant information from anchor’s use of non-verbal cues to determine
research to strengthen arguments;9 rehearse a their effectiveness and applicability; rehearse
speech to refine the order of arguments and the conveying impartiality through facial expres-
transitions between them; use a variety of tech- sions when presented with controversial or sur-
niques to respond to audience needs) prising information12)
Teacher prompts: “How can you incorporate a Teacher prompt: “What background knowledge,
variety of examples to make your oral argu- context clues, and non-verbal cues enable
ments more effective?” “How can you choose you to determine what types of non-verbal
transitions between points that will keep communication are appropriate?“
your audience interested in your group oral
presentation?” Audio-Visual Aids
2.7 use a variety of audio-visual aids effectively to
Diction and Devices support and enhance oral presentations and to
2.4 use appropriate words, phrases, and terminolo- engage an audience (e.g., create a presentation,
gy, and a variety of stylistic devices, to effec- using presentation software, to highlight the key
tively communicate their meaning and engage points of a seminar; create a summary brochure
their intended audience (e.g., use metaphors as a handout to accompany an oral presentation
and analogies to enhance meaning in a speech; on a Romantic poet)
use rhetorical questions to engage the audience Teacher prompt: “What can a presenter do to
and to spark small- or large-group discussions;10 ensure that audio-visual material is a support
use standard Canadian English appropriately in
rather than a distraction?”
a mock interview with the author of a novel)
Teacher prompts: “Why is this metaphor suit-
able in this context?” “How could you change
3. Reflecting on Skills and Strategies
your diction to evoke the character in the role By the end of this course, students will:
play more effectively?”
Metacognition
Vocal Strategies 3.1 explain which of a variety of strategies they
2.5 identify a variety of vocal strategies, including found most helpful before, during, and after lis-
tone, pace, pitch, and volume, and use them tening and speaking, then evaluate their strengths
effectively and with sensitivity to audience and weaknesses in oral communication to help
needs and cultural differences (e.g., incorporate identify the steps they can take to improve
deliberate pauses to enhance the impact of the their skills (e.g., explain how audience response
message;11 increase volume to emphasize impor- to their presentation influenced their delivery;
tant facts in a speech; enunciate technical lan- explain how they adjust their participation
guage to ensure that the audience understands) strategies in culturally diverse groups; create a
Teacher prompts: “How do you use context clues long-term strategy for raising their current oral
[audience, subject matter, intention] to deter- communication knowledge and skills to the level
mine the appropriate volume for speaking?” needed for their choice of occupations or postsec-
“How could you use deliberate silences to ondary programs)
communicate meaning in an oral presentation?” Teacher prompts: “What strategies do you see
“What strategies would you use when address- others using that you could adapt to
ing newcomers to Canada or those who may be strengthen your oral presentation skills?”
hard of hearing?” “How does rehearsing a presentation help
you respond to questions from the teacher
9. TL Library Research 7-12 “Critically Evaluating Resources” 18 10. TL Library Research 7-12 “Developing Questions” 8
11. TLCC 7-12 “Effective Presentation Skills” 196 12. TLCC 7-12 “Effective Presentation Skills” 196
44
and your peers during the real presenta-
tion?” “What note-taking strategy is most
effective while you are listening?”
Interconnected Skills
3.2 identify a variety of their skills in viewing,
representing, reading, and writing and explain
how the skills help them improve their oral
communication skills (e.g., view a muted video
of a political debate to develop understanding of
English
how they can use body language and facial
expressions when speaking; explain how view-
ing a television interview can help them develop
their skills in speaking and listening)
Teacher prompt: “How does reading about
cultural diversity make you a better speaker
and listener?”
ENG3U
ORAL COMMUNICATION
45
READING AND LITERATURE STUDIES
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational,
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, areas for
improvement, and the strategies they found most helpful before, during, and after reading.
Teacher prompt: “How has your group
1. Reading for Meaning research on the social and political conditions
By the end of this course, students will: of the time prepared you for reading the
novel?”
Variety of Texts
1.1 read a variety of student- and teacher-selected Demonstrating Understanding of Content
texts from diverse cultures and historical peri- 1.3 identify the most important ideas and sup-
ods, identifying specific purposes for reading porting details in texts, including increasingly
(e.g., compare their own perspective on a topic complex or difficult texts (e.g., create a mind
with the perspective of the main character in a map to illustrate character relationships in a
narrative from an earlier historical period; com- novel; explain how the graphics in the text
pare treatments of similar themes in stories from enhance the reader’s understanding of an article;
different cultures, including First Nation, Inuit, create a concept map to represent the key ideas
or Métis cultures; study literary essays, noting and supporting details in a persuasive essay 5)
thesis statements and structural elements, as
Teacher prompt: “What details from the poem
models for their own writing; 1 research a topic of
would you use to support your interpretation?”
interest to develop an annotated bibliography for
an independent study)
Making Inferences
Teacher prompt: “What recurring themes 1.4 make and explain inferences of increasing
emerge in your study of World War I poets subtlety about texts, including increasingly
from various nations?” complex or difficult texts, supporting their
explanations with well-chosen stated and
Using Reading Comprehension Strategies implied ideas from the texts (e.g., explain how
1.2 select and use the most appropriate reading the novel’s introduction foreshadows what will
comprehension strategies to understand texts, happen in the story; explain what the table
including increasingly complex or difficult of contents of a magazine suggests about the
texts (e.g., identify organizational patterns when magazine’s target audience; explain what the
reading poems;2 use a graphic organizer to organization and structure of a self-help book
record responses to an essay on a controversial reveal about the writer’s approach to solving
topic; 3 record reactions to the choices and behav- personal problems)
iours of characters in a novel, using a semantic
differential scale4)
1. TLE 10-12 “Modelled Writing” 50 2. TLE 10-12 “Finding Organizational Patterns in Poetry” 2 3. TLE 10-12 ”Plus Minus
Interesting ” 116 4. TLE 10-12 “Scales” 32 5. TLCC 7-12 “Sorting Ideas Using a Concept Map” 48
46
Teacher prompts: “What inferences can we Evaluating Texts
draw about the characters from the opening 1.7 evaluate the effectiveness of texts, including
scene of this play?” “What does the physical increasingly complex or difficult texts, using
presentation of this poem – the way it is laid evidence from the text to support their opin-
out on the page and its unusual typography – ions (e.g., evaluate the effectiveness of a film
contribute to its meaning?” adaptation of a text on the basis of specific
criteria, such as evocation of setting, dramatiza-
Extending Understanding of Texts tion of character relationships, pacing of action,
1.5 extend understanding of texts, including and visual representation of ideas and themes;
increasingly complex or difficult texts, by evaluate how effectively the graphic elements in
English
making appropriate and increasingly rich con- a text contribute to its satirical intent; evaluate
nections between the ideas in them and per- the historical accuracy of a biography given on a
sonal knowledge, experience, and insights; website by researching reliable sources; compare
other texts; and the world around them (e.g., the treatment of a similar theme in a selection of
compare the thinking and responses of a fiction- short stories and explain why they consider one
al character in a crisis with their own probable treatment to be more effective than the others)
reactions in similar circumstances; explain how Teacher prompts: “How effectively has the
their understanding of literary theory helped author used dialogue to reveal character?”
them interpret a theme in a work of fiction; com-
“Has your research revealed any significant
pare the perspective on a current social issue
omissions or misrepresentations in this bio-
expressed in an editorial with the perspectives
graphical sketch?”
expressed in at least two other texts on the same
issue; explain how the portrayal of a particular
Critical Literacy
human experience in a novel compares with the
1.8 identify and analyse the perspectives and/or
depiction of a similar experience in a popular
biases evident in texts, including increasingly
film) ENG3U
complex or difficult texts, commenting with
Teacher prompts: “How did your research growing understanding on any questions they
into the social and political realities of the may raise about beliefs, values, identity, and
period affect your understanding of the power (e.g., explain, on the basis of research,
play?” “Does your knowledge of Aboriginal how the historical and/or cultural context of a
experience help you understand the narrative?” novel accounts for the social attitudes expressed
by its characters; compare the perspectives on
Analysing Texts current events or social or environmental issues
1.6 analyse texts in terms of the information, expressed in the editorials or feature articles of
ideas, issues, or themes they explore, examin- different newspapers or magazines)
ing how various aspects of the texts contribute Teacher prompts: “What groups are ignored
to the presentation or development of these in this historical account of your town or
elements (e.g., explain how the theme of a poem
city?” “What social and legal conditions of
is reinforced through repetition, diction, and
this period might help us understand the
choice of images; explain how the organization
actions and attitudes of the female characters
of a personal essay strengthens the argument;
in the text?” “How do Shakespeare’s
trace the evolving moral or spiritual values of a
character at different points in the development tragedies illustrate the Elizabethan concept of
of a story) Chain of Being?” “Do the editorials in these
three publications present different political
Teacher prompts: “How do the metaphors in perspectives? Have these publications been
this poem help the reader understand the known to represent particular political lean-
ideas and emotions the poem describes?” ings historically?”
“Why do you think this story is told from the
point of view of a young person? Could the

same ideas be conveyed as convincingly by a 2. Understanding Form and Style
narrator who was older and more experi-
enced?” “What elements of the story
strengthen the author’s presentation of the Text Forms
theme?” “How is the thesis of this essay re- 2.1 identify a variety of characteristics of literary,
inforced through the essay’s structure?” informational, and graphic text forms and
explain how they help communicate meaning
(e.g., the choice of narrator affects the tone and
47
content of a narrative text; the comic or satiric
3. Reading With Fluency
meaning of a parody is achieved through imita-
tion of the style of a serious text; conflict and By the end of this course, students will:
characterization are used in short stories to con-
vey ideas and themes; the organization of an Reading Familiar Words

essay can increase the persuasiveness of the 3.1 automatically understand most words in a
arguments it presents; a narrative text may be variety of reading contexts (e.g., understand
structured to reflect the stages of the heroic vocabulary used in grade-level texts in various
archetypal journey) subjects, words used figuratively in literary texts,
Teacher prompt: “How could the ideas and slang words used in fiction and non-fiction texts;
themes expressed in this poem be conveyed identify the origin and trace the evolution of a
common word to develop an understanding of
in a short story? What elements would you
the dynamic nature of language)
need to create [characters, descriptive text, plot
elements]? How would you re-create the Teacher prompt: “The words in this poem are
mood? Could any of the images in the poem all familiar, but some are used in a way that
be preserved?” makes their meaning ambiguous. Which
words do you find ambiguous? Why?”
Text Features
2.2 identify a variety of text features and explain Reading Unfamiliar Words
how they help communicate meaning (e.g., 3.2 use decoding strategies effectively to read and
captions can be used to provide the context for or understand unfamiliar words, including
explain an illustration, or they can be used for words of increasing difficulty (e.g., use a glos-
comic or satiric effect; the layout, font style, sary of literary terms to understand new words
punctuation, and spacing used to present a poem encountered in literary criticism; use an etymo-
can add to the meaning or effect of the poem) logical dictionary to identify the original and
evolving meanings of new words)
Teacher prompts: “How do the text features in
this magazine article support the ideas in the Teacher prompt: “The dictionary provides
article?” “How did the different font styles several different meanings for this word. Can
used in the speech bubbles in this graphic you tell from context which meaning applies
novel influence your interpretation of the in this poem?”
characters?”
Developing Vocabulary
Elements of Style 3.3 use a variety of strategies, with increasing reg-
2.3 identify a variety of elements of style in texts ularity, to explore and expand vocabulary,
and explain how they help communicate focusing on the precision with which words
meaning and enhance the effectiveness of the are used in the texts they are reading (e.g., con-
texts (e.g., describe how the symbols used in a sider how meaning is affected when synonyms
poem enrich its meaning; analyse the function of are substituted for selected words in a poem or a
hyperbole in a satirical essay; analyse how dic- passage from a novel)
tion is used to establish voice in the introduction
Teacher prompt: “What word might have
of an essay; analyse how variations in sentence
been used here instead of ‘soar’? What does
structure are used to engage an audience; explain

‘to soar’ connote that ‘to fly’ does not?”
how a pattern of images is used to develop a
theme in an extended narrative)
Teacher prompt: “Does the image used in this
description of the character remind you of
something that you read earlier in the novel?
Does it connect the character more closely to
one of the novel’s themes? What do you
associate with this image?”
48
4. Reflecting on Skills and Strategies Interconnected Skills
4.2 identify a variety of their skills in listening,
By the end of this course, students will: speaking, writing, viewing, and representing
and explain how the skills help them read
Metacognition more effectively (e.g., prepare notes for a formal
4.1 explain which of a variety of strategies they discussion about literacy in the twenty-first
found most helpful before, during, and after century, commenting on how their own use
reading, then evaluate their strengths and of new technologies has contributed to their
weaknesses as readers to help identify the skills as readers)
steps they can take to improve their skills (e.g., Teacher prompts: “How did your participation
English
record their reflections about how often and how
in book clubs or literature circles influence
proficiently they use various strategies; set targets
your understanding of the texts you were
for improving their use of particular strategies;
reading?” “What new insight into the novel
confer with the teacher to develop new strategies
did you gain from seeing the film adaptation?”
for understanding more challenging texts)
Teacher prompts: “What pre-reading strategy
did you use before starting your independ-
ent reading of the novel? Did it help you to
make sense of the introduction? Why or why
not?” “What effect did the small-group dis-
cussions have on the predictions you made
about the story?”
ENG3U
49
WRITING
1. Developing and Organizing Content: generate, gather, and organize ideas and information to
write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary,
informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
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 for
improvement, and the strategies they found most helpful at different stages in the writing process.
organizer to create a pattern of imagery for writ-
1. Developing and Organizing Content ing a poem on a specific topic or theme; consult
By the end of this course, students will: print, electronic, and other sources, including
online catalogues and CD-ROMs, to identify
Identifying Topic, Purpose, and Audience potential sources of information for use in an
1.1 identify the topic, purpose, and audience for essay; consult bibliographies and reference lists
a variety of writing tasks (e.g., an expository in books and periodicals, including e-books and
essay comparing the themes of two short stories e-journals, to identify additional sources that
or poems; an opinion piece for a local magazine would help them expand their research; record
about teenagers’ perceptions of portrayals of all sources used to gather ideas and information,
body image in advertising, television sitcoms, so that if they use the ideas and information,
and fashion layouts; an adaptation of a children’s they can credit the original author, avoid plagia-
story into a script, including stage directions, for rism, and provide a complete bibliography or
a one-act play) reference list)
Teacher prompt: “How would you dramatize Teacher prompts: “What questions would you
this event in the story to appeal to an audience like to investigate in preparing to write this
of children? What rhetorical devices would essay?” “What have you identified as a pos-
be effective? What parts of the narrative could sible thesis?” “How do you plan to search
become the characters’ dialogue?” the online catalogues and databases you
have identified as potential sources of infor-
Generating and Developing Ideas mation for your essay?”
1.2 generate, expand, explore, and focus ideas
for potential writing tasks, using a variety of Research
strategies and print, electronic, and other 1.3 locate and select information to effectively
resources, as appropriate (e.g., work in pairs support ideas for writing, using a variety of
to brainstorm ideas for an opinion piece;1 use strategies and print, electronic, and other
a graphic organizer to group ideas and to help resources, as appropriate (e.g., create a research
them determine the focus of or the key concepts plan and track their progress; identify a range
to be used in an essay; take notes during class- of sources that could provide appropriate infor-
room presentations on a topic for later use in mation relevant to their assignment, such as
preparing a report on the topic; use a graphic books, journals, community-based newspapers
1. TLE 10-12 “Speakers’ Corner” 80

50
and television programs, online databases, and Teacher prompts: “Which of the quotations
websites; develop and use a detailed template to you have collected are the most relevant to
evaluate sources for reliability, objectivity, and your analysis of this short story?” “Have
comprehensiveness; use key word searches and you presented a variety of points of view in
other browsing strategies when using search developing the thesis of your research paper?”
engines and Internet directories to locate infor-
mation relevant to their topic; record all sources
of information in a bibliography or reference 2. Using Knowledge of Form and Style
list, observing conventions for proper documen-
tation and full acknowledgement of sources and By the end of this course, students will:
English
extracts, in recognition of the need to credit orig-
Form
inal authors and promote academic honesty)
2.1 write for different purposes and audiences
Teacher prompts: “What questions have you using a variety of literary, informational, and
developed to guide your research? Which other graphic forms (e.g., a report comparing the
questions could you ask that would expand responses of classmates by gender or ethnocul-
your research and ensure that the information tural background to a novel studied in class; a
you find is relevant, reliable, and up to date?” narrative poem for peers, based on a short story;
“What steps have you taken to ensure that a critique of a film for a community newspaper;
you will be able to credit all research sources texts that will form part of a public relations
fully and accurately?” campaign to change the image of a villain; the
text of a speech for a student running for student
Organizing Ideas council president;4 an opinion piece about the
1.4 identify, sort, and order main ideas and sup- use of racist, sexist, or homophobic language and
porting details for writing tasks, using a vari- its effects on readers)
ety of strategies and selecting the organiza-
Teacher prompts: “What text form have you ENG3U
tional pattern best suited to the content and
chosen to compare the responses of males
the purpose for writing (e.g., reorganize the
and females in the class to this character in
plot outline for a story to include a series of
flashbacks; identify a pattern to guide their use the novel?” “What forms will you use in
of imagery in writing a poem;2 work in groups to your PR campaign?”
sort and organize their ideas for creating a rap,
focusing on categories such as voice, power, and Voice
the depiction and/or exclusion of certain groups;3 2.2 establish a distinctive voice in their writing,
use a graphic organizer to refine their ideas about modifying language and tone skilfully and
a thesis or topic in preparation for writing a lit- effectively to suit the form, audience, and
erary essay; determine the organizational pattern, purpose for writing (e.g., use colloquialisms or
such as chronological order, climactic order, or dialects in writing dialogue for a story, to give a
cause and effect, best suited to presenting ideas character authenticity; use a confident, authori-
and information in an essay on a specific topic) tative tone in a persuasive essay; use repetition,
rhythm, and other rhetorical devices effectively
Teacher prompts: “How will you determine to establish a distinctive tone and style in writ-
the best pattern of imagery to use in your ing a poem; write the script for a monologue in
poem?” “How will you organize the infor- which a character communicates his or her dis-
mation you have gathered for your essay to tress about a false accusation)
best develop your thesis?”
Teacher prompts: “How can you convey this
character’s emotions when confronted by
Reviewing Content
this false accusation? What words might he
1.5 determine whether the ideas and information
gathered are accurate and complete, interesting, use? How might a minor character relate the
and effectively meet the requirements of the tale of the false accusation?” “How can you
writing task (e.g., review the information gath- project a professional tone in this covering
ered for a literary essay, eliminating general and letter applying for a student loan?”
irrelevant material, and assessing the remaining
specific and relevant details to ensure that they Diction
effectively meet the information requirements of 2.3 use appropriate descriptive and evocative
the writing task) words, phrases, and expressions imaginatively
to make their writing clear, vivid, and interest-
WRITING
ing for their intended audience (e.g., use a
2. TLE 10-12 “Finding Organizational Patterns – Poetry” 2 3. TLE 10-12 “Reacting to Reading: Graffiti” 28 4. TLE 10-12 “Revising
and Editing: Modelled Writing” 50
51
variety of literary devices appropriately in creat- Teacher prompts: “Do the words you have
ing a poem; use evocative words and phrases chosen to use in this essay help create a logi-
accurately and effectively in describing their cal argument?” “Have you read your writing
response to a text, object, or person; use precise
aloud to listen for and correct awkward

words and clear, straightforward sentences to wording or problems with the flow?” “Are
present information and to answer questions in there any details in your poem that may
informational texts) detract from the overall impression you
Teacher prompts: “Are there places in your are trying to achieve?” “How could you
essay where you could state an idea more reorganize this poem so that it will appeal
clearly or precisely?” “Where could you add more strongly to your readers’ emotions?”
descriptive details in this piece?” “How do
the literary devices you have used in your Producing Drafts
poem help to engage your readers?” 2.7 produce revised drafts of texts, including
increasingly complex texts, written to meet
Sentence Craft and Fluency criteria identified by the teacher, based on
2.4 write complete sentences that communicate the curriculum expectations (e.g., adequate
their meaning clearly and effectively, skilfully development of information and ideas, logical
varying sentence type, structure, and length to organization, appropriate use of form and style,
suit different purposes and making smooth appropriate use of conventions)
and logical transitions between ideas (e.g., use Teacher prompts: “If you were to cut your
coordination and subordination, as appropriate, essay into its separate paragraphs and mix
to emphasize ideas in sentences and to enhance the paragraphs up, would you be able to
readability; repeat sentences of the same type or determine the original order?” “What other
structure to achieve desired effects 5) organizational pattern could you have used
Teacher prompt: “Where have you revised this in this essay to prove your thesis?”
piece of writing to vary the type, structure,
and length of your sentences? How would
3. Applying Knowledge of Conventions
you describe the effect of your changes?”
Critical Literacy
2.5 explain, with increasing insight, how their own Spelling
beliefs, values, and experiences are revealed in 3.1 use knowledge of spelling rules and patterns,
their writing (e.g., examine their writing to check a variety of resources, and appropriate strat-
for bias and to determine whether their language egies to recognize and correct their own and
and ideas are inclusive and non-discriminatory; others’ spelling errors (e.g., use print and elec-
explain how their description of a specific event tronic spelling resources judiciously, demonstrat-
reveals their values, even if these values are not ing awareness of variant spellings, such as U.S.
stated explicitly 6) spellings, and homonyms; use irregular spellings
Teacher prompts: “Does your description of for effect in an advertisement aimed at a teenage
audience; 8 use print and electronic dictionaries to
this character present her in a good light or
check spelling regularly and without prompting;
a bad one? Who benefits from this kind of
identify words that they regularly misspell and

description?” “What attitudes and values
implement appropriate strategies to avoid
are revealed in this piece of informational
repeating the errors)
writing, even though they are not stated?”
Teacher prompts: “What steps can you take to
Revision remember the correct spelling of that word,
2.6 revise drafts to improve the content, organiza- so that you won’t repeat that error in the
tion, clarity, and style of their written work, future?” “Where have you seen irregular
using a variety of teacher-modelled strategies spellings used on purpose [e.g., in advertising]?
(e.g., add precise and appropriate transitional Why do you suppose they were used in
words and phrases to more clearly show the log- those cases?”
ical relationship between ideas in an argument
or position paper; change the order in which
images are presented in a poem to enhance the
poem’s effect on the reader’s emotions7)
5. TLE 10-12 “Revising and Editing Modelled Writing” 50; “Revising and Editing: The Verb ‘To Be’” 56 6. TLE 10-12 “Crawling Inside
the Text … to Find Who’s There and Who’s Not” 30 7. TLCC 7-12 “Revising and Editing: Asking Questions to Revise Writing” 128
8. TLE 7-9 “Sample Text Messages” 34
52
Vocabulary Teacher prompts: “How could you rewrite
3.2 build vocabulary for writing by confirming this series of sentences to create parallelism?”
word meaning(s) and reviewing and refining “How have you used the active voice in your
word choice, using a variety of resources and essay to persuade your readers of your point
strategies, as appropriate for the purpose (e.g., of view? Is there any place in the essay
use an etymological dictionary to identify the where the passive voice would be effective?”
original meaning of a word and meanings it has
acquired over time;9 incorporate specialized aca- Proofreading
demic language associated with the study of 3.5 regularly proofread and correct their writing
English into their formal writing; keep a list of (e.g., ask peers to check their drafts for errors in
English
new words encountered in classroom and inde- spelling, vocabulary, punctuation, and grammar,
pendent reading, and check off the ones they use consult print and electronic resources to confirm
in their own writing) the accuracy of the feedback they receive, and
make corrections where necessary; use the Track
Teacher prompts: “How could you explore Changes function in their word-processing
other ways of wording this idea? What program when entering proofreading changes,
resources could you consult?” “What other and keep a file of these corrections for future
texts could you read to expand your vocabu- reference)
lary on this topic?” “Are the words you have
Teacher prompts: “How can the Track
used in this description likely to be familiar
Changes tool be of help in the writing process?”
to your audience? Did you check a thesaurus
“Should you automatically accept all the
for more familiar words that you may have
proofreading feedback provided by a peer?
overlooked?”
What steps can you take to confirm that the
Punctuation feedback is accurate?”
3.3 use punctuation correctly and effectively to ENG3U
Publishing
communicate their intended meaning (e.g.,
3.6 use a variety of presentation features, including
use commas correctly to separate words, phrases,
print and script, fonts, graphics, and layout, to
and clauses; correctly introduce and punctuate
improve the clarity and coherence of their
both short and long quotations in the body of
written work and to heighten its appeal and
an essay, properly setting off block quotations;
effectiveness for their audience (e.g., select an
use semi-colons where appropriate to create
appropriate format for a letter they are writing
balance and parallelism in sentences with two
to the editor of a specific newspaper; choose
or more clauses)
design features that will appeal to an audience
Teacher prompt: “How do you know when to of their peers in creating a zine)
run a quotation into the text and when to set
Teacher prompt: “Who is the audience for
it off as a block? What is the accepted way to
your zine? How does your choice of design
set off a quotation?”
features and layout reflect that audience?”
Grammar
Producing Finished Works
3.4 use grammar conventions correctly and
3.7 produce pieces of published work to meet cri-
appropriately to communicate their intended
teria identified by the teacher, based on the
meaning clearly and effectively (e.g., use a
curriculum expectations (e.g., adequate devel-
variety of sentence structures correctly to com-
opment of information and ideas, logical organi-
municate complex ideas; use coordination and
zation, appropriate use of form and style, appro-
subordination correctly and appropriately; use
parallelism and balance to aid clarity; use priate use of conventions11)
pronoun case, number, and person correctly; Teacher prompt: “Would it help your readers
use verb tenses correctly for reported dialogue; understand your point of view if you incor-
use active and passive voice appropriately for porated some quotations into your poetry
the purpose and audience; use unconventional critique? Where would they be most effective?”
grammar for effect 10)
WRITING
9. TLCC 7-12 “Creating a Word Wall” 30 10. TLE 10-12 “Modelled Writing” 51 11. TLCC 7-12 “Writing an Explanation” 148,
“Writing a Procedure” 142
53
4. Reflecting on Skills and Strategies Portfolio
4.3 select a variety of types of writing that they
By the end of this course, students will: think most clearly reflect their growth and
competence as writers, and explain the reasons

Metacognition for their choice (e.g., select a finished piece of
4.1 explain which of a variety of strategies they writing for a class anthology of creative writing,
found most helpful before, during, and after and explain why they think it is a good example
writing, then evaluate their strengths and of their work; select a finished piece of writing
weaknesses as writers to help identify the that caused them the most frustration to produce,
steps they can take to improve their skills and explain the problems they encountered and
(e.g., evaluate different ways of organizing how they attempted to resolve them, and another
research; share with peers a strategy or tech- finished piece that shows their growth as a
nique that they have found helpful in writing writer, and explain how and where it shows
effective introductions and conclusions; assess improvement)
their approach to editing and proofreading their Teacher prompts: “What pieces of your writ-
work, and make changes where necessary)
ing represent the style of writing you prefer
Teacher prompts: “How did peer editing or the text form you feel most comfortable
improve the quality of a recent piece of your writing? Explain why.” “Do you see yourself
writing?” “What have you observed about as a stronger creative or technical writer? To
similarities and differences in your writing what do you attribute this strength?”
process for different types of writing?”
“Name one aspect of your writing that you
have strengthened this semester, and one
aspect that needs more attention. What will
you do to improve in that area?”
4.2 identify a variety of skills they have in listening,
speaking, reading, viewing, and representing,
and explain how these skills help them write
more effectively (e.g., explain how reading
widely can help them discover new possibilities
for their writing; explain how listening to speeches
and oral tales has helped them improve their
essay writing and narrative writing)
Teacher prompt: “Has reading this selection of
essays given you new ideas about how you
might begin your own essay?”
54
MEDIA STUDIES
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
English
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and
explain 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 interpreters
and creators, areas for improvement, and the strategies they found most helpful in understanding
and creating media texts.
Evaluating Texts ENG3U
1. Understanding Media Texts
1.3 evaluate how effectively information, ideas,
By the end of this course, students will: themes, issues, and opinions are communicat-
ed in media texts, including increasingly com-
Purpose and Audience plex or difficult texts, and decide whether the
1.1 explain how media texts, including increasing- texts achieve their intended purpose (e.g.,
ly complex or difficult texts, are created to suit determine whether the use of multiple perspec-
particular purposes and audiences (e.g., a web- tives in a documentary about a historical event
site uses fonts, graphics,“wallpaper”, and con- clarifies or blurs the focus of the film; comment
tent to establish its brand identity for an audi- on the effectiveness of the use of flashbacks in
ence and the advertisers who wish to reach that a movie to provide the background needed to
audience; public service announcements use understand character development and plot)
shocking images to grab viewers’ attention1)
Teacher prompt: “Is a newspaper editorial
Teacher prompt: “Why does an image of an effective only if you agree with it? What if it
accident victim in a public service announce- makes you look for ways to strengthen your
ment focus your attention on safety practices?” own counter-arguments?”
Interpreting Messages Audience Responses

1.2 interpret media texts, including increasingly 1.4 explain why the same media text might prompt
complex or difficult texts, identifying and different responses from different audiences
explaining the overt and implied messages (e.g., explain why a war veteran and a student
they convey (e.g., explain how the perspective might have different reactions to their country’s
and audience of a newspaper or magazine are flag; explain why a parent and a teen might
revealed in the type of advertising it attracts; respond differently to a Young Adult novel depict-
explain the overt and implied messages about ing teen issues and behaviour in a realistic way)
violence conveyed by a children’s cartoon featur-
Teacher prompts: “Why might some people
ing conflict between animal characters)
be offended by certain ring tones?” “Why
Teacher prompts: “What societal values or does this documentary on climate change
MEDIA STUDIES
beliefs are revealed in ads for cosmetic sur- prompt such conflicting responses among
gery?” “Are the implied messages in a per- viewers?”
fume advertisement based on facts?”
1. TL Media 7-10 “Exploring the Key Concepts of Media Literacy” 2

55
Critical Literacy Teacher prompts: “Why might a movie made
1.5 identify the perspectives and/or biases evident for television have a different structure than a
in media texts, including increasingly complex movie with a similar theme made for theatrical
or difficult texts, and comment on any questions
release?” “How has the popularity of tabloids

they may raise about beliefs, values, identity, and entertainment news programs influenced
and power (e.g., assess the way a television the form of television news programs?”
sitcom or drama depicts characters from cultural
or social groups that are under-represented in Conventions and Techniques
mainstream television; explain how the repre- 2.2 identify conventions and/or techniques used
sentation of body types in the advertising 2 and in a variety of media forms and explain how
editorial content of most popular sports and they convey meaning and influence their audi-
fashion magazines can affect audiences; explain ence (e.g., the use of play-by-play commentary
how a film manipulates familiar archetypes and slow-motion replays in television sports
and/or stereotypes to confirm or contradict the broadcasts to clarify the action and bridge paus-
audience’s expectations about plot or character) es in play; the use of maps, graphics, live cover-
Teacher prompts: “Were you expecting this age, and announcers/commentators in television
character to be ‘good’ or ‘bad’? Why?” “How weather reports to add interest to numeric data)
does the representation of family structures Teacher prompt: “Why might the cover of a
on mainstream TV reflect and create societal mass-market paperback feature the author’s
expectations?” “Are the portrayals of Aboriginal name more prominently than the book’s title?”
people in commercials mostly realistic or
stereotypical?”
3. Creating Media Texts
Production Perspectives
1.6 explain how production, marketing, financing,
distribution, and legal/regulatory factors Purpose and Audience
influence the media industry (e.g., explain
3.1 describe the topic, purpose, and audience for
some effects on prime-time television program-
media texts they plan to create (e.g., a docu-
ming of the Canadian-content regulations of the
mentary about the fast-food industry to raise
Canadian Radio-television and Telecommuni-
awareness about nutrition in a teen audience),
cations Commission [CRTC]; identify some
and identify significant challenges they may
effects of new media technologies on copyright
face in achieving their purpose
protection for artists)
Teacher prompt: “Why might it be difficult to
Teacher prompts: “What are the major media
interest your intended audience in such a
conglomerates?” “How might the concentra-
serious topic? What could you do about it?”
tion of media ownership affect the career
prospects of young and/or experimental Form
artists? What are some of its other effects?” 3.2 select a media form to suit the topic, purpose,
and audience for a media text they plan to cre-
2. Understanding Media Forms, ate, and explain why it is a highly appropriate
choice (e.g., explain why an online fundraiser
Conventions, and Techniques

would be an appropriate way to raise money to
By the end of this course, students will: buy computers; explain why a mini-drama
might be a good way to advertise a new product)
Form
Teacher prompt: “Why might a cartoon be an
2.1 identify general and specific characteristics of
effective way of communicating a political
a variety of media forms and explain how they
shape content and create meaning (e.g., TV viewpoint?”
news channels can use satellite transmissions to
Conventions and Techniques
show events as they are happening; tabloids
3.3 identify a variety of conventions and/or tech-
present celebrity gossip as news in brief articles
niques appropriate to a media form they plan
accompanied by numerous photographs; travel
to use, and explain how these will help com-
brochures emphasize visual rather than written municate a specific aspect of their intended
information about destinations and facilities 3) meaning effectively (e.g., conventions/tech-
niques for a presentation using presentation
2. TL Media 7-10 “Examining Multiple Perspectives of an Advertisement” 22 3. TL Media 7-10 “Reading Graphical Texts” 6
56
software: descriptions of graphs, checklists, and log to evaluate the efficiency and effectiveness of
visuals and explanations of how they will help their production process, and determine how to
clarify key points in the presenter’s “script”4) apply this learning to another production)
Teacher prompt: “What are some low-tech Teacher prompt: “Describe the process of
equivalents for the conventions/techniques selecting an appropriate soundtrack for your
used in computer presentations? How do the media text. Did it work well? What might
presentation software’s capabilities strengthen you do differently next time?”
your presentation and benefit your audience?”
Producing Media Texts 4.2 explain how their skills in listening, speaking,
English
3.4 produce media texts, including increasingly reading, and writing help them interpret and
complex texts, for a variety of purposes and produce media texts (e.g., reading journalists’
audiences, using appropriate forms, conven- critiques of the content and impact of a politi-
tions, and techniques (e.g., a website to promote cian’s television ad campaign can help them
student writing) create an effective promotional video)
Teacher prompt: “Why would a website be a Teacher prompt: “How could participation in
good way to celebrate the work of your a debate about an issue help you create a public
favourite comedian?” service announcement about a related topic?”

Metacognition
4.1 explain which of a variety of strategies they ENG3U
found most helpful in interpreting and creat-
ing media texts, then evaluate their strengths
and weaknesses as media interpreters and
producers to help identify the steps they can
take to improve their skills (e.g., use a log to
keep track of decisions made at various stages in
the design and production process, review the
MEDIA STUDIES
4. TL Media 7-10 “Planning a Public Service Announcement” 14

57
English, Grade 12
University Preparation ENG4U
This course emphasizes the consolidation of the literacy, communication, and critical and
creative thinking skills necessary for success in academic and daily life. Students will
analyse a range of challenging literary texts from various periods, countries, and cultures;
interpret and evaluate informational and graphic texts; and create oral, written, and media
texts in a variety of forms. An important focus will be on using academic language coherently
and confidently, selecting the reading strategies best suited to particular texts and particular
purposes for reading, and developing greater control in writing. The course is intended
to prepare students for university, college, or the workplace.
Prerequisite: English, Grade 11, University Preparation
Key to Footnote References
The footnotes throughout this course contain abbreviated references to teacher resource
guides in the ministry’s “Think Literacy Library”, available on the ministry website, at
www.edu.gov.on.ca. The guides are identified as follows:
TLCC 7-12 refers to the main guide, Think Literacy: Cross-Curricular Approaches, Grades 7–12.
TLE 7-9 and TLE 10-12 refer to the subject-specific guides for Language/English, Grades 7–9,
and English, Grades 10–12.
Other subject-specific guides are identified by the initials “TL”, followed by the name of the
subject (e.g., Computer Integration; Library Research; Media; Technological Education) and
the grades the resource guide covers (e.g., TL Computer Integration 7-12).
91
ORAL COMMUNICATION
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 communicate
with 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.
Using Listening Comprehension Strategies
1. Listening to Understand
1.3 select and use the most appropriate listening
By the end of this course, students will: comprehension strategies before, during, and
after listening to understand oral texts, includ-
Purpose ing complex and challenging texts (e.g., read
1.1 identify the purpose of a wide range of listen- and prepare a written response to an assigned
ing tasks and set goals for specific tasks (e.g., text before an in-class discussion on the text; use
prepare counterarguments during a debate;1 a student-generated checklist to assess a student
record important ideas and supporting details presentation; deconstruct a speech in order to
during a class lecture; understand how to com- understand it)
plete the online university, college, and OSAP
Teacher prompts: “What effect does familiar-
applications after a presentation on the topic)
izing yourself with the subject have on your
Teacher prompt: “What listening strategies ability to understand the documentary?” “What
help you to identify and record the main listening skills do you use to understand
ideas in a lecture? Which strategy works best popular texts?”
for you? How does this change in different
situations?” Demonstrating Understanding of Content
1.4 identify the important information and ideas
Using Active Listening Strategies in oral texts, including complex and challeng-
1.2 select and use the most appropriate active lis- ing texts, in a variety of ways (e.g., prepare a
tening strategies when participating in a wide summary of a lecture, a televised address, or the
range of situations (e.g., pose questions to a plotline of a play watched as a class; listen to a
student presenter that require the presenter to segment of audio from a Shakespeare play and
justify and extend his/her beliefs; 2 understand create an image that represents the scene)
and acknowledge a dissenting opinion in a
Teacher prompts: “What insights about the
small-group discussion 3)
book’s main ideas did you gain as a partici-
Teacher prompt: “When you disagree with the pant in the book club?” “What was the main
ideas of a classmate, how do you respectfully evidence on each side of the debate?”
communicate your position?”
Interpreting Texts
1.5 develop and explain interpretations of oral
texts, including complex and challenging texts,
using evidence from the text and the oral and
visual cues used in it insightfully to support
1. TLCC 7-12 “Triangle Debate” 186 2. TL Library Research 7-12 “Testing Ideas with Peer-to-Peer Consultation” 28 3. TLCC 7-12
“Jigsaw” 170
92
their interpretations (e.g., explain how the group analyse the meaning in the songs of several hip-
used dramatic conventions to strengthen their per- hop artists; analyse the perspectives of various
formance of the poem; listen to two different ver- participants on an expert panel about global
sions of a Shakespearean soliloquy and compare warming)
the nuances of each actor’s performance; compare
Teacher prompts: “How subjective is this oral
two versions of the same song or speech, one in
text? How does the text attempt to demon-
audio form and one in video form, to examine
how the meaning is conveyed in each) strate objectivity?” “Is subjectivity valid as
long as it is transparent to the audience?
Teacher prompts: “How has the speaker used Why or why not?”
visual cues to support his message?” “How
English
has the actor used silences and pauses to Understanding Presentation Strategies
convey meaning?” 1.9 evaluate the effectiveness of a wide variety
of presentation strategies used in oral texts,
Extending Understanding of Texts including complex and challenging texts, and
1.6 extend understanding of oral texts, including suggest other strategies that could be used
complex and challenging texts, by making effectively (e.g., analyse the way in which tone,
insightful connections between the ideas in them vocabulary, and rhetorical patterns are used in
and personal knowledge, experience, and a formal speech; analyse the use of various choral
insights; other texts; and the world around them reading techniques to communicate complex themes
(e.g., actively listen to arguments in a debate in in a readers’ theatre presentation; evaluate the
order to refute others’ interpretations; listen to importance of fluent and rehearsed reading of
an advertising campaign in order to detect any text excerpts in oral presentations in supporting
flawed logic; 4 compare two oral biographies the presenter’s argument)
on the same celebrity to modify any personal
preconceptions) Teacher prompt: “How did the use of readers’
theatre in the presentation help to reveal the ENG4U
Teacher prompts: “To what extent have the complex themes in the novel?“
ideas in the group presentation changed your
ideas about the novel?” “What similarities
and differences are there between the two 2. Speaking to Communicate
biographies? What explanation might there
be for any discrepancies?”
Purpose
Analysing Texts 2.1 communicate orally for a wide range of pur-
1.7 analyse oral texts, including complex and chal- poses, using language effective for the intended
lenging texts, focusing on the ways in which
audience (e.g., perform a readers’ theatre pres-
they communicate information, ideas, issues,
entation of a written text; 5 deliver a eulogy for a
and themes and influence the listener’s/viewer’s
Shakespearean character; role-play an entrance
response (e.g., evaluate how the participants in
interview at a postsecondary institution; lead a
an expert panel discussion establish authority and
panel discussion)
credibility; debate how successful the panel was
in informing its audience about the topic discussed; Teacher prompts: “How effectively did the
listen to two similar speeches and compare the presenters capture the emotional perspec-
organization and effectiveness of information, tives of the characters in the novel?” “How is
entertaining qualities, and persuasive techniques) the speaker’s personal connection to the text
Teacher prompts: “What techniques has the reflected in his voice?”
presenter used to establish her authority on
the subject?” “To what extent have the enter- Interpersonal Speaking Strategies
taining qualities of the presentation enriched 2.2 demonstrate an understanding of a variety of
your understanding of the subject?” interpersonal speaking strategies and adapt
them to suit the purpose, situation, and audi-
Critical Literacy ence, exhibiting sensitivity to cultural differ-
ORAL COMMUNICATION
1.8 identify and analyse in detail the perspectives ences (e.g., rephrase statements for clarity; 6 syn-
and/or biases evident in oral texts, including thesize the thread of a small-group discussion;
complex and challenging texts, commenting give group members opportunities for reflective
with understanding and increasing insight on silence; deliver a summary of a group discussion
any questions they may raise about beliefs, that honours the contributions of all participants 7)
values, identity, and power (e.g., compare and
4. TLCC 7-12 “Triangle Debate” 186 5. TLE 10-12 “Readers’ Theatre Part II” 126 6. TLCC 7-12 “Discussion Etiquette” 176
7. TLE 10-12 “PMI (Plus, Minus, Interesting)” 116
93
Teacher prompts: “What specific speaking Teacher prompts: “How can you use tone,
strategies are most effective in eliciting responses pace, pitch, volume, and repetition to suggest
from your peers in a group discussion?” “How multiple perspectives in an oral narrative?”
can you as a presenter use the introduction “When would it be appropriate to incorpo-
and conclusion of your presentation to estab- rate pauses during an oral presentation?”
lish a relationship with the audience?”
Non-Verbal Cues
Clarity and Coherence 2.6 identify a variety of non-verbal cues, including
2.3 communicate in a clear, coherent manner, facial expressions, gestures, and eye contact,
using a structure and style effective for the and use them effectively to help convey their
purpose, subject matter, and intended audi- meaning and with sensitivity to audience needs
ence (e.g., use passages from a novel to support and cultural differences (e.g., adjust facial
a literary analysis of the novel in a presentation; expressions to serve tone and message;10 research
synthesize relevant and significant material into and role-play various types of non-verbal cues
a presentation; 8 select and use relevant visual used in different cultures)
aids to strengthen a dramatic presentation for an
audience of teenagers) Teacher prompt: “How does your understand-
ing of non-verbal communication affect the
Teacher prompts: “What can you change in way you adapt your presentation and com-
your dramatic reading of the text to highlight munication skills for different situations
the important ideas of the text?” “How can and audiences?”
pausing to reflect before responding to a
question help you to communicate more Audio-Visual Aids
effectively?” 2.7 use a variety of audio-visual aids effectively to
support and enhance oral presentations and to
Diction and Devices engage an audience (e.g., integrate oral reading,
2.4 use the most appropriate words, phrases, and overheads, presentation software, props, or video
terminology, and a variety of stylistic devices, clips into a speech in order to create a cohesive
to communicate their meaning in a compelling presentation on an independent study topic; use
way and to engage their intended audience multimedia techniques to enhance the produc-
(e.g., use descriptive language to evoke a particu- tion of a one-act play)
lar mood in a dramatic presentation; use inclusive
language during a presentation in order to acknowl- Teacher prompt: “How can you integrate mul-
edge audience diversity; use catchphrases in timedia components into your presentation
a parody of a political speech; 9 use standard to communicate your ideas about the novel
Canadian English in a formal presentation on effectively and creatively?“
an independent study topic)
Teacher prompts: “What does analysing the 3. Reflecting on Skills and Strategies
language chosen for a persuasive speech
teach you about how language can be used By the end of this course, students will:
to influence behaviour and attitudes?” “What
Metacognition
words or phrases in an oral text demonstrate
3.1 demonstrate insight into their strengths and

an understanding of multiple sides of an issue?”
weaknesses as listeners and speakers, and
practise the strategies they found most helpful
Vocal Strategies
before, during, and after listening and speaking
2.5 identify a variety of vocal strategies, including
to improve their oral communication skills
tone, pace, pitch, and volume, and use them
(e.g., identify the environmental conditions that
effectively and with sensitivity to audience
help them listen effectively; explain how they
needs and cultural differences (e.g., control and
adjust their presentation strategies to reach a
vary tone to enhance a message; adjust volume
culturally diverse audience; assess their time-
to reflect emotionally charged material and lan-
management and self-motivation strategies
guage during a speech; adjust pace and pauses
when preparing for a presentation and adjust
during a seminar presentation to allow listeners
as necessary)
sufficient time to take notes)
8. TL Library Research 7-12 “Planning for an Oral Presentation” 32 9. TLE 10-12 “Speaking for a Specific Audience” 140
10. TLCC 7-12 “Effective Presentation Skills” 196
94
Teacher prompts: “How is your learning style
reflected in your presentation style?” “How
do you adapt your learning style when lis-
tening to different kinds of presentations and
other oral texts?” “How do you plan your
presentation to anticipate the types of questions
the audience or teacher might ask?”
3.2 identify a range of their skills in viewing,
English
representing, reading, and writing and explain
how the skills help them improve their oral
communication skills (e.g., identify the oral
communication skills they will require for post-
secondary education and write an action plan
that addresses their identified needs; explain how
deconstructing literary texts helps them create
oral texts)
Teacher prompts: “How does your ability to
read for subtext help you understand and
respond to audience needs?” “How can you
use your understanding of text construction
to create more effective oral presentations?”
ENG4U
ORAL COMMUNICATION
95
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational,
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, areas
for improvement, and the strategies they found most helpful before, during, and after reading.
Teacher prompt: “Now that you’ve finished
1. Reading for Meaning reading the novel, what are some of the
By the end of this course, students will: questions you’d like to discuss with your
classmates?”
Variety of Texts
1.1 read a variety of student- and teacher-selected Demonstrating Understanding of Content
texts from diverse cultures and historical peri- 1.3 identify the most important ideas and sup-
ods, identifying specific purposes for reading porting details in texts, including complex and
(e.g., read editorials and articles in newspapers, challenging texts (e.g., summarize the ideas in a
magazines, or journals reflecting two opposing critical essay about a literary work; 3 outline two
views of Canada as a multicultural society, to contrasting interpretations of a scene from a
prepare for a debate; compare the information in Shakespeare play; outline the historical or polit-
a variety of university calendars and websites to ical context of an Aboriginal writer’s narrative)
identify the undergraduate program that best
Teacher prompts: “What evidence from the
suits their interests and needs; 1 summarize a
text would you use to support your critical
selection of critical essays about a text studied in
response?” “On what points do the arguments
class to enhance or challenge their own interpre-
tation of the text 2) in these two critical essays differ?”
Teacher prompt: “What ideas in this critical Making Inferences

essay challenge your understanding of the 1.4 make and explain inferences of increasing
novel?” subtlety and insight about texts, including
complex and challenging texts, supporting
Using Reading Comprehension Strategies their explanations with well-chosen stated
1.2 select and use, with increasing facility, the most and implied ideas from the texts (e.g., explain
appropriate reading comprehension strategies what the details in a story suggest about the
to understand texts, including complex and author’s attitude towards the subject; explain
challenging texts (e.g., activate prior knowledge what made them begin to doubt the reliability
before reading by taking part in a fishbowl dis- of the narrator in a novel; identify and explain
cussion; confer with the teacher during reading inferences that can be drawn from the home
to clarify understanding and/or discuss an inter- page of a website)
pretation; role-play an interview with the main
character of the story)
1. TLE 10-12 “Plus, Minus, Interesting” 116 2. TLCC 7-12 “Using a Concept Map” 48 3. TLCC 7-12 “Making Judgments –
Both Sides Now” 74
96
Teacher prompts: “What inferences can we selection of poems studied in class; compare two
draw about the characters in this play from newspaper editorials in terms of the persuasive-
its setting in a mining town?” “What can you ness of their arguments, referring to the role of
infer from the way this character is introduced?” the organizational pattern used in each)
Teacher prompt: “Has this essay caused you
Extending Understanding of Texts
to reconsider your position on the issue? To
1.5 extend understanding of texts, including com-
what do you attribute its impact?”
plex and challenging texts, by making rich and
increasingly insightful connections between
Critical Literacy
the ideas in them and personal knowledge,
English
experience, and insights; other texts; and the
biases evident in texts, including complex and
world around them (e.g., compare the personal
challenging texts, commenting with under-
and moral evolution of the main character in a
standing and increasing insight on any questions
coming-of-age story with their own experience;
they may raise about beliefs, values, identity,
read and summarize several essays expressing
and power (e.g., identify any significant social
different perspectives on a topic in order to inform
issues or concerns that are relevant to the topic
their own opinion; apply concepts from literary
of an opinion piece but are not addressed by the
theories in their analyses of fictional texts; iden-
author; analyse texts for their use of inclusive or
tify and explain parallels between the way an
exclusive language; review the allusions made
issue is presented in a text and the way a similar
in a text to determine whether they reveal a bias
issue is playing itself out in current events)
on the author’s part)
Teacher prompt: “What insights have you
Teacher prompts: “Which notable authors
gained by reading this text? What possibili-
are not represented in this Top Ten list of
ties can you imagine now that you might not
Canadian authors? What might these omis-
have considered before reading this text?”
sions suggest about the list maker?” “What ENG4U
assumptions about gender roles are revealed
Analysing Texts
in the depiction of characters in this story
1.6 analyse texts in terms of the information, ideas,
issues, or themes they explore, examining how from the 1950s? What would you cite as evi-
various aspects of the texts contribute to the dence of these assumptions?” “To what
presentation or development of these elements degree do the women in this Shakespearean
(e.g., analyse how syntax and stylistic devices drama conform to the seventeenth-century
are used in the characters’ speeches to help build European notion that women should be
tension in a dramatic scene; analyse how liter- ‘silent, chaste, and obedient’? What might
ary devices are used in a short story to illumi- their behaviour suggest about Shakespeare’s
nate a theme; explain why the thesis of an arti- attitude towards women?”
cle is strengthened by the author’s exploration of
a variety of perspectives on the topic; track sig-
nificant words or images in an electronic version 2. Understanding Form and Style
of a literary text to determine how they are used By the end of this course, students will:
to reinforce certain themes and ideas)
Teacher prompts: “How do the stage direc- Text Forms
tions help to develop your understanding of 2.1 identify a variety of characteristics of literary,
the characters’ relationships?” “What theme informational, and graphic text forms and
is developed through the relationship between demonstrate insight into the way they help
these two secondary characters in the novel? communicate meaning (e.g., quoted material is
How does this theme colour our interpreta- used in a literary essay to support the analysis
or argument, and the thesis is often restated and
tion of the main character’s dilemma?”
extended in the conclusion; recurring imagery

Evaluating Texts and/or symbols often help to develop themes in
poems, stories, and plays; the structure of a son-
1.7 evaluate the effectiveness of texts, including
net provides a framework for the poem’s content)
complex and challenging texts, using evidence
from the text insightfully to support their Teacher prompts: “What can you expect to find
opinions (e.g., evaluate whether the final scene in the concluding couplet of a Shakespearean
in a play provides a credible and effective reso- sonnet?” “How could you adapt a short story
lution that deepens the play’s impact; devise a to a ‘graphic novel’ format? What literary ele-
list of criteria for evaluating the strengths and ments would you need to preserve?”
weaknesses of poems and use it to evaluate a
97
Text Features Teacher prompts: “What effect has the poet
2.2 identify a variety of text features and demon- achieved by using common words in unfa-
strate insight into the way they communicate miliar ways?” “Name some of the literary
meaning (e.g., compare several editions of a terms that have become familiar to you since
Shakespeare play, noting design and font choices Grade 10.”
as well as features such as footnotes or endnotes
and glossaries, to assess how these features Reading Unfamiliar Words
improve the readability of the text; compare the 3.2 use decoding strategies effectively to read
paper type, use of colour, fonts and font sizes, and understand unfamiliar words, including
and layouts in various informational texts, and words of increasing difficulty (e.g., create a
explain how these features affect readability and glossary or personal dictionary of specialized
influence the reader’s response to the message) and technical language encountered in academic
Teacher prompt: “Which edition of this play texts; keep a list of prefixes and root words used
in academic and technical publications to help
would you prefer to read? What features of
decode new terms; speculate on the meaning
this edition make it preferable to the other
of new words in a difficult text in discussion
choices?”
with peers, then consult a dictionary to confirm
the meaning)
Elements of Style
2.3 identify a variety of elements of style in texts Teacher prompt: “How have your deliberations
and explain how they help communicate on the possible meanings of an unfamiliar word
meaning and enhance the effectiveness of the affected your understanding of the text?”
texts (e.g., analyse how diction is used to create
pathos in a play; analyse the syntax in a passage Developing Vocabulary
from a novel and describe the effect it creates; 3.3 regularly use a variety of strategies to explore
explain how dramatic irony is used to create and expand vocabulary, discerning shades
sympathy for the protagonist in a short story; of meaning and assessing the precision with
analyse the layers of meaning that the use of which words are used in the texts they are
an archetype lends to a poem, or that the use of reading (e.g., list words from an eighteenth-
allusions to myth and legend add to a contempo- century novel that are now archaic, and provide
rary Aboriginal writer’s prose; show how contemporary synonyms for each, noting differ-
juxtaposition is used to support the argument ences in connotation; compare two essays on the
in an essay) same idea by different authors, focusing on dif-
ferences in word choice and resulting differences
Teacher prompts: “What effect do the historical
in meaning and effect)
and literary allusions in this essay have on
the reader? Do they contribute to the persua- Teacher prompts: “Which of the words that
siveness of the arguments?” “What do the you learned from your reading this term
stage directions and the characters’ diction have you used most often in your own speech
in this part of the scene suggest about the or writing?” “Is there one word in this poem
relationship between the characters?” that provides a key to understanding the
poet’s intent?”
3. Reading With Fluency

Reading Familiar Words
3.1 automatically understand most words in a Metacognition
variety of reading contexts (e.g., identify clichés 4.1 demonstrate insight into their strengths and
and jargon in texts and suggest clearer, more weaknesses as readers, and practise the strate-
specific wordings; identify words that signal gies they found most helpful when reading
organizational patterns in literary essays; particularly challenging texts to enhance their
analyse how familiar words are used to influ- reading skills (e.g., select a university-level text
ence a mass audience in print and television from the library, apply preferred strategies as
advertisements) they read a selected chapter, and paraphrase the
passage they found most difficult)
98
Teacher prompts: “In what ways did the fish-
bowl discussion before reading help to focus
your thoughts on the subject?” “Is readers’
theatre an effective reading strategy for you?
Why or why not?” “How did questioning the
text during reading help to clarify your
understanding?”
4.2 identify a variety of their skills in listening,
English
speaking, writing, viewing, and representing
and explain how the skills help them read
more effectively (e.g., describe the insights they
gained into a short story after viewing a short
film based on the story)
Teacher prompts: “What did you learn by
participating in the seminar that made you
rethink the text?” “What did you learn by
creating your own poem that will help you
to analyse the poems you read?”
ENG4U
99
WRITING
1. Developing and Organizing Content: generate, gather, and organize ideas and information to
write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary,
informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
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 for
improvement, and the strategies they found most helpful at different stages in the writing process.
writing; brainstorm to develop a focus for their
1. Developing and Organizing Content research, formulate a question that encapsulates
By the end of this course, students will: the focus, and establish their research parameters
to suit the focus; 1 consult print, electronic, and
Identifying Topic, Purpose, and Audience other resources, including public and postsec-
1.1 identify the topic, purpose, and audience for a ondary library collections, to identify potential
variety of writing tasks (e.g., a letter of application sources of information for a report or essay;
to a specific program at a postsecondary school; create and annotate a list of website addresses
the script for a satirical monologue on contem- that may be useful in researching a topic; before
porary issues and popular culture to be delivered starting their research, interview community
to their peers; an essay analysing character business people, representatives of volunteer or
development in a literary work; an adaptation community-service organizations, or social-issue
of a complex scene from a Shakespeare play into advocates, as appropriate to their topic; record
a narrative for an English language learner) all sources used to gather ideas and information,
so that if they use the ideas and information,
Teacher prompt: “How do you plan to incor- they can credit the original author, avoid plagia-
porate elements that are specific to drama, rism, and provide a complete bibliography or
such as the reliance on dialogue to convey reference list)
information, into your narrative?”
Teacher prompts: “How can you narrow
Generating and Developing Ideas your focus for this essay?” “Are there deeper
1.2 generate, expand, explore, and focus ideas questions that you should be exploring?” “How
for potential writing tasks, using a variety will you ascertain areas of overlap among all
of strategies and print, electronic, and other these sources of information and establish a
resources, as appropriate (e.g., record notes clear direction for your writing?”
from a group discussion about a literary work
to generate ideas for an analytical essay on Research
the work; use a variety of strategies, including 1.3 locate and select information to fully and
inquiry, divergent thinking, and discussion with effectively support ideas for writing, using a
peers, to explore a potential topic and generate variety of strategies and print, electronic, and
ideas for writing an informational report; use a other resources, as appropriate (e.g., create a
writer’s notebook while reading literary texts to research plan and track their progress; identify
jot down and keep a record of ideas for creative a wide range of sources that could provide
1. TL Library Research 7-12 “Generating Ideas: Setting the Context” 8

100
appropriate information relevant to their assign- Reviewing Content
ment, such as books, periodicals, blogs, streamed 1.5 determine whether the ideas and information
media, online databases, audio and video record- gathered are accurate and complete, interest-
ings and films, and archived newspapers and ing, and effectively meet the requirements of
multicultural community newspapers; search the writing task (e.g., review and assess the
digital media and community resources such as ideas and information they have assembled for
university libraries and government agencies, accuracy, relevance, specificity, clarity, complete-
as appropriate to their topic; conduct interviews ness, and/or insight, using an effective personal
with community and other experts in person or marking system of their choice, such as high-
online to obtain leads about reliable and inform- lighter pens, sticky notes, and recipe cards, and
English
ative print and online sources, or to confirm and eliminate material or augment what they have,
augment information gathered from other sources; as appropriate 3)
develop and use a detailed template to evaluate
sources for reliability, objectivity, and compre- Teacher prompts: “Of the ideas you have
hensiveness; record all sources of information gathered for your essay, which one do you
in a bibliography or reference list, observing think needs to be developed more fully, and
conventions for proper documentation and full which one could be dropped?” “Does the
acknowledgement of sources and extracts, in information you have collected enable you to
recognition of the need to credit original authors fully explain the imagery in the play?”
and promote academic honesty)
Teacher prompts: “As your research gives 2. Using Knowledge of Form and Style
you more information about your topic, is
your choice of sources changing? Are you By the end of this course, students will:
still confident that your focus is appropriate,
or is it changing too?” “Are there other people
Form
you could talk to who may be sources of
2.1 write for different purposes and audiences ENG4U
using a variety of literary, informational, and
information about your project? What kind
graphic forms (e.g., a parody of a soliloquy in a
of information could they supply?” “How
play studied in class, for their peers; an essay
will you document human sources?”
analysing the themes, image patterns, or narra-
tive techniques used in a literary work; a novel
Organizing Ideas
study website on a novel of their choice for an
1.4 identify, sort, and order main ideas and sup-
audience of teenagers; a feature article for a
porting details for writing tasks, using a vari-
community newspaper that describes a conflict
ety of strategies and selecting the organiza-
between people from different cultures in their
tional pattern best suited to the content and
school or community and proposes a solution
the purpose for writing (e.g., use a concept map
to the conflict)
to organize key concepts for their argument in an
essay, including an acknowledgement and a Teacher prompts: “What elements could you
rebuttal of alternative positions;2 organize the add to your article to help make it compelling
important points in a motivational speech in for readers? Have you interviewed any of
climactic order; use a variety of organizational the people involved in these conflicts, or any
patterns, such as comparison, analogy, and of the authorities who could help resolve the
examples, to present ideas and information in issue?” “How have you used graphic and
essays; develop an organizational plan for a informational forms on your novel study
complex document, such as a book or magazine website? Why did you use them in these ways?”
that will contain several genres of text, and
include in the plan elements such as the text Voice
genres and forms, the voice and/or point of view 2.2 establish a distinctive and original voice in
for each text, and appropriate, relevant, and their writing, modifying language and tone
appealing images, graphics, and fonts) skilfully and effectively to suit the form,
Teacher prompt: “What is your thesis for this audience, and purpose for writing (e.g., write
a soliloquy in the voice of the antagonist in a
literary essay? Which organizational pattern
play; use a warm, convivial tone in writing a
will best help you convince your readers to
graduating-class report for the school yearbook;
agree with your point of view?
use academic language and an authoritative
tone effectively to convey confidence in writing
WRITING
a research or literary essay)
2. TLE 7-9 “Developing and Organizing Ideas: Supporting the Main Idea” 38 3. TL Library Research 7-12 “Developing and
Organizing Ideas: Looking for Relationships” 24
101
Teacher prompt: “What tone would the antag- Revision
onist use to express herself? Which specific 2.6 revise drafts to improve the content, organiza-
words in your soliloquy evoke that tone?” tion, clarity, and style of their written work (e.g.,
ensure that their controlling idea is appropriate

Diction and clear; reinforce their arguments with com-
2.3 use a wide range of descriptive and evocative pelling evidence; rephrase passages or combine
words, phrases, and expressions precisely and sentences in a narrative to improve clarity or to
imaginatively to make their writing clear, vivid, make their writing more compelling 7)
and compelling for their intended audience
Teacher prompts: “Have you incorporated
(e.g., replace general diction with concrete and
supporting information from other sources
specific language; use figurative language and
literary and stylistic devices appropriately and into the development of your thesis smoothly
effectively in a short story; review their writing and coherently?” “How could you vary your
for examples of imprecise or clichéd expressions, sentence and paragraph structures to make
and replace them with more precise or imagina- this narrative more compelling?” “Where do
tive wording, as appropriate) you need more emphasis?” “Does your revised
draft capture the tone you were aiming for?”
Teacher prompt: “What effect are you trying
to create in your short story – shock or delight? Producing Drafts
Which words create the effect? Could you 2.7 produce revised drafts of texts, including
use other words to heighten the effect?” increasingly complex texts, written to meet
criteria identified by the teacher, based on
Sentence Craft and Fluency the curriculum expectations (e.g., adequate
2.4 write complete sentences that communicate development of information and ideas, logical
their meaning clearly and effectively, skilfully organization, appropriate use of form and style,
varying sentence type, structure, and length appropriate use of conventions)
to suit different purposes and making smooth
and logical transitions between ideas (e.g., use Teacher prompt: “How can you change your
antithesis and parallel structures to convey ideas critique to make your tone more authoritative?”
vividly and effectively; use parallelism and bal-
ance to aid clarity4,5)
3. Applying Knowledge of Conventions
Teacher prompts: “Can you trace the links
from one idea to another that give your para- By the end of this course, students will:
graph coherence?” “How could you
Spelling
rearrange the sentences in this paragraph to
3.1 use knowledge of spelling rules and patterns,
emphasize your point more forcefully?”
a variety of resources, and appropriate strategies
to recognize and correct their own and others’
Critical Literacy
spelling errors (e.g., use print and electronic
2.5 explain, with increasing insight, how their
spelling resources judiciously, demonstrating
own beliefs, values, and experiences are
awareness of variant spellings, such as U.S.
revealed in their writing (e.g., examine their
spellings, and homonyms;8 use irregular spelling
writing to check for bias and to determine
in comments attributed to an opponent they are
whether their language and ideas are inclusive

caricaturing in an editorial; identify words that
and appropriate;6 explain how a script they have
they regularly misspell and implement appropri-
written for a scene between two co-workers sub-
ate strategies to avoid repeating the errors)
tly depicts one as patronizing the other)
Teacher prompts: “Why is it dangerous to
Teacher prompts: “What does your writing
rely on a spell-check program to catch all the
reveal about your cultural background and
spelling errors in a piece of writing?” “What
your expectations?” “Does your writing
steps have you taken to avoid repeating the
assume that the social reality of your life is
same spelling errors over and over again?”
also that of other members of your communi-
ty, your country, and the world at large?” “Is
Vocabulary
power an issue in any of the relationships 3.2 build vocabulary for writing by confirming
you describe in your writing, either obvious- word meaning(s) and reviewing and refining
ly or in an underlying way? If so, how have word choice, using a variety of resources and
you depicted it?” strategies, as appropriate for the purpose
4. TLE 10-12 “Revising and Editing Modelled Writing” 50 5. TLE 10-12 “Revising and Editing: The Verb ‘To Be’” 56 6. TLE 10-12
“Crawling Inside the Text … to Find Who’s There and Who’s Not” 30 7. TLCC 7-12 “Revising and Editing: Asking Questions to
Revise Writing” 128 8. TLCC 7-12 “Proofreading Without Partners” 137
102
(e.g., use specialized dictionaries to verify the Publishing
meaning of terminology they want to use in 3.6 use a variety of presentation features, including
writing a technical report; identify shared roots print and script, fonts, graphics, and layout,
and the use of the same prefixes and suffixes in to improve the clarity and coherence of their
words from different subject areas;9 incorporate written work and to heighten its appeal and
into their writing new words encountered in effectiveness for their audience (e.g., format and
their reading both in and outside the classroom) publish the script for a scene in a short film on a
fictional subject of their choice; select appealing
Teacher prompt: “What resources have you
and appropriate fonts, graphics, and layout for a
consulted in order to build your vocabulary
brochure informing teenagers about an impor-
in this area? Which have been most useful?”
English
tant health or social issue)
Punctuation Teacher prompts: “How can you integrate
3.3 use punctuation correctly and effectively to the photos and the text in your brochure in
communicate their intended meaning (e.g., use an appealing way?” “Have a look at the
commas, semi-colons, colons, and dashes cor- designs of these three current books. Which
rectly to clarify meaning, to improve the rhythm presentation do you find most appealing,
and flow of a sentence, and/or for stylistic effect) and why? What do you think each design
Teacher prompt: “What is the most obvious is trying to achieve?”
choice for punctuation in that sentence?
What other choice would improve the
Producing Finished Works
rhythm of the sentence?”
3.7 produce pieces of published work to meet
criteria identified by the teacher, based on
Grammar the curriculum expectations (e.g., adequate
3.4 use grammar conventions correctly and appro- development of information and ideas, logical
priately to communicate their intended mean- organization, appropriate use of form and style,
appropriate use of conventions) ENG4U
ing clearly and effectively (e.g., use a variety of
sentence structures correctly to communicate Teacher prompt: “What knowledge base do you
complex ideas;10 use transitional words and expect the audience of your literary essay to
phrases to write coherent paragraphs; incorpo- have? What organizational techniques have
rate parallelism and balance in paragraph struc- you used to develop your thesis so that it will
ture to enhance clarity and style; use pronoun appeal to this knowledge base?”
case, number, and person correctly; select singu-
lar or plural verbs to agree with subjects con-
taining collective nouns, as appropriate for their 4. Reflecting on Skills and Strategies
intended meaning; use the active and passive
voice appropriately and effectively for their pur- By the end of this course, students will:
pose and audience;11 use unconventional gram-
Metacognition
mar for effect 12)
4.1 demonstrate insight into their strengths and
Teacher prompt: “What is an example of weaknesses as writers, and practise the strat-
unconventional grammar that would suit the egies they found most helpful when writing
purpose or the character?” particularly complex texts to improve their
writing skills (e.g., assess the strategies they have
Proofreading used for overcoming writer’s block, and explain
3.5 regularly proofread and correct their writing the specific ways in which these strategies have
(e.g., consult print and electronic resources as been helpful; describe to peers how they revised
necessary to verify that their spelling, vocabulary, a first draft to strengthen content and style; cre-
punctuation, and grammar are accurate and/or ate a list of tips to be used in peer editing of their
appropriate; assess the validity of the feedback writing, including the kind of assistance and
provided by a partner who has proofread their advice that they feel would specifically benefit
work by consulting print and electronic resources, them; compare their current writing skills with
and make corrections where necessary) those required for higher education, and identify
specific goals for improvement)
Teacher prompts: “Why are accurate spelling,
vocabulary, punctuation, and grammar such Teacher prompts: “What were the most suc-
important elements of writing?” “How many cessful strategies you used in writing this
drafts does your writing need to go through essay?” “How did you determine which
WRITING
before you submit it as final?” information and ideas in earlier drafts you
9. TLE 7-9 “Sample Roots and Prefixes” 54 10. TLE 10-12 “Sentence Starters” 48 11. TLE 10-12 “Revising and Editing – The Passive
Voice” 59 12. TLE 10-12 “Modelled Writing” 51
103
wanted to delete before finalizing this piece Portfolio
of writing?” “In which areas of language 4.3 select a variety of types of writing that they
usage are you strong, and in which areas think most clearly reflect their growth and
are you weak?” competence as writers, and explain the reasons

for their choice (e.g., select a finished piece of
Interconnected Skills writing that they feel best reflects their abilities
4.2 identify a variety of skills they have in listening, as a writer, and explain why they chose it; select
speaking, reading, viewing, and representing, a finished piece of work that taught them some-
and explain how these skills help them write thing valuable about writing that they will con-
more effectively (e.g., identify the benefits of tinue to find useful in their future academic work)
reading their work aloud to an audience as a
Teacher prompts: “What pieces do you think
revising strategy; describe the specific ways in
would best represent your writing talent to
which individual texts they have read have
your postsecondary teachers?” “What pieces
influenced their writing)
do you think might be worthy of revision for
Teacher prompt: “How does your participation publication in the future?”
in a writing group help you to see the strengths
and weaknesses of your own written work?”
104
MEDIA STUDIES
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
English
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and
explain 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 interpreters
and creators, areas for improvement, and the strategies they found most helpful in understanding
and creating media texts.
Teacher prompts: “How can you detect the ENG4U
1. Understanding Media Texts particular bias of a blog if it is not overtly
By the end of this course, students will: expressed?” “Why is it important to verify
information found on websites?” “Why do
Purpose and Audience you think the few women are featured so
1.1 explain how media texts, including complex prominently in this photograph of a group of
and challenging texts, are created to suit par- politicians?”
ticular purposes and audiences (e.g., aspects
of advertising campaigns are often modified to Evaluating Texts
reflect the priorities of different regional, cultural, 1.3 evaluate how effectively information, ideas,
or socio-economic groups; the differing story themes, issues, and opinions are communicat-
line-ups of a major news network and a commu- ed in media texts, including complex and chal-
nity television news channel reflect their differing lenging texts, and decide whether the texts
priorities and target audiences1) achieve their intended purpose (e.g., determine
the credibility of the claims made in a documen-
Teacher prompt: “Why are different versions
tary film, based on an evaluation of the reliabil-
of popular board games created for sale in
ity and relevance of the evidence presented in it;
different countries? What are some of the
determine whether and how rhetorical devices
differences?” such as hyperbole and metaphor in newspaper
headlines help clarify the accompanying stories
Interpreting Messages
for the reader)
1.2 interpret media texts, including complex or
challenging texts, identifying and explaining Teacher prompts: “How effectively do the
with increasing insight the overt and implied photographs in this feature article enhance
messages they convey (e.g., explain the satiric the reader’s understanding of the themes
message in a newspaper cartoon about a social and issues addressed in the article? Could
or political issue; explain the messages about more effective photographs have been
Canadian culture in a television program about a chosen?” “What makes this public service
Canadian topic; identify some underlying social announcement so effective in reaching a
and/or political messages in an animated TV sit- youth audience?”
MEDIA STUDIES
com and suggest possible reasons why the mes-

sages are implied rather than openly expressed)
1. TL Media 7-10 “Exploring the Key Concepts in Media Literacy” 2

105
Audience Responses 2. Understanding Media Forms,
1.4 explain, with increasing insight, why the same Conventions, and Techniques
media text might prompt different responses
from different audiences (e.g., explain why the

use of celebrities in fundraising campaigns might
prompt both negative and positive responses; Form
explain why a particular audience might respond 2.1 identify general and specific characteristics of
negatively to violence in a widely popular video a variety of media forms and demonstrate
game while a different audience does not; insight into the way they shape content and
explain why different audiences might interpret create meaning (e.g., explain how the format
a political campaign brochure differently 2) and presentation of news items on television can
Teacher prompts: “Why do you think some create a culture of fear; explain why film adap-
tations of novels often differ significantly from
people enjoy daytime talk shows while oth-
the novels they are based on, and describe the
ers do not?” “Explain why a journalist might
nature of the differences in a specific example)
respond to a news broadcast differently than
an ordinary viewer.” Teacher prompt: ”What might you experience
differently in viewing an event on television
Critical Literacy rather than ‘live’ on site, or vice versa?”
biases evident in texts, including complex and Conventions and Techniques
challenging texts, commenting with under- 2.2 identify conventions and/or techniques used
standing and increasing insight on any ques- in a variety of media forms and demonstrate
tions they may raise about beliefs, values, insight into the way they convey meaning and
identity, and power (e.g., debate the implicit influence their audience (e.g., reality television
assumption in an anti-smoking campaign that it shows use editing and the careful manipulation
is acceptable to limit some individual freedoms of setting and costume to conceal the extent to
to achieve a collective social benefit; determine which they are controlled by the producer; TV
whether and how mainstream media coverage of news coverage intersperses reporter narration
a war or conflict manufactures consent or creates with brief speech clips from protagonists to add
support for the war effort) interest and authenticity)
Teacher prompt: “How does a broadcast of a Teacher prompt: “List some conventions that
national political convention reflect the values, are used in many video games and explain
beliefs, and perspectives of its creators, and to how they shape the way the games are
what purpose? In what ways might one TV played.”
channel’s [or newspaper’s] coverage of an
election campaign differ from another’s?” “What
perspectives were omitted in this televised 3. Creating Media Texts
discussion of contemporary social issues?” By the end of this course, students will:
Production Perspectives Purpose and Audience

1.6 explain, with increasing understanding and 3.1 describe the topic, purpose, and audience for
insight, how production, marketing, financing, media texts they plan to create (e.g., a story-
distribution, and legal/regulatory factors board for a short videotaped editorial on a current
influence the media industry (e.g., in a small issue or topic aimed at an adult audience; a multi-
group, chart the costs of a thirty-second ad on media presentation for peers on an environmental
prime-time television, a full-page ad in a daily issue 3) and identify practical, interpretive, and/
newspaper, a thirty-second ad on a local radio or creative challenges they may face in achiev-
station, and a full-page ad in a community ing their purpose
newspaper, and explain why the costs of the
advertisements vary so dramatically) Teacher prompt: “What are some interpretive
or creative challenges you might face in pro-
Teacher prompts: “How might owning a radio moting the benefits of free speech to a
station, a television station, and a magazine diverse community?”
help a film company promote its newest feature
film?” “What are the implications of having
the soft-drink vending machines in schools
controlled by a single soft-drink company?”
2. TL Media 7-10 “Reading Between the Lines (Predictions)” 10 3. TL Media 7-10 “Planning a Public Service Announcement” 16
106
Form 4. Reflecting on Skills and Strategies
3.2 select the media form best suited to the topic,
purpose, and audience for a media text they By the end of this course, students will:
plan to create, and explain why it is the most
appropriate choice (e.g., explain why a multi- Metacognition
media presentation would be the most effective 4.1 demonstrate insight into their strengths and
way to convince shareholders that a multina- weaknesses as media interpreters and produc-
tional corporation should improve its child ers, and practise the strategies they found most
labour practices; explain why a pamphlet would helpful when interpreting and creating partic-
be the most effective way to lobby for a particu- ularly complex media texts to improve their
English
lar program to help poor people) skills (e.g., use feedback from the target audience
Teacher prompt: “What media form would be for a media text they produced to evaluate its
success; use feedback from peers to help identify
the most effective way to interest a Grade 9
their personal strengths as media creators and
class in reading a short story you enjoyed?”
strategies that might help them improve)
Conventions and Techniques Teacher prompt: “How could analysing the
3.3 identify a variety of conventions and/or tech- appeal of a controversial television show
niques appropriate to a media form they plan help you in creating your own show?”
to use, and explain why these will help com-
municate a specific aspect of their intended Interconnected Skills
meaning most effectively (e.g., conventions/ 4.2 explain how their skills in listening, speaking,
techniques for a storyboard for a videotaped reading, and writing help them interpret and
editorial on a current issue: an outline of types produce media texts (e.g., the ability to identi-
of shots, camera angles, sound effects, dialogue, fy words that indicate bias in written material
and transitions between shots to be used, includ- can help them detect bias when interpreting
ing brief notes about how each will contribute to media messages) ENG4U
the overall message; conventions/techniques for
a multimedia presentation for peers to promote Teacher prompt: “How could participation in
environmental awareness: an outline of images, a classroom dialogue about bias help you
text, and sound effects to be used, including brief identify bias in media texts?”
notes about how each will contribute to the
overall message)
Teacher prompts: “Why do you think fast-
food restaurants use pictures of selected
menu items as well as printed listings on
their menu board?” “What criteria would
you use to determine the shots in your
videotaped editorial? How might the order
of the shots help you convey your message
more effectively?”
Producing Media Texts

3.4 produce media texts, including complex texts,
for a variety of purposes and audiences, using
the most appropriate forms, conventions, and
techniques (e.g., a reading promotion campaign
to support personal reading or a school-wide
sustained silent reading program, using a variety
of media forms, including posters in the library,
computer presentations at an assembly, and a
special “pitch” during morning announcements;
a commercial to raise awareness about
Aboriginal rights)
MEDIA STUDIES
Teacher prompt: ”What kind of content would

you need to include in a travel magazine to
attract particular types of advertisers?”
107
D. PRODUCING AND REFLECTING
ON MEDIA TEXTS
Media Studies
1. Producing Media Texts: create a variety of media texts for different audiences and purposes, using
effective forms, codes, conventions, and techniques;
2. Careers in Media Production: demonstrate an understanding of roles and career options in a variety
of media industries;
3. Metacognition: demonstrate an understanding of their growth as media consumers, media analysts,
and media producers.
Using Media Conventions and Techniques EMS3O
1. Producing Media Texts
1.3 select and use the conventions and techniques
By the end of this course, students will: of a particular form to produce media texts
(e.g., create suspense in a video by using low
Purpose and Audience camera angles, eerie music, and dim lighting;
1.1 create media texts for different purposes and design a website for young children that includes
audiences (e.g., explain the choices made in cre- animated clip art and coloured text; design a
ating a water-safety poster for adults as opposed business card that students at their school could
to one created for children; create separate public hand out when looking for part-time work or
service announcements to promote healthy eat- volunteer opportunities; create a print advertise-
ing among teenage males and females; adapt an ment about drug abuse aimed at a teen audience,
article from a national newspaper for a commu- using print design conventions; create a collage
nity newspaper; explain what information and for children that presents a message about
ideas they intended to convey in a comic that healthy eating habits)
they created) Teacher prompts: “What conventions and
Teacher prompt: “How would you create comic techniques would you use to design a calendar
books that address a serious issue [e.g., racism] based on your hobbies or interests?” “What
in ways that target different groups of people, techniques would you use to create a software
such as adults, adolescents, and children?” presentation for your fellow students on the
topic of homophobia?” PRODUCING AND REFLECTING ON MEDIA TEXTS
Form
1.2 select an appropriate form for a media text Language and Point of View
they plan to create, and explain why they 1.4 select and use the appropriate level of lan-
made that choice (e.g., adapt a short story for a guage, tone, and point of view when creating
comic book or a podcast; write or produce news media texts for specific purposes and audiences
stories about the same event for radio and for the (e.g., record a commentary on a school sports
school newspaper) event in the style of a favourite commentator;
write an article targeted for a mainstream
Teacher prompt: “What form(s) of media
national newspaper and then rewrite it for an
would you use to encourage automobile
alternative newspaper, using an appropriate
drivers to pay strict attention to the road style for each)
when they are at the wheel? Why?”
159
Teacher prompt: “If you were to write a jingle Career Opportunities
for a radio commercial or podcast aimed at 2.2 research careers in the media and in related
attracting Grade 8 students to your school, industries (e.g., write a report on the career
what kinds of lyrics and music would you use?” opportunities in the media for an editor, producer,
cinematographer, carpenter, film lab technician,
Production Process entertainment lawyer, actor, accountant, caterer,
1.5 employ planning strategies for pre-production, web designer, reporter, or photographer; inter-
production, and post-production (e.g., create a view an employee of a local media business,
Grade 11, Open
storyboard when a planning a video; create a such as a television studio or advertising agency,
detailed plan for a multimedia campaign that and create a presentation or write an article
includes television or radio commercials, print about the interview)
advertisements, and product tie-ins; create a
Teacher prompt: “What employment
chronology of events in outline form to plan a
opportunities in the media emphasize
script; use free association to brainstorm visual
oral communication?”
images to be used in a collage)
Teacher prompt: “What steps would be involved
in planning, recording, and marketing a CD 3. Metacognition
or digital compilation of your favourite songs?” By the end of this course, students will:
Credits and Permissions Media Consumer
1.6 research and obtain the necessary credits and 3.1 reflect on how their behaviours as consumers
permissions for the media texts they create, and of media have changed in response to their
explain the importance of doing so (e.g., list study of media (e.g., maintain a journal to reflect
the guidelines that exist for citing material from upon, record, and explain personal media use
newspapers or magazines posted on the Internet; and preferences over the course of the term; give
research the guidelines for using an artist’s a short speech that compares their current and
music in a film, video, or television program) previous understandings of bias in media texts
Teacher prompts: “When is it necessary to and the effects that their new level of under-
obtain permissions for material that you use standing has had on their media consumption)
in a media text you create?” “How did you Teacher prompt: “How has studying a variety
deal with the issue of credits and permis- of media texts affected your perceptions of the
sions when you made your video?” role you play in creating meaning from texts?”
Media Analyst
2. Careers in Media Production
3.2 reflect on the strategies they used to evaluate
By the end of this course, students will: media representations (e.g., reflect on why it is
important to discuss their opinions with others
Definition of Roles when examining a variety of perspectives on
2.1 identify and distinguish between the various media representations; identify key questions that
positions involved in the production of a vari- were effective for analysing media representations;
ety of media texts (e.g., use the Internet to reflect on how they evaluate a film by using
research the specific roles involved in the pro- comparisons; identify the criteria they use to
duction of a magazine; using the “behind the determine whether to keep watching a television
scenes” features on a DVD, explore the ways in series; explain how interviewing store managers
which a television director interacts with writers, and clients helped them evaluate window displays)
actors, and sound, camera, and lighting crews Teacher prompts: “When looking at an adver-
during the production process) tisement, what strategies do you use to
Teacher prompts: “How does the role of a film evaluate the representations of gender?”
director differ from that of a film producer?” “How do you evaluate point of view in a
“How does the job of a copy editor compare media text? Which strategies are the most
to that of a news reporter?” effective?” “In the photograph of a conflict,
who is in a position of power? Who is
excluded from the photograph? From whose
perspective is the photograph taken?” “How
would you decide which images to use if you
were designing a poster for a school dance?”
160
Media Producer
3.3 select and present work that reflects their
growth and competence as media creators, and
explain the reasons for their choices (e.g., cre-
ate a presentation that explains their growth in
the use of production techniques; mount a class-
room or hallway display of various works with
brief descriptions of why each one was chosen)
Media Studies
Teacher prompt: “Of all the media texts that
you have created this year, which ones
would you want to share outside of class?
What method would you use to share them?
Why?”
EMS3O
PRODUCING AND REFLECTING ON MEDIA TEXTS
161
Presentation and
Speaking Skills
Open EPS3O
This course emphasizes the knowledge and skills required to plan and make effective
presentations and to speak effectively in both formal and informal contexts, using such
forms as reports, speeches, debates, panel discussions, storytelling, recitations, interviews,
and multimedia presentations. Students will research and analyse the content and
characteristics of convincing speeches and the techniques of effective speakers; design
and rehearse presentations for a variety of purposes and audiences; select and use visual
and technological aids to enhance their message; and assess the effectiveness of their
own and others’ presentations.
Prerequisite: English, Grade 10, Academic or Applied
Strands
The expectations in this course are organized into the following strands:
A. Understanding Presentations
B. Making Presentations
163
A. UNDERSTANDING PRESENTATIONS
1. Identifying Elements of Effective Presentations: identify and analyse the characteristics of

effective presentations;
2. Assessing Presentations: produce critical assessments of a variety of presentations.
dress, movement, and gestures reinforce meaning
1. Identifying Elements of in presentations; identify how the use of periodic
Effective Presentations summations, transition words, and humour
By the end of this course, students will: engage an audience and sustain the audience’s
interest; explain the use of visuals to persuade in
Identifying Forms a sales presentation)
1.1 identify a variety of presentation forms (e.g., Teacher prompt: “What is the speaker doing
oral reports, speeches, lectures, debates, public
to influence the audience’s response?”
address announcements, panel discussions, book
discussions, storytelling, recitations, role plays, Identifying the Uses of Audio-Visual Aids
seminars, sales presentations, interviews, multi-
1.4 identify how audio-visual aids are used to
media presentations)
support the oral components of a presentation
Teacher prompts: “How do different types of (e.g., explain the use of presentation software to
speeches suit different purposes?” “How emphasize key points in a sales presentation;
would you define a ‘speech’?” identify how charts and graphs are used to rein-
force specific elements in an oral presentation;
Identifying Elements of Style and Organization explain how and when audio clips should be
1.2 identify elements of style, stylistic devices, and used to vary the pace in a presentation)
organization in selected speeches or debates Teacher prompts: “Were the visual aids effec-
by famous orators (e.g., identify examples of tive or distracting?” “How many video clips
repetition, rhetorical questions, and climactic
could you use before you begin to lose your
order in excerpts from selected speeches; identify
audience?”
how a speaker uses tone to engage an audience;
identify the use of repetition for emphasis in an

Identifying Cultural Conventions
anecdote; compare the use of the narrative and
1.5 describe conventions of oral and non-verbal
poetic elements in a medieval and a contempo-
communication in various cultures and how
rary ballad)
these conventions affect the delivery of oral
Teacher prompts: “What is the effect of that presentations (e.g., find and discuss information
rhetorical question?” “What stylistic devices about how different cultures view the use of eye
do you see the speaker using in this presen- contact and body language during presentations;
tation?” research the training and protocols associated
with Aboriginal storytelling; compare and con-
Identifying Performance Techniques trast the use of kissing as a greeting in various
1.3 identify the techniques that effective speakers cultures)
use to make convincing presentations (e.g., Teacher prompts: “What cultural conventions
describe the body language and vocal inflections did you observe in the speaker’s performance?”
used in a motivational speech; explain how fac-
“How well would this speaker communicate
tors such as volume, pace of speech, pitch, tone
with an audience outside of North America?”
of voice, eye contact, facial expressions, posture,
164
2. Assessing Presentations Evaluating Delivery
2.4 assess the effectiveness of the presentation
By the end of this course, students will: techniques and audio-visual aids used in an
Presentation and Speaking Skills

oral presentation (e.g., discuss in a group the
Effective Listening three most effective techniques used in a presen-
2.1 use techniques of effective listening and note- tation; develop criteria on which to base an
taking to understand the ideas and informa- assessment of a presenter’s use of voice and ges-
tion given in presentations (e.g., identify what tures; evaluate the effectiveness of the audio-
they hope to learn from a lecture; make notes visual aids used in a presentation)
to record key points and organization during Teacher prompts: “What did the speaker do
a speech; identify the implications and
particularly well in delivering this speech?
consequences of information provided in a
What did you observe about his speaking
presentation)
style that you would like to try in your own
Teacher prompts: “What techniques did you presentations?” “Were audio-visual aids
use when you listened to your peer’s presen- overused or underused in the presentation?
tation? How effective were the techniques Why do you say that?”
you used?” “What key points did the speak-
er make?” Communicating Feedback to Peers
2.5 provide objective and constructive feedback
Evaluating Form and Content on presentation rehearsals and presentations
2.2 assess the appropriateness of the chosen form by peers (e.g., develop a process and vocabulary
and the effectiveness of a presenter’s ideas, in for providing constructive feedback; work with a
view of the topic, audience, and purpose of partner to make a T-chart of strengths and weak-
the presentation (e.g., assess the extent to which nesses during the rehearsal of a presentation; use
the needs of the audience have been met by the peer conferences and checklists of specific crite-
content and form of a presentation; use an eval- ria to provide feedback after presentations) EPS3O
uation checklist to assess clarity of arguments,
Teacher prompt: “How can you give the pre-
persuasiveness, and quality of refutations in a
senter your feedback in a way that will help
debate; identify logical fallacies in oral presenta-
her to see both strengths and weaknesses in a
tions and assess the extent to which they under-
mine the credibility of the speaker’s message; constructive and positive manner?”
use a graphic organizer to track and evaluate
the organization of the ideas in a presentation)
Teacher prompts: “How effective was the
speaker in convincing you of his/her opin-
ion?” “Was there sufficient evidence on
which to base a reasonable conclusion?”
“Was the form of the presentation appropri-
ate for the content and audience?”
Evaluating Style and Organization

2.3 assess the style and organization of a presenta-
tion (e.g., assess the structure of a presentation;
assess the use of stylistic elements, such as
humour and tone, to engage an audience)
Teacher prompt: “Are there other structures
that could be used? Why would they be
UNDERSTANDING PRESENTATIONS
more effective or less effective than the cur-

rent structure?”
165
B. MAKING PRESENTATIONS
Grade 11, Open
1. Planning Presentations: plan presentations for specific purposes and audiences;

2. Delivering Presentations: communicate orally for a variety of purposes and audiences, using the
forms, language, and techniques of effective oral presentations;
3. Reflecting on Presentation Skills and Strategies: reflect on the skills they have acquired in
preparing, delivering, and responding to presentations.
contribute to the preparation of your group’s
1. Planning Presentations presentation?”
Planning for an Audience
Selecting Appropriate Forms 1.3 identify the considerations that are important
1.1 select appropriate oral presentation forms for with respect to audience and venue when
various purposes and audiences (e.g., a story- planning an oral presentation (e.g., make a
telling session to entertain a class at an elemen- floor plan of the presentation venue to decide on
tary school; an oral recitation of a poem in a class the best use of the space; select visual aids and
presentation on a poet; a persuasive argument on technology for a multimedia presentation that
why they should be allowed to borrow the family are appropriate for the size and composition of
car for an outing; a group presentation on drunk the audience; identify the prior knowledge,
driving for a high school audience; a presentation assumptions, expectations, and attention span
to the school council, with a question-and-answer of the audience in order to customise a presenta-
component, to encourage parental support for a tion on a book; determine how best to allot the
student initiative) available time to allow for audience participation
and a question-and-answer session)
Teacher prompt: “What form will you use?
Why? What other options did you consider?” Teacher prompts: “How will you compensate
for the fact that the audience does not know
Group Planning Skills much about this topic?” “What can you do to
1.2 identify the attributes required to successfully make the presentation more accessible for
plan a presentation as a group, and participate English language learners?”
in a group to plan a presentation (e.g., role-
play various characteristics that individuals may Research
bring to a group and discuss the contribution 1.4 select relevant and significant information from
that each characteristic makes to the success of research to suit the topic, purpose, and audience
a team; identify behaviours and speaking pat- (e.g., gather relevant information about healthy
terns that are counter-productive to developing lifestyles to engage a teenaged audience; select
a team presentation; examine how group mem- and research a specific topic related to workplace
bers can share tasks in the investigation of a safety, taking into account the prior knowledge
topic; identify the advantages of a cooperative and needs of co-workers; research what college
approach in areas such as sharing the workload, programs match particular skills and interests in
communicating about strategies, and using each preparation for a class presentation)
member’s strengths)
Teacher prompts: “How will you know when
Teacher prompts: “What helped your group you have done enough research?” “What else
work together effectively?” “How did you would a teenaged audience want to know
about this topic?”
166
Developing Content and Structure product or skill demonstration; use imagery or
1.5 apply knowledge of the characteristics of analogy to emphasize and clarify key points; use
effective presentations to plan content and non-discriminatory and inclusive language con-
Presentation and Speaking Skills

structure for presentations to several different sistently; describe a language choice they made in
audiences (e.g., create an agenda for a presenta- a presentation and explain why it was effective)
tion to persuade the school board to rename the
Teacher prompt: “Is there another way to phrase
school; begin a speech with a startling statistic to
this sentence to make it more inclusive?”
engage the interest of an audience of peers; search
the Internet for images that may be downloaded
Presentation Techniques
and used in a slide presentation about a global
2.3 use appropriate techniques in both individual
issue for an audience of elementary students)
and group oral presentations (e.g., use appro-
Teacher prompts: “How will you engage the priate transitions between group members when
audience when you begin your speech?” delivering a presentation; use techniques such as
“What visuals would be an effective back- rhetorical questions, humour, repetition, and
drop to your presentation?” dramatic pauses to engage the audience in a
speech promoting a student-operated business;
Rehearsing speak at an appropriate pace in a student semi-
1.6 select and use effective rehearsal strategies to nar to allow the audience to take notes; vary vol-
practise and polish a presentation (e.g., practise ume, pitch, and inflection for emphasis and to
a speech in front of peers or family members; maintain audience interest in an oral report)
rehearse a panel discussion or a group presenta- Teacher prompt: “What interesting touches
tion to refine sequencing and transitions; rehearse
were there in your delivery? Think about
the use of visual aids and software; test the com-
something as basic as volume or pace of
patibility of technology in the presentation venue)
speaking.”
Teacher prompt: “What is your most effective EPS3O
rehearsal technique? What new rehearsal Audio-Visual Aids
technique would you like to try?” 2.4 select, create, and use appropriate audio-visual
aids using available technology (e.g., use an
Building Confidence agenda, flipchart, posters, transparencies, slides,
1.7 use appropriate strategies to increase confidence videos, tables, or graphs to organize and clarify
(e.g., memorization, repeated rehearsals, appro- meaning in presentations; make appropriate
priate dress, relaxation and breathing exercises, design choices, including font size and colour;
mnemonic devices, visualization) prepare concise handouts for an audience; use
a sound recording of a poem to enhance a pres-
Teacher prompts: “What will help you to feel entation during a seminar on poetry; create
most prepared in front of the audience?” “What animated graphics to emphasize a key point in
sorts of cues will you need to keep on track?” a sales presentation; use a videotape of a news
clip to illustrate a report on a current issue; use
2. Delivering Presentations recorded music and slides to create atmosphere
during storytelling)
By the end of this course, students will: Teacher prompts: “What would be an appro-
priate aid for a presentation on this topic?”
Purpose and Audience
“What type of aid would help your audience
2.1 make presentations in a variety of forms for
to more clearly understand the complexity
various purposes and audiences (e.g., debate a
of the point you want to make?” “Where
topical issue at a student assembly; tell a story to
a younger audience; role-play a job interview; can you most effectively use technology to
present a monologue adapted from a novel; make enhance your presentation? At what point
a multimedia presentation to promote a school trip) would it become a distraction?”
Teacher prompts: “What could you do to Responding to Audiences

MAKING PRESENTATIONS
develop your skills as a speaker?” “What 2.5 monitor audience reactions during a presenta-
opportunities are there for you to make tion and adapt delivery accordingly (e.g., ask
presentations outside of class?” questions to check audience understanding and
engagement; rephrase main ideas for clarification;
Language move on to the next major point quickly to
2.2 use appropriate and effective language in oral recapture the attention of a restless audience;
presentations (e.g., use specialized language in a add humour to reinforce and emphasize key
167
points; respond quickly, confidently, and appro-
priately to unexpected digressions, interruptions,
or questions during the presentation)
Teacher prompts: “What can you do when
you see that your audience is less engaged
than you would hope?” “How can you adapt
your stand-up comedy act if your audience is
not laughing?”
Grade 11, Open
3. Reflecting on Presentation Skills

and Strategies
Metacognition
3.1 identify the skills they have acquired in making
and assessing presentations, and create a plan
for improvement (e.g., identify the strategies and
skills learned in this course that have helped
them become more effective presenters; identify
the feedback received from a peer that was most
helpful in improving a presentation; write a
critique of one of their own recent presentations,
list possible improvements, and practise the skills
needed to make those improvements; identify
speaking and presentation skills they will need
in careers that are of interest to them)
Teacher prompts: “What has worked for you
in recent presentations?” “What would you
like to improve about your presentation style
or preparation?” “What have you learned
from your analysis of other presentations
that has made you a better presenter?”
168
GLOSSARY
The following definitions and lists of examples are intended to help teachers and
parents use this document. It should be noted that the examples provided are not
meant to be exhaustive.
Aboriginal person. A person who is a acronym. A pronounceable word formed

descendant of the original inhabitants from the first letter or letters in a phrase
of North America. The Canadian or name (e.g., CUPE for Canadian Union
Constitution (1982) recognizes three of Public Employees, radar for radio
primary groups as Aboriginal peoples: detecting and ranging).
Indians (First Nations), Inuit, and Métis.
alliteration. The deliberate repetition of
academic essay. An essay written in a for- sounds or syllables, especially initial con-
mal style for an academic audience. sonants, for stylistic effect (e.g., recreational
reading and writing).
academic language. The oral and written
vocabulary, language patterns and struc- allusion. A brief reference, explicit or
tures, and grammatical forms appropriate implicit, to a place, person, or event. The
for a formal essay, debate, or presentation. reference may be historical, literary, reli-
See also specialized language, technical gious, or mythological.
language.
antonym. A word opposite in meaning to
achievement levels. Brief descriptions of another word (e.g., hot/cold).
four different degrees of student achieve-
ment of the provincial curriculum expec- assonance. The deliberate repetition of
tations for any given grade. Level 3 is the similar vowel sounds for stylistic effect
“provincial standard”. Parents of students (e.g., feel/clean).
achieving at level 3 in a particular grade
audience. The intended readers, listeners,
can be confident that their children will
or viewers for a particular text. In plan-
be prepared for work at the next grade.
ning a piece of writing, writers must take
Level 1 identifies achievement that falls
into account the purpose and audience in
much below the provincial standard.
choosing an appropriate form of writing.
Level 2 identifies achievement that
approaches the standard. Level 4 identifies blog. A short form for Web log. An online
achievement that surpasses the standard. forum where people share personal journal
entries, opinion articles, and/or photo-
graphs with others on a regular basis.
body language. Non-verbal communica- clarify or deepen understanding of the
tion through gestures, facial expressions, text; finding important ideas; questioning;
and body movement. adjusting reading speed according to the
level of difficulty of the text or the kind of
coherence. The underlying logical connect- reading; rereading a passage to clarify
edness of the parts of an oral, written, or meaning; reading ahead; considering how
visual text. A paragraph is coherent if all the meaning of the text matches up with
of its sentences are connected logically so prior knowledge; summarizing information;
that they are easy to follow. An essay is inferring; analysing and synthesizing. See
coherent if its paragraphs are logically also reading strategies.
connected.
concept map. A graphic organizer students
collage. A form of art in which a variety can use to explore knowledge and gather
of materials, such as photographs, fabric, and share information and ideas. Features
objects, and printed text, are attached to of concept maps may include various
a surface. Students can demonstrate their shapes and labels, as well as arrows and
understanding of many themes and issues other links to show relationships between
through the choice of materials and design ideas.
elements of a collage.
controlling idea. An important or central
colloquialism. A word or expression used concept, theme, or argument that is used
in everyday conversation but not in formal to unify a written, oral, or media text.
language (e.g., Gimme a break!).
conventions. Accepted practices or rules
comma splice. A sentence error caused in the use of language. In the case of writ-
by using a comma instead of a stronger ten or printed materials, some conventions
punctuation mark or a conjunction to join help convey meaning (e.g., punctuation,
two main clauses (e.g., The picnic is an annu- typefaces, capital letters) and other con-
al event, this year it will be held at the lake). ventions aid in the presentation of content
(e.g., table of contents, headings, footnotes,
commonly confused words. Words often
charts, captions, lists, pictures, index). See
mistaken for other words that are spelled
also text features.
or pronounced in the same or almost the
same way (e.g., compliment/complement, creative thinking. The process of thinking
effect/affect). about ideas or situations in inventive and
unusual ways in order to understand
comprehension. The ability to understand

them better and respond to them in a new
and draw meaning from spoken, written,
and constructive manner. Students think
and visual communications in all media.
creatively in all subject areas when they
comprehension strategies. A variety of imagine, invent, alter, or improve a con-
cognitive and systematic techniques that cept or product.
students use before, during, and after lis-
critical literacy. The capacity for a partic-
tening, reading, and viewing to construct
ular type of critical thinking that involves
meaning from texts. Examples include:
looking beyond the literal meaning of texts
making connections to prior knowledge
to observe what is present and what is
and experience and to familiar texts;
missing, in order to analyse and evaluate
skimming text for information or details;
the text’s complete meaning and the author’s
scanning text to determine the purpose of
intent. Critical literacy goes beyond con-
the text or type of material; visualizing to
ventional critical thinking in focusing on
206
issues related to fairness, equity, and social cues, verbal (oral language). Aspects of
justice. Critically literate students adopt a spoken language that convey meaning.
critical stance, asking what view of the Examples include: types of words (e.g.,
world the text advances and whether they nouns, verbs, linking words, modifiers);
find this view acceptable. prefixes and suffixes (e.g., indicators of
plurals, verb tenses); sound patterns (e.g.,
critical thinking. The process of thinking rhyme); pauses; pace; tone of voice or
about ideas or situations in order to intonation; volume; pitch; modulation;
understand them fully, identify their inflection.
implications, and/or make a judgement
about what is sensible or reasonable to culture. The way in which people live, think,
believe or do. Critical thinking skills used and define themselves as a community.
in reading include: examining opinions,
questioning ideas, interpreting informa- diction. The choice of words or phrases in
tion, identifying values and issues, detect- speech or writing; the particular words
ing bias, detecting implied as well as chosen to express an idea.
explicit meanings. Critical thinking skills
differentiated instruction. An approach to
used in writing include: questioning,
instruction that maximizes each student’s
hypothesizing, interpreting, inferring,
growth by considering the needs of each
analysing, comparing, contrasting, evalu-
student at his or her current stage of
ating, predicting, reasoning, distinguish-
development and then offering that stu-
ing between alternatives, making and
dent a learning experience that responds
supporting judgements, synthesizing,
to his or her individual needs.
elaborating on ideas, identifying values
and issues, detecting bias, detecting diversity. In reference to a society, the
implied as well as explicit meanings. variety of groups of people who share a
range of commonly recognized physical,
cueing systems. Cues or clues that effec-
cultural, or social characteristics.
tive readers use in combination to read
Categories of groups may be based on
unfamiliar words, phrases, and sentences
various factors or characteristics, such as
and construct meaning from print. Semantic
gender, race, culture, ethnicity, sexual ori-
(meaning) cues help readers guess or pre-
entation, ability/disability, appearance,
dict the meaning of words, phrases, or
age, religion, and socio-economic level.
sentences on the basis of context and prior
knowledge. Semantic cues may include dramatic irony. A situation in which the
visuals. Syntactic (structural) cues help significance of a character’s words or
readers make sense of text using knowledge actions is clear to the audience or reader
of the patterned ways in which words in a but unknown to the character.
language are combined into phrases, clauses,
and sentences. Graphophonic (phonologi- editing. The making of changes to the
cal and graphic) cues help readers to content, structure, and wording of drafts
decode unknown words using knowledge to improve the organization of ideas,
of letter–sound relationships, word pat- eliminate awkward phrasing, correct
terns, and words recognized by sight. grammatical and spelling errors, and
generally ensure that the writing is clear,
cues, non-verbal. Aspects of spoken or coherent, and correct. See also writing
unspoken communication that convey process.
GLOSSARY
meaning without the use of words. Examples

include: facial expressions, gestures, body
language.
207
electronic link. An electronic connection expectations. The knowledge and skills
that allows users to move quickly within that students are expected to develop and
or between documents, files, or websites to demonstrate in their class work, on
on a computer. tests, and in various other activities on
which their achievement is assessed.
elements of media works. The elements Overall expectations describe in general
of media works may be grouped in the terms the knowledge and skills that stu-
following way: dents are expected to demonstrate by the
Audio elements. Speech, music, back- end of each grade. Specific expectations
ground sounds, sound effects, volume, describe the expected knowledge and
dialects and accents, silence, narration, skills in greater detail.
pace, sequence of sounds.
Visual elements. Lighting, colour, images, explicit information and ideas.
size and type of lettering, size of images, Information and ideas that are stated
sequence (e.g., of images, symbols, clearly and directly. (Compare implicit
graphics, camera angles, or logos), meaning.)
props (e.g., costumes, furnishings),
explicit teaching. Direct, purposeful
speed of presentation, shape or design,
teaching of specific knowledge, skills, or
credits, details of sponsorship, anima-
strategies. In explicit teaching, the teacher:
tion, live action.
explains what the knowledge, skill, or
Compositional elements. Plot, form (struc-
strategy is, why it is used, and when to
ture), theme, setting, atmosphere, point of
use it; models how to use it; guides and
view, characterization.
coaches students as they practise it (e.g.,
elements of text. The characteristic aspects in shared reading and then in guided
of a particular text form (e.g., story: plot, reading sessions); and then asks them to
characters, setting, theme). demonstrate their learning independently.
elements of writing (composition and figurative language. Words or phrases

style). Essential aspects of written compo- used in a non-literal way to create a
sitions. Examples include: a central theme desired effect (e.g., metaphors, similes,
or topic; the organization of information personification, oxymoron). See also
and ideas; diction (word choice); the use imagery, literary device.
of conventions of spelling, punctuation,
fishbone map. A graphic organizer that
grammar, sentence structure, and para-
uses framing questions to show the causal
graphing; plot; characterization; atmosphere;

relationships involved in a complex event.
point of view; literary (stylistic) devices.
Framing questions might include: “What
essay. A prose composition that discusses are the factors that cause X? How do they
a subject or makes an argument. This type relate to one another?”
of writing often presents the writer’s own
five (5) W’s. The five basic questions (who,
ideas on a topic. See also academic essay,
what, where, when, and why?) that provide
personal essay.
a framework for recounting personal or
etymology. The origin and history of the factual experiences and retelling stories or
form and meaning of a word. Dictionaries events.
often provide etymologies of words.
208
flow chart. A visual way of organizing forms of writing. Examples include: story
information and ideas to show relation- or other narrative piece, anecdote, com-
ships (e.g., to show the sequence of events mentary, critical review, description,
in a short story; to describe relationships instructions or procedures, recount (per-
among characters in a situation comedy). sonal or informational), transcription of
an interview, announcement, argument,
foreshadowing. A literary device in which position paper, essay, research report, tele-
an author provides an indication of future vision or radio script, editorial, speech,
events in the plot. letter, minutes of a meeting, notes, jottings,
poem, song text, dialogue, label, support-
forms of informational texts. Examples
ed opinion, summary, cartoon caption,
include: history book, geography text,
log, diary, memoir, journal, riddle, script
report, essay, theatre or concert program,
for a commercial, advertisement, list, sur-
book review, editorial, newspaper or
vey, word web, chart.
magazine article, television or radio
script, letter (personal, business), invita- free verse. Poetry written without a regu-
tion, manual, public sign, label, biography, lar metrical pattern. Free verse may be
autobiography, speech, résumé, personal rhymed or unrhymed. A free-verse poem
journal, diary, brochure, reference book, is based on natural rhythms of speech and
encyclopaedia. free expression rather than on a predeter-
mined form.
forms of literary texts. Examples include:
story, short story, adventure story, detective free writing. A technique that is used for
story, myth, legend, folk tale, cumulative developing possible content for a piece of
tale, lyric poem, dramatic poem, ballad, writing and that involves recording
novel, mystery novel, historical novel, sci- thoughts, images, and ideas without
ence fiction novel, soliloquy, play, script, restraint.
storybook, picture book, pattern book,
chapter book. See also genres. genres. The types or categories into which
literary works are grouped. Examples
forms of media texts. Examples include: include: novel, short story, essay, poetry,
advertisement, e-mail, film, video, DVD, and drama. See also forms of literary texts.
clothing, athletic wear, food packaging,
action figure, jewellery, newspaper, maga- graphic novel. A story in comic-strip form,
zine, brochure, movie trailer, editorial, published as a book.
sculpture, song, dance, news report, sports
program, documentary, situation comedy graphic organizer. A visual framework (e.g.,
(sitcom), television or radio drama, nature a Venn diagram, a word web, a flow chart)
program, interview, travelogue, television that helps students organize, analyse, syn-
commercial, cartoon, web page, CD-ROM thesize, and assess information and ideas.
dictionary, interactive software, multi-` See also under individual types of organizers.
media text, blog, database.
graphophonics. The study of the relation-
forms of oral texts. Examples include: ships between the symbols and sounds of
greeting, conversation, question, statement, a language and the visual information on
exclamation, instructions, directions, poem, the page.
rhyme, song, rap, story, anecdote, announce-
graphophonic cues. See cueing systems.
ment, news broadcast, interview, oral
GLOSSARY
presentation, speech, recitation, debate,

report, role play, drama.
209
higher-order thinking. The process of inclusive language. Language that is equi-
mentally manipulating and transforming table in its reference to people, thereby
information and ideas in order to solve avoiding stereotypes and discriminatory
problems, acquire understanding, and dis- assumptions (e.g., police officer includes
cover new meaning. Higher-order think- both males and females, whereas police-
ing skills include: focusing, information man refers only to males). See also non-
gathering, combining facts and ideas, discriminatory language.
organizing, analysing, synthesizing, gen-
eralizing, integrating, explaining, hypoth- inferring. Drawing meaning from or
esizing, interpreting, evaluating, drawing reaching a conclusion using reasoning and
conclusions. evidence from a text, based on what the
author states and implies in the text and
homonym. A word that has the same what the reader brings to the text from his
spelling as another word but a different or her prior knowledge and experience.
meaning (e.g., ear, meaning the organ of
hearing, and ear [of corn], meaning the informational text. See forms of informa-
seed-bearing head of a cereal plant). tional texts.
homophone. A word that has the same irony. A meaning of words in context that
sound as another word but a different differs from, and is often the opposite of,
meaning and spelling (e.g., seas/seize; their literal meaning. See also dramatic
pore/pour). irony.
hyperbole. A literary device in which jargon. Another term for specialized lan-
exaggeration is used deliberately for effect guage, usually used pejoratively.
or emphasis (e.g., a flood of tears, piles of
language pattern. A particular arrangement
money).
of words that helps the reader determine
hyperlink. In an electronic document, a meaning by providing a certain level of
cross-reference or link to a web page or predictability (e.g., inversion of subject
another electronic document. A hyperlink and verb in interrogative sentences).
is usually a particular word, button, or
level of language. A style of language
graphic. When the user clicks on it, the
(e.g., formal, colloquial) appropriate to a
new web page or document is displayed.
specific purpose, audience, or situation.
idiom. A group of words that, through The style is determined by the degree of
usage, has taken on a special meaning dif- formality in a particular social situation,
ferent from the literal meaning (e.g., Keep the relationship among the individuals
your shirt on! or It’s raining cats and dogs.). involved in the communication, and the
purpose of the interaction. Sometimes
imagery. Descriptions and figures of referred to as register.
speech (e.g., metaphors, similes) used by
writers to create vivid mental pictures in listening and speaking skills. Skills that
the mind of the reader. See also figurative include: determining the purpose of lis-
language, literary device. tening; paying attention to the speaker
or performer; following directions and
implicit meaning. Ideas and concepts that instructions; recalling ideas accurately;
are present but stated indirectly. (Compare responding appropriately to thoughts
explicit information and ideas.) expressed; judging when it is appropriate
to speak or ask questions; allowing others
210
a turn to speak; speaking clearly and media literacy. An informed and critical
coherently; asking questions to clarify understanding of the nature of the media,
meaning or to obtain more information; the techniques used by them, and the
responding with consideration for others’ impact of these techniques. Also, the abili-
feelings; using and interpreting facial ty to understand and use the mass media
expressions, gestures, and body language in an active, critical way. See also media
appropriately. literacy, five key concepts of.
literary device (also referred to as a stylis- media literacy, five key concepts of. For
tic device). A particular pattern of words, the purposes of this document, the five
a figure of speech, or a technique used key concepts of media literacy are:
in literature to produce a specific effect. 1. All media are constructions.
Examples include: rhyme, parallel structure, 2. The media contain beliefs and
analogy, comparison, contrast, irony, fore- value messages.
shadowing, allusion, juxtaposition, simile, 3. Each person interprets messages
metaphor, personification, pun, hyperbole, differently.
oxymoron, symbolism. See also figurative 4. The media have special interests
language, imagery. (commercial, ideological, political).
5. Each medium has its own language,
literary text. See forms of literary texts.
style, form, techniques, conventions,
mass media. Means of communication and aesthetics.
aimed at a very large audience. Examples See also media literacy.
include: mass-market paperback books,
media text. A product that is communicat-
television, movies, newspapers, magazines,
ed through a medium. See also forms of
the Internet.
media texts.
media. The plural of medium. Means of
medium. A communication vehicle such
communication, including audio, visual,
as radio, television, or the Internet. The
audio-visual, print, and electronic means.
plural is media.
media conventions and techniques. The
mentor texts. Texts that are chosen and
means of producing particular effects
used intentionally/explicitly by the teacher
using voice, images, and sound to support
to illustrate specific teaching points (e.g.,
the messages or themes in a text. Examples
voice, word choice, use of dialogue).
include the use of: colour, voice-over nar-
ration, animation, simulation, variations in metacognition. The process of thinking
camera angles or distance, fading in and about one’s own thought processes.
out of sounds or images, hot links and Metacognitive skills include the ability to
navigation buttons on a website, live action, monitor one’s own learning.
special effects, variations in volume, varia-
tions in speed or pace, motion, flashbacks, mind map. A graphic representation of
collages, dialogue, variations in size and information that is intended to clarify mean-
type of lettering or size of images, sequencing ing. In making a mind map, students sum-
of sounds and images, symbols, speech, marize information from a text and organize
music, background sounds, sound effects, it by listing, sorting, or sequencing it, or by
dialects and accents, silence, narration, linking information and/or ideas. Mind
graphics, logos, props (e.g., costumes, fur- maps help students understand the relative
GLOSSARY
nishings), aspects of design and layout, importance of individual points and the way
credits, details of sponsorship, animation. in which these points relate to one another.
211
mnemonics. Techniques for improving or (general statements supported by exam-
supporting the memory (e.g., memory ples); combined/multiple orders (two or
tricks that are used to help remember the more organizational patterns used togeth-
spelling of a difficult word – Ice is a noun er: for example, comparison/contrast and
and so is practice). cause/effect).
modelling. A demonstration by the teacher overall expectations. See expectations.

of how to perform a task or use a strategy.
Students copy the teacher in order to learn oxymoron. A combination of words with
the modelled processes and skills. contradictory meanings, used deliberately
Modelling may include thinking aloud, to for effect (e.g., delicious torment, living
help students become aware of the death).
processes and skills involved.
paraphrase. A restatement of an idea or
multimedia presentation. A single work text in one’s own words.
that uses more than one medium to present
parenthetical referencing. A technique of
information and/or ideas: for example, an
citation in which an acknowledgement is
oral report that includes a slide show, dia-
placed in parentheses and inserted into a
grams, and a video or audio clip.
research essay wherever the writer has
non-discriminatory language. Language taken words, facts, or ideas from another
that conveys respect for all people and source. Usually the author’s last name
avoids stereotyping based on gender, race, and a page reference are used to identify
religion, culture, social class, sexual orien- the source. Each source cited in parenthet-
tation, ability, or age. See also inclusive ical references must have a corresponding
language. entry in the list of works cited.
onomatopoeia. The use of a word having personal essay (also referred to as a reflec-
a sound that suggests its meaning (e.g., tive essay). An essay written in an informal
splash, murmur, buzz, twitter). style on a subject of personal interest to
the writer. This type of writing usually
oral language structures. Verbal structures presents the writer’s own ideas or reflects
that are used in speaking. Examples include: aspects of the writer’s personality.
conventional sentence structures (e.g.,
interrogative, exclamatory; simple, com- phonemic awareness. The ability to hear,
pound, complex); colloquial structures identify, and manipulate phonemes (the
(e.g., one-word answers, verbless sentences); smallest units of spoken language) in spo-
contractions; colloquial idioms. ken words.
oral text. See forms of oral texts. phonics. Instruction that teaches children
the relationships between the letters
organizational patterns of text. Ways in (graphemes) of written language and the
which texts are structured in different individual sounds (phonemes) of spoken
forms or genres of writing. Examples language.
include: time order or chronological order
(events presented in time sequence); phonological awareness. The ability to
comparison and contrast (an outline of focus on and manipulate units of lan-
similarities and differences); cause and guage, including phonemes and larger
effect (an outline of events or actions linked spoken units such as syllables and words.
to their consequences); generalization
212
podcast. A digital recording of a broadcast, proofreading. The careful reading of a
available on the Internet for downloading final draft of written work to eliminate
to a personal computer or audio player. typographical errors and to correct errors
in grammar, usage, spelling, and punctua-
point of view. The position of the narrator tion. See also writing process.
in relation to the story; thus, the vantage
point from which events are seen (e.g., the reader’s notebook. A notebook in which
omniscient, the third-person, or the first- individual students record observations
person point of view). and reflections about texts read and their
reading process, as well as related dia-
pragmatics. The study of how people grams, definitions, lists (e.g., “books read”,
choose what they say or write from the “books to read”), explanations, descriptions,
range of possibilities available in the lan- predictions, findings, and conclusions.
guage and the effect of those choices on The reader’s notebook supports students’
listeners or readers. Pragmatics involves
thinking about their reading and is a help-
understanding how the context influences
ful tool for discussing their reading with
the way sentences convey information
the teacher and their peers.
(e.g., the speaker/author/producer’s
choice of text form, text features, use of readers' theatre. An instructional activity
conventions, and presentation style affect in which students: adopt the roles of dif-
how the listener, reader, or viewer will ferent characters and of a narrator to read
understand the text). a text; or develop scripts based on familiar
texts, practise their parts, and then present
précis. A concise summary of the ideas
their rehearsed reading to others.
in a text.
reading fluency. The ability to read with
print and electronic resources.
sufficient ease and accuracy to focus the
Information/reference materials in print
reader’s or listener’s attention on the
or electronic media. Examples include:
meaning and message of a text. Reading
books (fiction and non-fiction), newspa-
fluency involves not only the automatic
pers, magazines, encyclopaedias, reports,
identification of words but also qualities
television programs, videos, CD-ROMs,
such as rhythm, intonation, and phrasing
computer graphics programs, word-
at the phrase, sentence, and text levels, as
processing programs, models for writing
well as anticipation of what comes next in
(e.g., stories or essays by published writ-
a text.
ers), style guides, databases, dictionaries,
thesauri, spell-check programs.
reading strategies. Approaches used
prior knowledge. The background experi- before, during, and after reading to figure
ence and knowledge that a student brings out unfamiliar words, determine mean-
to classroom learning. Instruction builds ing, and increase understanding of a text.
on prior knowledge in order to introduce Examples include comprehension strategies
new learning. Since students come to and word-solving strategies, including the
school with a wide variety of prior knowl- use of cueing systems. Good readers use a
edge, teachers need to be aware of their combination of word-solving and compre-
students’ backgrounds in planning lessons. hension strategies, while maintaining a
focus on developing and deepening their
product placement. The use of brand-name understanding of a text. See also compre-
products in television programs, movies, hension strategies.
GLOSSARY
games, and other media productions as a

form of paid advertising.
213
report. An oral or written account or opin- riences in order to reach higher levels of
ion formally expressed, based on the find- learning and proficiency. Teachers provide
ings from an investigation or inquiry. temporary support until students develop
the ability to apply newly learned skills
research. A systematic investigation and knowledge independently.
involving the study of materials and
sources in order to establish facts and seek semantic cues. See cueing systems.
out the truth. Such an investigation gener-
ally has the following stages: selecting a slang. Very informal language patterns or
topic, narrowing the focus, locating vocabulary used by particular groups, or
appropriate resources, gathering informa- in special contexts, or to reflect trends.
tion, analysing material and forming con-
sound devices. Literary techniques in
clusions, presenting the information in
which words are selected for the sounds
written and/or oral form, and document-
they make (e.g., rhyme, assonance, conso-
ing the sources of information and ideas.
nance, alliteration, and onomatopoeia).
revising. The process of making major
specialized language. Words and phrases
changes to the content, structure, and
that have a particular meaning because of
wording of a draft to improve the organi-
the context in which they are used (e.g.,
zation of ideas, eliminate awkward phras-
cinematic terms such as close-up or fade
ing, correct errors, and generally ensure
out used in a film review). See also techni-
that the writing is clear, coherent, and cor-
cal language.
rect. See also writing process.
specific expectations. See expectations.
rhetorical devices and techniques. Elements
of style used in speech or writing to achieve standard Canadian English. Oral and
special effects, usually in order to per- written English that follows accepted rules
suade, interest, or impress an audience and practices of grammar, usage, spelling,
(e.g., rhythm, repetition, rhetorical question, and punctuation and that is used across
emphasis, balance, dramatic pause). a broad spectrum of Canadian society
(e.g., in government, educational, medical,
rhetorical question. A question asked not
legal, science, business, and media
for information but for dramatic effect. The
communications).
answer may be self-evident (Why should I
care what they think?) or immediately pro- stereotype. An image of a particular type
vided by the questioner (What should be of person or thing that has become fixed
done? Well, first we should... ). through being widely held. Stereotypes

are usually conventional, formulaic, and
role playing. A dramatic technique in
oversimplified.
which participants act the part of another
character, usually in order to explore the story grammar. The structure and elements
character’s thoughts, feelings, and values. of narrative text. In Western cultures, story
grammars have the following elements:
run-on sentence. A sentence error in which
setting (time, place); characters; the intro-
two or more sentences are run together
duction of a problem or conflict; events
and punctuated as one, or a series of main
(e.g., the reaction of the central character
clauses are not separated by the required
and his or her attempts to solve the prob-
conjunctions or punctuation.
lem); a resolution or conclusion; and a
scaffolding. Instruction that helps students theme. A story map is a graphic organizer
build on their prior knowledge and expe- that traces the story grammar.
214
storyboard. A sequence of images used their functions (e.g., subject, object). See
to plan a film, video, television program, also cueing systems.
or drama.
synthesis. A new whole that is formed
strands. The four major areas of language when ideas and information are linked,
use into which the English curriculum is combined, and/or integrated.
organized: Oral Communication, Reading
and Literature Studies, Writing, and technical language. The terminology used
Media Studies. in a discipline or understood by a trade,
profession, or group of people (e.g., in
student-teacher conference. A teacher’s metal working, the term pig means a
planned dialogue with an individual mould for casting metals). See also academic
student about his or her learning. language, specialized language.
Conferences offer teachers opportunities
to get to know their students’ strengths template. A document with a predeter-
and the challenges they face in relation to mined form, included in most word-
specific learning strands or expectations; processing and presentation software
to monitor their progress; and to plan (e.g., calendar, memo, and letter templates).
future instruction based on identified
text. A means of communication that
needs and interests.
uses words, graphics, sounds, and/or
style. A manner of writing or speaking or images, in print, oral, visual, or electronic
performing. In a literary work, style usu- form, to present information and ideas
ally refers to distinctive characteristics of to an audience.
the diction, figurative language, literary
text features. The physical or design char-
devices, language patterns, and sentence
acteristics of a text that clarify and/or give
structures of the work.
support to the meaning in the text (e.g.,
stylistic device. See literary device. title, headings, subheadings, bold and italic
fonts, illustrations). See also conventions.
summarizing. Stating the main points or
facts of a text. text form. A category or type of text that
has certain defining characteristics. The
symbol. Something that stands for or concept of text forms provides a way for
represents an abstract idea. readers and writers to think about the
purpose of a text and its intended audience.
synonym. A word that has the same or
almost the same meaning as another thesis statement. The statement in an essay
word (e.g., clean/pure). that communicates the writer’s main point
and purpose. The thesis statement usually
synopsis. A brief summary providing a appears at the beginning of an essay.
general view of a topic, subject, or work.
tone. A manner of speaking, writing, or
syntactic cues. See cueing systems. creating that reveals the speaker’s, author’s,
or producer’s attitude towards a subject
syntax. The predictable structure of a lan-
and/or audience.
guage and the ways in which words are
combined to form phrases, clauses, and topic sentence. The sentence that express-
sentences. Syntax includes classes of es the central idea in a paragraph.
GLOSSARY
words (e.g., nouns, verbs, adjectives) and
215
tree diagram. A graphic organizer that is word-solving strategies. Any of a variety
used to classify a topic into groups and of semantic, syntactic, or graphophonic
items (e.g., when summarizing or plan- strategies that help students read a word.
ning a report). Examples include: decoding words; using
knowledge of the structure or meaning of
unity. Adequate interconnection and words to read unfamiliar words; combin-
coherence among the parts of a work, ing knowledge of letter-sound relation-
achieved when the details relate clearly to ships with clues from an illustration to
the controlling idea of the work. predict the word.
usage. The generally accepted ways in word wall. A list of words, grouped
which language is used to communicate alphabetically and prominently dis-
meaning (e.g., single negatives preferred played in the classroom, that teachers
to double negatives, as in I don’t see any use to help students become familiar
reason, rather than I don’t see no reason). with high-frequency words.
vertical files. A collection of newspaper word web. A graphic presentation of

and magazine articles, photographs, words associated with a subject showing
maps, and pamphlets on specific topics. the relationships between or among ideas
or information.
voice. The style or character of a piece of
writing conveyed through the author’s works cited (also referred to as references
use of vocabulary, sentence structure, or bibliography). An organized list of all
imagery, rhythm, and other elements that the sources used in preparing a research
contribute to the mood of the piece as a essay (e.g., books, articles, interviews,
whole. websites, CD-ROMs). An annotated bibli-
ography includes a brief description or
webcast. A broadcast or recording of an
assessment of each source. See also paren-
event on the World Wide Web.
thetical referencing.
web page. A page of information at a
writer's notebook. A notebook in which
website. It may include text, graphics,
individual students record notes, lists,
and links to other web pages.
drafts, observations, strategies, informa-
webquest. An inquiry in which most or all tion, and ideas to support their writing
of the information gathered is drawn from development. The writer’s notebook is
the World Wide Web. personal – a place where students capture
moments and scenes that they want to

website. A collective term for all of the remember and outline strategies that
web pages at a particular site on the Web. will help them develop as writers.
A website can cover one topic or a variety
of topics. writing process. The process involved in
producing a polished piece of writing. The
word pattern. The particular arrangement writing process comprises several stages,
of the components in a group of words each of which focuses on specific tasks. The
that have elements in common with main stages of the writing process are:
respect to meaning, syntax, spelling, planning for writing, drafting, revising,
and/or sound (e.g., the formation of the editing, proofreading, and publishing.
past tense in a group of verbs by adding
the suffix -ed to the verb root).
216
writing skills. The skills needed to produce
clear and effective writing. Writing skills
include: organizing and developing ideas
logically; identifying the level of language
appropriate to the purpose for writing and
the audience being addressed; choosing the
form of writing appropriate to the purpose
for writing; choosing words, phrases, and
structures that are both appropriate for the
context and effective in conveying one’s
message; using language structures and
patterns correctly; using correct grammar,
spelling, and punctuation; attending to
style, tone, and point of view; showing
awareness of the audience; revising to
improve the development and organization
of ideas; editing to improve style and to
correct errors in grammar, spelling, and
punctuation.
zine. A word, derived from magazine, that

denotes an inexpensively produced, self-
published publication. An e-zine is a zine
that is published electronically, especially
on the Internet.
GLOSSARY
217

The Ontario Curriculum, Grades 11 and 12_ English, 2007 (Revised)

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The Ontario Curriculum, Grades 11 and 12_ English, 2007 (Revised)

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English, Grade 11

University Preparation ENG3U

Prerequisite: English, Grade 10, Academic

Key to Footnote References

1. Listening to Understand: listen in order to understand and respond appropriately in a variety

point of view of a young person? Could the

vey ideas and themes; the organization of an Reading Familiar Words

structure are used to engage an audience; explain

READING AND LITERATURE STUDIES

1. TLE 10-12 “Speakers’ Corner” 80

ing for their intended audience (e.g., use a

aloud to listen for and correct awkward

identify words that they regularly misspell and

competence as writers, and explain the reasons

1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;

Interpreting Messages Audience Responses

1. TL Media 7-10 “Exploring the Key Concepts of Media Literacy” 2

release?” “How has the popularity of tabloids

Conventions, and Techniques

4. Reflecting on Skills and Strategies

4. TL Media 7-10 “Planning a Public Service Announcement” 14

Prerequisite: English, Grade 11, University Preparation

Key to Footnote References

1. Listening to Understand: listen in order to understand and respond appropriately in a variety

3.1 demonstrate insight into their strengths and

Teacher prompt: “What ideas in this critical Making Inferences

extended in the conclusion; recurring imagery

3. Reading With Fluency

READING AND LITERATURE STUDIES

1. TL Library Research 7-12 “Generating Ideas: Setting the Context” 8

a research or literary essay)

ensure that their controlling idea is appropriate

whether their language and ideas are inclusive

are you weak?” competence as writers, and explain the reasons

1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;

com and suggest possible reasons why the mes-

1. TL Media 7-10 “Exploring the Key Concepts in Media Literacy” 2

By the end of this course, students will:

Production Perspectives Purpose and Audience

Producing Media Texts

Teacher prompt: ”What kind of content would

PRODUCING AND REFLECTING ON MEDIA TEXTS

Prerequisite: English, Grade 10, Academic or Applied

1. Identifying Elements of Effective Presentations: identify and analyse the characteristics of

identify the use of repetition for emphasis in an

Presentation and Speaking Skills

Evaluating Style and Organization

more effective or less effective than the cur-

1. Planning Presentations: plan presentations for specific purposes and audiences;

Presentation and Speaking Skills

Teacher prompts: “What could you do to Responding to Audiences

3. Reflecting on Presentation Skills

Aboriginal person. A person who is a acronym. A pronounceable word formed

comprehension. The ability to understand

meaning without the use of words. Examples

elements of writing (composition and figurative language. Words or phrases

graphing; plot; characterization; atmosphere;

presentation, speech, recitation, debate,

modelling. A demonstration by the teacher overall expectations. See expectations.

games, and other media productions as a