Course Description
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 (ENG3U)
Course Outline
| Unit | Title | Description | Time Allocated |
|---|---|---|---|
| 1 | Novel Study: The Great Gatsby | Students will study the historical context of The Great Gatsby and the author’s biography as a prelude to reading and analysing the novel’s plot, characters, and themes. Assessments include discussions, film reviews, perspective essays, and research essays, helping students develop writing skills for different audiences and styles while connecting themes to their own experiences. | 30 Hours |
| 2 | Media Studies | Students explore various forms of media, including print, television, and audio recordings, learning to recognize bias, propaganda, and “fake news.” Students analyse media techniques and create their own media pieces, culminating in a unit test that evaluates their ability to interpret and explain media content. | 26 Hours |
| — | Midterm Exam | A cumulative exam covering Units 1–2. It assesses knowledge, problem-solving, and application skills learned so far in the course. | 2 Hours |
| 3 | Poetry & Speeches | Students read, analyse, and interpret different kinds of poetry, learning poetic devices such as metaphors, similes, assonance, and alliteration. They write essays and present their favourite poems. This knowledge is transferred to speeches, where students study rhetorical devices, tone, and body language, followed by a unit test. | 25 Hours |
| 4 | Shakespeare: Hamlet, Prince of Denmark | Students read Hamlet in acts to understand the play’s structure and ideas. They create concept maps and movie sheets to internalize content. Reading responses require connections to modern film, social issues, and historical context, as well as reflection on characters’ thoughts and feelings. A comprehensive unit test concludes the unit. | 25 Hours |
| 6 | Final Exam | Exam worth 20% of the final grade. | 2 Hours |
Overall Curriculum Expectations
A. Oral Communication
By the end of this course, students will:
A1. Active Listening: Interpret spoken content accurately and respond in ways suited to the situation and purpose at hand.
A2. Purposeful Speaking: Apply a range of speaking techniques to reach different audiences effectively, adjusting their approach to purpose.
A3. Self-Reflection on Oral Skills: Evaluate their own growth as listeners and speakers, identifying areas for development and the techniques that supported their progress.
B. Reading and Literature Studies
By the end of this course, students will:
B1. 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.
B2. Understanding Form and Style: Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.
B3. Reading With Fluency: Use knowledge of words and cueing systems to read fluently.
B4. 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.
C. Writing
By the end of this course, students will:
C1. Developing and Organizing Content: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
C2. 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.
C3. 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.
C4. 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.
D. Media Studies
By the end of this course, students will:
D1. Understanding Media Texts: Demonstrate an understanding of a variety of media texts.
D2. 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.
D3. Creating Media Texts: Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.
D4. 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.
Teaching and Learning Strategies
Instructional Approaches
A variety of teaching methods will be used to support students’ development in reading, writing, oral communication, media literacy, and critical thinking. Learning will include individual activities, collaborative tasks, class discussions, research, presentations, and guided instruction.
Literary and Media Learning
Students will analyse literary, informational, and media texts to explore themes, perspectives, language, literary techniques, rhetorical devices, bias, purpose, and audience. Students will be encouraged to support their ideas with relevant evidence and make connections to contemporary issues and personal experiences.
Communication and Collaboration
Students will participate in discussions, group activities, peer feedback, oral presentations, speeches, and multimedia activities. These opportunities will help students communicate ideas clearly, consider different viewpoints, and strengthen their speaking and listening skills.
Writing and Inquiry
Students will develop their writing through reading responses, analytical writing, essays, research assignments, and reflective activities. Students will be guided through planning, organizing, drafting, revising, and editing while developing their ability to research and communicate ideas effectively.
Reflection and Feedback
Students will regularly reflect on their learning and identify strengths and areas for improvement. Teacher and peer feedback will be used to help students revise their work and develop greater independence and responsibility for their learning.
Differentiated Instruction
Instruction and learning materials will be adapted to address individual student needs while maintaining curriculum expectations. Accommodations identified in students’ IEPs may include additional time, guided notes, graphic organizers, writing supports, oral clarification, assistive technology, and alternative methods of demonstrating learning.
Digital and Visual Learning
Digital texts, educational videos, presentations, graphic organizers, concept maps, annotation tools, and other multimedia resources may be incorporated to support understanding, engagement, and effective communication.
Assessment Strategies
A number of assessments are used throughout each unit, typically one per lesson. Students are encouraged to complete each assessment fully to test their knowledge and understanding of concepts.
This provides teachers with opportunities to offer feedback that improves student learning and to evaluate achievement. Students are encouraged to ask their teachers questions about assessments, especially assessments of learning, to ensure they understand the expectations and evaluation criteria.
Assessment practices can nurture students’ sense of progress and provide motivation for continued learning. A variety of assessment designs are incorporated into each unit to ensure that students demonstrate their learning in different ways.
Rubrics and marking schemes are outlined where appropriate, and students are encouraged to self-evaluate their work using these tools.
Assessment Activities
Assessment activities may include:
- Quizzes and tests
- Assignments and worksheets
- Ongoing teacher feedback
- Simulations and practical activities
- Teacher questioning and discussions
- Self- and peer-assessment
- Reflections and learning journals
- Learning checklists and goal setting
- Peer feedback and self-reflection
- Student learning reflections
- Unit tests and research projects
- Case studies and presentations
- Midterm and final examinations
Assessment for Learning
Quizzes and tests, assignments and worksheets, ongoing teacher feedback, simulations and practical activities, and teacher questioning and discussions.
Assessment as Learning
Self- and peer-assessment, reflections and learning journals, learning checklists and goal setting, peer feedback, self-reflection, and student learning reflections.
Assessment of Learning
Unit tests, research projects, case studies, presentations, midterm examination, and final examination.
Final Grade
The final grade will be determined as follows (in accordance with Ministry of Education standards):
| Component | Percentage |
|---|---|
|
Term Work Based on evaluations conducted throughout the course. |
65% |
|
Final Evaluation A final evaluation in the form of a written exam. |
20% |
| Attendance and Participation | 15% |
Final Examination Breakdown
20% written exam.
Considerations for Program Planning
Students with Special Education Needs
Instruction and assessment will provide appropriate accommodations, differentiation, scaffolding, and multiple ways for students to demonstrate learning, in accordance with individual needs and IEPs where applicable.
English Language Learners
Visual supports, scientific vocabulary, glossaries, graphic organizers, multimedia, and opportunities for oral and written communication will support students in developing scientific language and understanding.
Environmental Education
Students will examine sustainability, climate change, biodiversity, natural resources, pollution, and the environmental impacts of science and technology.
Equity and Inclusive Education
Learning activities will respect diverse identities, perspectives, cultures, abilities, and lived experiences and will promote a safe, respectful, and inclusive learning environment.
First Nations, Métis, and Inuit Education
Where appropriate, students will explore Indigenous perspectives, knowledge, relationships with the environment, and contributions to science and technology.
Information and Communications Technology (ICT)
Digital tools, simulations, online research, spreadsheets, presentations, and other technologies will be used to support investigation, data analysis, collaboration, and communication.
Career Education
Students will explore careers related to science, technology, engineering, health, environmental science, and other STEM fields, including relevant skills and pathways.
Health and Safety
Students will develop safe practices when conducting scientific investigations, using equipment, handling materials, working with electricity, and participating in online learning and research.
Financial Literacy
Where appropriate, students will consider the economic costs, benefits, and impacts of scientific technologies, energy use, environmental decisions, and resource management.
Required Resources
Resources Required by the Student
The Great Gatsby by F. Scott Fitzgerald.
Word processing software, such as Microsoft Word, Mac Pages, or an equivalent program.
Hamlet by William Shakespeare.
Resources Provided by ICEducation
Course notes and presentations.
Links to supporting educational resources, including film adaptations of Hamlet, plot summaries, sample speeches, and plays.
Supplemental readings.
Novels and other required readings.
Tips for Success – ENG4U
Welcome to ENG4U: Grade 12 English, University Preparation!
Get ready to sharpen your literary analysis, critical thinking, and academic writing skills while engaging with challenging texts from a range of periods, cultures, and perspectives.
By the end of this course, you will have strengthened your essay writing, research, and independent study skills — preparation that will carry directly into university-level work.
Here are some reminders to help you succeed in ENG4U:
Stay Organized and Informed
Check Announcements, “What’s New,” and your mailbox every day for updates and important information.
Check the course calendar for due dates. It is your responsibility to meet deadlines. If you experience any difficulty, contact your teacher promptly.
Understand Assignment Expectations
Review assignment and evaluation criteria regularly.
Create a checklist to ensure your essays and activities include all required elements, such as proper MLA formatting, citations, and structure, and are submitted correctly by the due date.
Ask for Help When Needed
Do not hesitate to reach out for guidance or clarification.
For technical issues, contact the Help Desk.
For course-related questions or problems, email your teacher. Expect a response within 24 hours. If urgent, include “URGENT” in the email subject line.
Key Elements to Success in ENG4U
Time Commitment: Plan for 1–2 hours of focused study each day to complete readings, essays, and assignments.
Communication: Maintain regular contact with your teacher for guidance, feedback, and clarification on tasks — especially during your Independent Study Unit.
Engagement: Stay curious and proactive. Strong writing and analysis develop through practice, feedback, and revision, so approach setbacks as part of the process.
Remember, this course is designed to strengthen your literary analysis, academic communication, critical thinking, and problem-solving skills. Approach each activity with curiosity, confidence, and a willingness to learn and improve.
