11/12 University English

Quad 3

 

 

 

 

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Quad 3 Dates

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Discussion 1

Woman on the Edge of Time
Chapter 1

1. Describe the setting and main characters.

2. Considering that Connie sold her prescription drugs, what would you guess was the reason she was "sent away" to Bellevue?

3. How does Connie's experience with violent domestic abuse influence her decision to fight back against Geraldo? Did she make the right decision in attacking Geraldo?

4. Why did the hospital staff believe Geraldo and not Connie?

5. Why did Dolly lie for Geraldo in the hospital?

6. Contrast the two occasions when Connie was admitted to Bellevue.

7. How was Connie mistreated by the staff at Bellevue?

 

Discussion 2

Woman on the Edge of Time
Chapters 2-3

1. Why do you think the events in the plot in chapters 1 and 2 are reversed?

2. Who is Luciente and how does Connie feel about him? What time is Luciente from?

3. Why does Dolly stay with Geraldo? What is her strategy to stop getting pimped by him?

4. Given Connie's family history, why does she say (when she's 15) "I never want to grow up like you Mamá!"

5. Why is Connie suicidal and why doesn't she kill herself?

6. What is the "Age of Greed and Waste"?

7. How did Connie lose Angelina?

8. Why did Connie assume Luciente was a man?

9. How do Connie's expectations of the future compare with what she finds?

10. Describe how families work in the future.

 

Discussion 3

Woman on the Edge of Time
Chapters 4-5

1. Why does Connie like Sybil so much?

2. Who is Skip and why has he been committed?

3. When Connie is interviewed by Dr. Redding, what is he interested in finding out?

4. What is a brooder? How does Connie feel about them?

5. How have racism and sexism been eliminated from the future society?

 

Discussion 4

Woman on the Edge of Time
Chapters 6-7

1. Describe Claud and his relationship with Connie.

2. Describe the 3 sides of Connie.

3. How are factories and schools different in Luciente’s society?

4. How does Connie react to the practice of male breastfeeding?

5. When Connie sees Dawn/Angelina, she accepts the future as a better world. Why?

 

Discussion 5

Woman on the Edge of Time
Chapters 8-9

1. Contrast how the old woman who dies in Rockover is treated and how Sappho is treated as she dies.

2. Evaluate how the government works in the future.

3. What “treatment” did Skip get for being gay?

4. Describe how wealth is shared in the future.

5. In chapter 9, we get some clues regarding the relationship between the present and future worlds. Explain 2 ways they are connected.

 

Discussion 6

Woman on the Edge of Time
Chapters 10-11

1. Explain the time theory that connects the present and future. What must happen in Connie’s time so that Luciente’s future will exist?

2. Describe the robotization experiment conducted on Alice.

3. Explain how the medical experiments are the opposite of what needs to happen to bring about Luciente’s future.

4. Describe Dolly’s visit with Connie. Why can’t Dolly help Connie?

5. Why does Connie want to escape? What is her escape plan? Why won’t Sybil go with her?

 

Discussion 7


Woman on the Edge of Time
Chapter 12

1. How does Luciente help Connie survive once she has escaped?

2. Do you think Luciente is a real person who has time travelled from the future or does Connie imagine her?

3. What do we find out about Connie’s past relationships with Chuck and Martín?

4. How do Dawn and Luciente react when they see cars?

5. Why is it easy for Connie to get caught?


Discussion 8


Woman on the Edge of Time
Chapters 13-15

1. Why does Connie sign the permission form?

2. Evaluate Acker’s rationale for the medical experiments.

3. How have the experiments affected Alice?

4. How is Dr. Argent’s name related to the economic benefits of the experiments?

5. How are Skip and Jackrabbit related?

6. What do we learn about the war in chapter 13?

7. How do the experiments affect Skip?

8. Why does Connie visit the bad future after her operation?

 

Discussion 9

Woman on the Edge of Time
Chapters 16-17

1. What do Gildina and Dolly have in common?

2. How is Jackrabbit’s death related to the medical experiments?

3. If Jackrabbit died in the war in the future, who are the combatants in the war in Connie’s time?

4. How has Connie’s time travelling changed since her operation?

5. How is Martín’s death related to the string of shootings of African-Americans by police in the last year in the U.S.?

6. How have the two worlds of Connie in the hospital and Luciente at the war front merged in chapter 17?

 

Discussion 10

Woman on the Edge of Time
Chapters 18-20

1. What do we learn about Connie’s plans from her conversation with Sybil?

2. What do we learn about Luis’ character by the way he treats Connie?

3. How is Connie treated in her brother’s house?

4. Why does Connie steal the poison?

5. Why has it become so difficult for Connie to reach the future?

6. Evaluate Connie’s choice to poison the medical staff.

 

 

11/12 English
Seán's Class


Own Topic Journals

Length = 45 lines, full sentence and paragraph format, proofread.

You can write about any topic you want, but you must stay on that topic. That is, don’t wander from one topic to another. Instead, pick an issue and discuss it in two paragraphs.

Some students decide to write a poem or a short story and this is fine.

Other students have a hard time coming up with ideas. If you can’t think of a topic, you can choose from the list below:

1. Educational goals (3 paragraphs): What are your educational goals for this year? What might be some obstacles that may get in your way? What strategies can you use to overcome these obstacles?

2. The Best (3 paragraphs): The best movie you’ve seen. The best book you’ve read. The best music you’ve heard.

3. Controversial Issue (3 paragraphs): Pick an issue from the list below and present one side of the issue, the opposite view, and where you stand and why.
• Drugs
• War
• Abortion
• Capital Punishment
• Current issues: violence in schools, tasers, etc.
• Relationship Abuse
• “isms”: racism, sexism, classism, homophobia, etc.
• Native Rights


What I saw (or thought) on my way here today
The most important thing for me right now is ...
A dream (real or imaginary)
What would I do today with a) one hundred dollars b) one million dollars c) ten dollars
A most enjoyable day
A memorable person or an interesting character
What is the good life?
I don’t like ...
A favourite activity
I’m proud of myself because...
A wonderful day
My freedom is important to me
I worry about
A dream
What it is like to be old
A good friend
A false friend
A beautiful place
Money is a drug
My favourite part of Toronto
Doing the right thing
A very difficult person
Someone I admire
How children should be raised
How children should not be raised
What I want is ...
A season I like is ...
I (or we) shall overcome
One thing that makes me angry is ...
One thing that makes me happy is ...
Pets

The journal can describe your own life, dreams, or experiences. but does not have to. You can “make up “ responses to these ideas as if you were another person.

Quad 3 11/12 English Seán’s Class

Literature Response Topics
Please write 45 lines in complete sentence and paragraph structure.
Pick any 5 from the list below.

 

1. What is the general attitude of the hospital workers toward their patients? Give evidence from the novel.

2. To what extent is Connie responsible for the conditions in which she lives? Give evidence from the book.

3. Compare how Connie lives in her apartment with her life in Bellevue. In what ways are they both prisons?

4. Briefly describe the future society in Woman on the Edge of Time. What is your opinion of this society?

5. Compare how each society views and treats "madness".

6. Read p. 122 (about the 3 names for Connie) and write about 3 different aspects of your own personality.

7. Pick 2 things Connie dislikes about the future and give your opinion on them.

8. Evaluate the ending of the novel. Was it what you expected? Did you like it?

 
11 English
Seán's Class

Gr. 11 Own Book Report


Please write 2.5 pages (75 lines) in complete sentences and paragraphs.
Each question should be answered in one paragraph.

1. Compare and contrast the two main characters in the book.

2. Briefly, describe the plot of the story, especially the key events (write one paragraph only).

3. What is the moral of the story? In short, what message does the author want to give to you, the reader?

4. Give three reasons why you liked or disliked the book.

5. Make up your own question about the book and answer it. (The question and answer are both important.)


Persuasive Essay Topics
Women on the Edge of Time
Answer ONE of the following questions in an organized essay of 1000 words (Grade 10) or 1,200 words (Grade 11).

1. ForWoman on the Edge of Time, evaluate the future society by comparing and contrasting it with Connie's society.

2. Examine the concept of individual freedom in Connie's and Luciente's societies.

3. One reading of the message of Woman on the Edge of Time is that the future is a metaphor for Connie's struggle in her own time. Explain how the future symbolizes this struggle.

4. Examine the concepts of utopia and dystopia in both novels.

5. Make up your own question, get it approved by Seán and start writing.

 

 

NOTES:
Refer to the checklist before handing in your essay.
Always use specific details from the stories to back up your views.
2. Put story titles in quotes and underline book title. Example: “The Road North” in The Stories of Eva Luna.
3. When you quote from the text, it is sufficient for this essay to put the page number in brackets at the end of your sentence. Example: (p. 214).

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Gr. 12 English Independent Study Unit Seán’s Class

Gr. 12 English Independent Study Unit Seán’s Class

Exploratory Reading:
1.Primary Sources:
* A minimum of two full length books or the equivalent should be read.
*At least one should be a novel. You may also read plays, poetry collections, articles, non-fiction books, biography/autobiography, etc.
* While reading, you should be considering an idea to shape into a thesis
for your essay.

2. Secondary Sources:
* These are readings about your books. A minimum of three items must be consulted.
*An important guideline: your own ideas before the critics.

3. Notes on your books:
Submit brief notes about the following topics for each of your books:
a) Main characters
b) Plot
c) Themes/Issues

Time Management
* Come prepared for conferences with work in progress and with specific proposals and questions for the teacher.
* Use class time productively.

Paper
* All steps of the writing process will be followed and submitted with the paper to be evaluated.
* See “ISU Checklist” sheet for those details.
* Length: College Level = 1200 words
University Level = 1500-2000 words.

Evaluation

Exploratory Reading, Log, Notes = 5 marks

Thesis, Plan, Draft = 5 marks

Essay = 20 marks

Total = 30 marks

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Contact School

COURSE  ASSESSMENT/EVALUATION  OUTLINE

COURSE TITLE:

Grade 11 University English

   COURSE CODE:

ENG3CU

COURSE TYPE/GRADE:

University/11

 CREDIT VALUE:

1

PREREQUISITE:

Gr. 10 Academic English

DATE:

2016-2017

TEACHER NAME:

Seán Adams

PERIOD:

A

COURSE DESCRIPTION :

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.

 

OVERALL CURRICULUM EXPECTATIONS:

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.

Reading and Literature Studies

1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary,

and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements

and demonstrate understanding of how they help communicate meaning;

3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for

improvement, and the strategies they found most helpful before, during, and after reading.

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 informational,

literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies,

and knowledge of language conventions, to correct errors, refine expression, and present their work

effectively;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for

improvement, and the strategies they found most helpful at different stages in the writing process.

                                                                                                                                                                                               

Media Studies

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

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.

 

ASSESSMENT:

Throughout the course, a range of instructional strategies will be used to address students’ needs.  Assessment is the onoing proces of gathering and analyzing information from a variety of sources. Diagnostic assessments are used to identify students’ strengths and learning needs to assist with planning, modifying and adjusting instruction.  Formative assessments, which occur throughout the learning process, give students multiple opportunities to practice and receive feedback in an effort to improve their learning and achievement of the curriculum expectations.

EVALUATION:

Evaluation measures achievement of the overall curriculum expectations.  They are summative and usually take place at the end of important segments of learning (end of a unit, strand, term, semester), following student practice and constructive feedback.  Evaluations give students an opportunity to apply and demonstrate their learning based on established achievement criteria. 

Seventy per cent (70%) of the final grade will be based on the evaluations conducted during the course. There will be numerous and varied opportunities for students to demonstrate their achievement of the curriculum expectations across all four achievement categories according to the weighting described below.  Missed and/or incomplete assignments will have an impact on the final grade where there are a number of curriculum expectations that have not been evaluated because of missed assignments.

Thirty per cent (30%) of the final grade will be based on summative evaluation(s) administered towards the end of the course and following the same weighting of the achievement chart categories as the term evaluation.  All students must take part in the course-culminating activities that make up the 30% final evaluation mark. 

                                                                                                                       

WEIGHTING ACCORDING TO ACHIEVEMENT CHART CATEGORIES:

Knowledge/Understanding

25

%

 Thinking

25

%

Communication

25

%

Application

25

%

LEARNING SKILLS:

There are six clusters of learning skills required for effective learning, achievement of the curriculum expectations and student success in and out of school: Responsibility, Independent Work, Organization, Initiative, Collaboration and Self-Regulation. 

LATE & MISSED ASSIGNMENTS:

Submitting course work on time is an important aspect of student learning and time management.  Students will be informed of due dates and ultimate deadlines, which is the last opportunity for students to submit an assignment for evaluation.  Late submissions will be reported as part of the learning skills on the report card and a variety of strategies will be used to encourage on-time submission of assignments including parent, student-teacher conferences, counselling, contracts, alternative assignments and extra help.  A mark deduction for late assignments up to and including the full value of the assignment may be used as a last resort.   

ACADEMIC HONESTY:  

Students are expected to be academically honest by submitting their own original work, and the marks they receive are intended to reflect their own academic achievement.  When evidence of dishonesty is confirmed, the incident and the consequences will be communicated to the principal/vice-principal, the student and parent(s)/guardian.

A mark of zero may be awarded for the assignment in question and a repeated pattern of academic dishonesty may result in an escalating severity of consequences.

COMMUNICATION:

Extra help will be available, including before classes, at lunch, and after school.                                                                

Phone calls home will be made regularly to discuss academics, attendance, punctuality or behaviour.

The teacher can be contacted at 416-393-1455.

Formal Parent/Teacher Meetings/Conferences will be twice a year. Upon request, meetings can be arranged at any time during the school year.

COURSE EVALUATION PLAN

30% Final Evaluations

EVALUATION TASKS

ACHIEVEMENT CHART FOCUS

WEIGHTING (%)

Exams

K/U,  T, C, A

30

70% Course Work

UNIT SEQUENCE

TIMING

(Hrs or Dates)

EVALUATION TASK(S)

ACHIEVEMENT CHART FOCUS

DUE DATE

Oral Communication

Each Quad

30 Hours

Literature and Media Oral Questions

K/U, T, C, A

Weekly

Reading and Literature Studies

Each Quad

30 Hours

Oral and Written Responses to Literature and Media

K/U, T, C, A

Weekly

Writing

Each Quad

30 Hours

Journals, Literature Responses, Reports, Essays, Media Responses, and Tests.

K/U, T, C, A

Weekly & End of Quad

Media Studies

Each Quad

20 Hours

Article and Film Analyses

K/U, T, C, A

Weekly

Contact School

COURSE  ASSESSMENT/EVALUATION  OUTLINE

COURSE TITLE:

Grade 12 University English

   COURSE CODE:

ENG4U

COURSE TYPE/GRADE:

University/12

 CREDIT VALUE:

1

PREREQUISITE:

Gr. 11 University English

DATE:

2016-2017

TEACHER NAME:

Seán Adams

PERIOD:

A

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.

 

 

OVERALL CURRICULUM EXPECTATIONS:

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.

Reading and Literature Studies

1. Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary,

and graphic texts, using a range of strategies to construct meaning;

2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements

and demonstrate understanding of how they help communicate meaning;

3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for

improvement, and the strategies they found most helpful before, during, and after reading.

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 informational,

literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies,

and knowledge of language conventions, to correct errors, refine expression, and present their work

effectively;

4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for

improvement, and the strategies they found most helpful at different stages in the writing process.

 

Media Studies

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

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.


ASSESSMENT:

Throughout the course, a range of instructional strategies will be used to address students’ needs.  Assessment is the onoing proces of gathering and analyzing information from a variety of sources. Diagnostic assessments are used to identify students’ strengths and learning needs to assist with planning, modifying and adjusting instruction.  Formative assessments, which occur throughout the learning process, give students multiple opportunities to practice and receive feedback in an effort to improve their learning and achievement of the curriculum expectations.

EVALUATION:

Evaluation measures achievement of the overall curriculum expectations.  They are summative and usually take place at the end of important segments of learning (end of a unit, strand, term, semester), following student practice and constructive feedback.  Evaluations give students an opportunity to apply and demonstrate their learning based on established achievement criteria. 

Seventy per cent (70%) of the final grade will be based on the evaluations conducted during the course. There will be numerous and varied opportunities for students to demonstrate their achievement of the curriculum expectations across all four achievement categories according to the weighting described below.  Missed and/or incomplete assignments will have an impact on the final grade where there are a number of curriculum expectations that have not been evaluated because of missed assignments.

Thirty per cent (30%) of the final grade will be based on summative evaluation(s) administered towards the end of the course and following the same weighting of the achievement chart categories as the term evaluation.  All students must take part in the course-culminating activities that make up the 30% final evaluation mark. 

                                                                                                                       

WEIGHTING ACCORDING TO ACHIEVEMENT CHART CATEGORIES:

Knowledge/Understanding

25

%

 Thinking

25

%

Communication

25

%

Application

25

%


LEARNING SKILLS:

There are six clusters of learning skills required for effective learning, achievement of the curriculum expectations and student success in and out of school: Responsibility, Independent Work, Organization, Initiative, Collaboration and Self-Regulation. 

LATE & MISSED ASSIGNMENTS:

Submitting course work on time is an important aspect of student learning and time management.  Students will be informed of due dates and ultimate deadlines, which is the last opportunity for students to submit an assignment for evaluation.  Late submissions will be reported as part of the learning skills on the report card and a variety of strategies will be used to encourage on-time submission of assignments including parent, student-teacher conferences, counselling, contracts, alternative assignments and extra help.  A mark deduction for late assignments up to and including the full value of the assignment may be used as a last resort.   

ACADEMIC HONESTY:  

Students are expected to be academically honest by submitting their own original work, and the marks they receive are intended to reflect their own academic achievement.  When evidence of dishonesty is confirmed, the incident and the consequences will be communicated to the principal/vice-principal, the student and parent(s)/guardian.

A mark of zero may be awarded for the assignment in question and a repeated pattern of academic dishonesty may result in an escalating severity of consequences.

COMMUNICATION:

 

Extra help will be available, including before classes, at lunch, and after school.                                                               

Phone calls home will be made regularly to discuss academics, attendance, punctuality or behaviour.

The teacher can be contacted at 416-393-1455.

Formal Parent/Teacher Meetings/Conferences will be twice a year. Upon request, meetings can be arranged at any time during the school year.

 

COURSE EVALUATION PLAN

30% Final Evaluations

EVALUATION TASKS

ACHIEVEMENT CHART FOCUS

WEIGHTING (%)

Exams

K/U,  T, C, A

30

70% Course Work

UNIT SEQUENCE

TIMING

(Hrs or Dates)

EVALUATION TASK(S)

ACHIEVEMENT CHART FOCUS

DUE DATE

Oral Communication

Each Quad

30 Hours

Literature and Media Oral Questions

K/U, T, C, A

Weekly

Reading and Literature Studies

Each Quad

30 Hours

Oral and Written Responses to Literature and Media

K/U, T, C, A

Weekly

Writing

Each Quad

30 Hours

Journals, Literature Responses, Reports, Essays, Media Responses, and Tests.

K/U, T, C, A

Weekly & End of Quad

Media Studies

Each Quad

20 Hours

Article and Film Analyses

K/U, T, C, A

Weekly