course outline - École secondaire Académie catholique Mère
Transcription
course outline - École secondaire Académie catholique Mère
ÉCOLE SECONDAIRE CATHOLIQUE ACADÉMIE MÈRE-TERESA English – EAE 3U Teacher’s Name: Mrs. L. Clark Prerequisite : Course Type: Academy EAE 2D-English, Grade 10 Academic Level: 11 COURSE OUTLINE Course Description: This course consolidates the reading, writing, oral communication, and media literacy skills needed in university and beyond. Students will analyse and assess literary and informational texts from Canada and other countries; write academic essays, research papers, short reports, informational texts, and creative texts; present opinions and information clearly and effectively in oral presentations; analyse and design or create media works; and research, synthesize, and organize information to support a thesis. Course Content: Unit 1: The Power of the Written Word Unit 2: From Light to Dark Unit 3: Play It Again Unit 4: New But Not So Brave Time: 20 hours Time: 30 hours Time: 40 hours Time: 20 hours Course Content - Unit Description Unit 1: The Power of the Written Word In this unit, students analyse formal and informal essays with attention to persuasive devices. Students defend their opinions in written and oral responses including a formal persuasive argumentative essay. Unit 2: From Light to Dark In this unit, students analyse persuasive texts, short stories and a novel, with attention to literary/stylistic devices. They explore various issues and express their own opinions in a persuasive text, a media presentation, a creative text, journal responses, informal debates, and a film critique. They begin their independent study of a novel, give a seminar and write a persuasive/comparative literary essay. Unit 3: Play it Again In this unit, students read, view, and analyse a play by Shakespeare and a 20th-century play. They demonstrate their critical thinking and communication skills in oral and written responses, short essay answers, creative texts and journal entries. They dramatize an act, research the historical and social contexts of the plays, and write a persuasive/comparative literary essay. Unit 4: New But Not So Brave In this unit, students apply their critical reading skills to analyse a novel. They explore futuristic trends, the impact of technology, and the concepts of utopia and dystopia. The final exam for the course is based on this novel. Teaching/Learning Strategies In this course, the teacher selects various teaching and learning strategies. Detailed suggestions for teaching/learning strategies are included with each activity. Some of these activities are: journal responses role-playing questions and answers creative writing oral and written reports jigsaw method of collaborative learning interviews note-taking conferencing Strategies vary to allow students to work individually, in small groups, or as a class, and to apply the skills which are appropriate for the task at hand. In all activities, time is devoted to the introduction, to enhance understanding but mostly to ensure students’ motivation. Activities stress the importance of relevancy and give students frequent opportunities to develop critical thinking skills. Teachers will adapt the strategies, student products and assessments to accommodate students’ interests and capabilities. Supplementary activities are suggested to foster independent learning and to adapt course content to students with special needs. Resources : Miller, The Crucible ; Shakespeare, Macbeth; Buckley, Fit to Print ; Huxley, Brave New World; Golding, Lord of the Flies; Short Stories; Independent Study Unit Outline and Media Studies. Évaluation : L’objectif premier de l’évaluation consiste à améliorer l’apprentissage de l’élève en cernant ses points forts et ses points faibles par rapport aux attentes visées du programme-cadre et ainsi adapter le programme pour répondre aux besoins de l’élève. L’élève sera évalué par rapport aux quatre compétences suivantes: ٭Connaissance et compréhension ٭Habiletés de la pensée ٭Communication ٭Mise en application Trois temps d’évaluation seront pris en considération : 1) Évaluation diagnostique pour vérifier les connaissances et habiletés de l’élève au début de son apprentissage 2) Évaluation formative pour guider l’élève dans son apprentissage 3) Évaluation sommative pour porter un jugement sur le rendement de l’élève à un temps donné dans son apprentissage Diverses stratégies d’évaluation diagnostiques/formatives/sommatives seront utilisées pour mesurer le rendement de l’élève : Test papier crayon Entrevues et questionnement de l’élève Présentations orales et démonstrations devoirs Pour chaque compétence, quatre niveaux de rendement peuvent être atteints: ٭Niveau 1 (50-59%) ٭Niveau 2 (60-69%) ٭Niveau 3 (70-79%) ٭Niveau 4 (80-100%) Le niveau de rendement global atteint pour l’ensemble des évaluations sommatives données au cours du semestre sera transformé en pourcentage et sera ensuite calculé sur 70%. Un examen final de 30% doit être passé à la fin du semestre lequel reprend l’ensemble de la matière vue tout au long du semestre. La note sur le bulletin sera le total de la note obtenue sur 70% et de celle obtenue sur 30% Habiletés: Durant tout le cours, certains aspects de l’attitude (p. ex. organisation du travail, autonomie, initiative, collaboration en équipe, utilisation du français en classe) fournissent de l’information utile sur le processus d’apprentissage de l’élève.