ENG4U - Grade 12 English

Course Code: ENG4U

Course Type: University/College Preparation

Prerequisite: ENG3U, Grade 11 English

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 analyze 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.

Course Outline

1Short Stories 

Students explore how story is part of their own lives and examine a variety of stories. Students analyze the influence of social, cultural, and economic values and perspectives on text. Students develop skills in questioning, analyzing, and responding to literature with a focus on voice and in the stories told. Students will be asked to write a story on their own. 


Essay writing is another important expectation in this ENG4U course. Students will learn to effectively brainstorm, organize, and present their arguments and evidence on a specific topic, in a logical manner. 

Different assessments like characterization outlines, reading discussions and forums, self-tests, essay writing organizers, and persuasive essay are used to understand student performance and to   guide teacher’s instruction.  

Students will be asked to write an essay on their own. 

3Novel Study:  

Students read and critically analyze the novel. They explore the Themes, Motifs, Characterization, and Plot in their chosen novel, while enhancing their understanding of the phonological and semantic aspects of language through the study of allusion, imagery, and literary devices. Students’ knowledge is assessed in a test.  

4Media Studies 

Students will develop media awareness through the analysis of a variety of media for intended audience, intended purpose, and effectiveness. Students will identify techniques used in propaganda/advertising, compare present-day and historical techniques and aesthetics, and present their findings in a detailed essay report. 

5Independent Study Unit 

This unit will combine the skills acquired in class. The ISU requires the students to draw connections and find similarities/commonalities between different mediums. (Short Stories, Novels, Poetry, Films, Arts). The students will submit a comprehensive report and present their findings in class.

6Culminating Task and Final Exam5


Overall expectations are in the areas of Oral Communication, Reading and Literature Studies, Writing, Media Studies. At the end of the course, students will:

Oral Communication:

  1. Listening to Understand: listen 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 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. Read with Fluency: Use knowledge of words and cueing systems to read fluently. 
  4. Reflecting on Skills and Strategies: reflect on and identify their strengths are readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 


  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 are 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, areas for improvement, and the strategies they found most helpful in understanding and creating media. 

A variety of teaching and learning strategies are used to allow students many opportunities to attain and demonstrate the necessary skills for success in this course. In all activities, consideration will be taken to ensure that individual students’ learning strengths are addressed, through the use of varied and multiple activities in each lesson. 

Through a series of written, reading, and oral communications and learning activities in the classroom, students will have ample opportunities to attain new knowledge as well as display that knowledge for assessment and evaluation. The teacher will use a wide variety of strategies to meet the needs of various learning styles and levels in the classroom. 

Whole Class Activities

Due to the context and challenging nature of this course, some teacher-centered, whole class activities are necessary for establishing the framework for further activities. Such activities include: 

  • Class discussion
  • Lecture
  • Brainstorming
  • Note taking

Small Group or Pair Activities

Group activities are important for developing collaborative working skills, as well as negotiating roles in a group. Group activities can include: 

  • Brainstorming
  • Reading Groups 
  • Discussion
  • Peer Editing 
  • Oral Presentation
  • Jigsaws 

Individual Activities

Individual activities provide opportunities for students to develop and consolidate their skills while pursuing their own interests and using their own strengths. Individual activities include: 

  • Brainstorming
  • Conferencing
  • Essay Writing
  • Outlining
  • Media analysis
  • Research
  • Oral presentations
  • Journal Writing
  • Self and Peer Assessment
  • Editing and revision

A passing grade is recorded for each course in which a student’s grade is 50% or higher. The final grade will be determined as follows:


  1. Seventy percent (70%) of the final grade will be based on assessments and evaluations conducted throughout the course. In conjunction with The Ontario Curriculum, Grade 11 & 12 Achievement Chart, term work will be assessed in the following manner:


Knowledge & Understanding                     25%

Thinking/Inquiry                                         25%

Communication                                           25%

Application                                                  25%



  1. Thirty percent (30%) of the final grade will be based on a final evaluation in the forms of a culminating task and an

Culminating Task                                        15%

Final Exam                                                 15%

Type of Assessment

Assessment as Learning

Student Product

  • Learning Logs
  • Exit cards
  • Entrance cards
  • Worksheets
  • Journals


  • Class Discussion
  • Self-Proofreading


  • Student teacher conferences
  • Small group discussion
  • Pair work
  • Emails
  • Journals
  • Letters

Assessment for Learning


Student Product

  • Assignments
  • Quizzes
  • Rough Drafts
  • Graphic Organizers
  • Peer feedback
  • Reading logs


  • Class discussions
  • Debates
  • PowerPoint presentation
  • Performance tasks
  • Problem solving


  • Student teacher conferences
  • Small group discussion
  • Pair work
  • Peer feedback
  • Peer editing
  • Socratic sessions
  • Literary circle

Assessment of Learning


Student Product

  • Assignments
  • Journals
  • Tests
  • Exams
  • Essays
  • Creative pieces


  • PowerPoint Presentations
  • Multimedia presentations
  • Performance tasks
  • Presentations
  • Debates


  • Student teacher conferences
  • Question and answer sessions
  • Oral tests
  • Simulated Talk Shows

The following considerations apply to all the units in this course:

  • Modify some of the course expectations based on ESL student’s level of English
  • Provide additional exercises or teaching where
  • Tailor assignments, assessments, and evaluation to meet individual
  • Provide students with a glossary of literary and technical terms and their
  • Use visual cues, pictures, graphic organizers for visual
  • Break down tasks into manageable chunks with deadlines for each
  • Small groups of students may be encouraged to offer assistance to students who will need help with editing process.
  • Allow (shy) students to video-record their role plays, tableaux, re-enactments instead of performing them in
  • Build in more conferencing time for students who need
  • Offer an alternative form of participation for students whose cultures do not encourage some performance tasks like debates and dance-drama.
  • Provide enrichment activities that may include creative journal component and/or performance activities that allow students to advance the idea of diversity and tolerance.