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.