Unit Description - Curriculum Services Canada

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Unit Description - Curriculum Services Canada

    Public District School Board Writing Partnership


Course Profile

    Studies in Literature

Grade 12

    University Preparation


    ; for teachers by teachers

    This sample course of study was prepared for teachers to use in meeting local classroom

    needs, as appropriate. This is not a mandated approach to the teaching of the course.

    It may be used in its entirety, in part, or adapted.

Spring 2002

    Course Profiles are professional development materials designed to help teachers implement the new Grade 12 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

    Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

? Queen‟s Printer for Ontario, 2002


    Public District School Board Writing Team Studies in Literature

    Lead Board

    Kawartha Pine Ridge District School Board

    Partner Boards

    Hastings Prince Edward District School Board

    Simcoe County District School Board

    Thames Valley District School Board

    Trillium Lakelands District School Board

    Project Manager

    Fiona White, Kawartha Pine Ridge District School Board

    Assistant Project Manager

    Ann Varty, Trillium Lakelands District School Board

    Course Profile Writing Team

    Laura Doucette, Lead Writer, Kawartha Pine Ridge District School Board

    Kelly Faye, Simcoe County District School Board

    Jackie Jolliffe, Hastings Prince Edward District School Board

    Kevin McFadden, Kawartha Pine Ridge District School Board


    Brian Buttery, Kawartha Pine Ridge District School Board

    Pam Buttery, Kawartha Pine Ridge District School Board

    Nora Christos, Kawartha Pine Ridge District School Board

    Allan Coukell, Simcoe County District School Board

    Angela Ferguson, Hastings Prince Edward District School Board

    Valerie Losell, Simcoe County District School Board

    Mary Lou Smitheram, ELAN

    The Writing Team would like to acknowledge the collaboration of the Catholic Course Profile team in the development of the sequence of units, as well as their ongoing sharing of resources.

     ; Studies in Literature University Preparation

Course Overview

    Studies in Literature, ETS4U, Grade 12, University Preparation

    Policy Document: The Ontario Curriculum, Grades 11 and 12, English, 2000.

    Prerequisite: English, Grade 11, University Preparation

    Course Description

    This course is for students with a special interest in literature and literary criticism. The course may focus on themes, genres, time periods, or countries. Students will analyse a range of forms and stylistic elements of literary texts and respond personally, critically, and creatively to them. They will also assess critical interpretations, write analytical essays, and complete an independent study project.

    Course Notes

    As students read, interpret, and respond to literary texts, they are introduced to schools of literary thought as a means of developing critical-thinking skills and empathy for diverse perspectives. The course is designed for students who enjoy reading.

    The sequence of units was developed jointly by the Catholic and Public course profile writing teams. Over the last hundred years, there has been a progression of theoretical perspectives used in the formal response to literary texts. There range from the formalist criticism of the early 20th century through the mythopoeic criticism of Northrop Frye and reader response theory to Marxist, feminist, and deconstructionist approaches used more recently. These perspectives formed the basis for the development of the units. The brief introductory unit develops the concept that there is more than one way to analyse a piece of literature. The remaining units reflect the historical progression of theoretical approaches starting with the more traditional approaches with which most students are familiar. In subsequent units, students explore literary texts using perspectives which may broaden their outlook, as well as broaden the nature of the texts they read. The final, culminating unit allows students to draw on these perspectives as they develop their own personal framework for responding to a selected work.

    This course is designed to prepare students for the theoretical and critical-thinking skills required for university. Students are immersed in critical theories (e.g., structuralism, deconstructionism, feminism, Marxism, and marginalism) in university courses and they will benefit from exposure to them in secondary school. Critical theory is interdisciplinary in nature; students will encounter these theories at universities in their history, sociology, psychology, politics, philosophy, and cultural studies courses. In secondary school, literary theory doesn‟t need to be difficult. The teacher can summarize key points of a theory and students do not necessarily have to read the primary theory texts. Emphasis is put on the types of questions posed within the theoretical perspectives.

    By understanding that everyone approaches a text from a theoretical perspective whether or not she/he

    realizes it students learn to recognize their own and others‟ biases in interpreting texts. Students gain insight into their „self‟ as they connect to texts in new ways and draw conclusions with confidence.

    There are many resources for literary theory (see Resources); however, many of these theories are highly complex, ever evolving, and misunderstood. Teachers may increase their awareness of these theories and use them to support students in understanding different critical perspectives. After finding appropriate resources, the teacher may have to simplify complex ideas to facilitate student understanding. The study of poetry, plays, media texts, and non-fiction should be integrated into units. The selection of texts should be rich in diversity and representative of various periods and countries.

    In the culminating unit, Unit 6, students keep a journal of their reactions to their texts that will aid them in creating their own personal critical voices. Students should select their texts by the end of Unit 3. Page 1 ; Studies in Literature University Preparation

The selection of texts should reflect a student‟s natural curiosity and passion regarding issues.

    Being sensitive to the personal nature of the experience and supporting students in avoiding disclosure and

    discussion of sensitive issues is critical.

    Units: Titles and Time

    Unit 1 Overview: Schools of Thought and You 5 hours

    Unit 2 The Mosaic of Literature 25 hours

    **Unit 3 Mythopoeic Criticism 20 hours

    Unit 4 Issues of Power and Control 20 hours

    * Unit 5 Being Outside Looking In, Being Inside Looking Out 20 hours

    Unit 6 Culminating Unit: Advocating a Voice 20 hours

    * This unit is fully developed in this Course Profile. ** This unit is fully developed in the Catholic Course Profile. Unit Overviews

    Unit 1: Overview: Schools of Thought and You

    Time: 5 hours

    Unit Description

    Students discuss “What is literature?” through a brief introduction to a variety of literary schools of

    thought, such as formalism (New Criticism), mythopoeic criticism, reader response theory,

    deconstructionism, post-modernism, Marxism, feminism, post-colonialism, and marginalism. Students take

    on a persona through which they analyse a short fiction piece. Students‟ responses are audio- or videotaped for measuring growth at the end of the course. As a diagnostic activity, students analyse a second short

    fiction piece by writing a short piece using a specific school of thought. Unit Overview Chart

    Learning Activity Assessment Categories Tools Focus Expectations

    1.1 RIV.01, RIV.03, Knowledge/Understanding Anecdotal Reading of short story

    Short Story RTV.01, RI1.03, Thinking/Inquiry feedback Persona role play

    Reading and RI1.04, RI3.05, Communication Class discussion

    Persona RT1.01


    1.2 RIV.03, RIV.04, Knowledge/Understanding Anecdotal Summary of schools of Introduction RI3.02, RI4.01, Thinking/Inquiry feedback thought

    to Schools RI3.02, RI4.02 Communication Class discussion

    of Thought Application

    1.3 RIV.03, RIV.04, Knowledge/Understanding Anecdotal Reading of second story

    Second RI3.02, RI4.01 Thinking/Inquiry feedback Answering of questions

    Short Story Communication Writing using a

    Reading Application particular school of


    Page 2 ; Studies in Literature University Preparation

    Learning Activity Assessment Categories Tools Focus Expectations

    1.4 RIV.01, RIV.03, Knowledge/Understanding Paragraph Short Writing Piece

    Short RTV.01, RI1.01, Thinking/Inquiry checklist

    Writing RI3.02, RI3.04, Communication

    Piece RT1.02 Application

Unit 2: The Mosaic of Literature

    Time: 25 hours

    Unit Description

    Students are introduced to formalist, reader response, and deconstructionist approaches to literature. Students select one of these schools of literary thought and explore it further through research and a presentation. Activities include a prewriting exercise followed by a round table discussion, journal entries,

    minor research, and a short essay. In the culminating activity, students design a mosaic representing a literature work studied, which is reflective of one of the schools of literary thought, and present a rationale

    of their interpretation. Expectations are grouped to create an environment where students can analyse and

    write independently as well as collaborate and create with their peers. Unit Overview Chart

    Learning Assessment Activity Tools Focus Expectations Categories

    2.1 RIV.02, Knowledge/ Conference checklist Note making

    The Issue and RIV.03, Understanding Issue-based analysis

    the Angle RI2.03, Communication Reflection

    RI3.02, Thinking/

    RI3.04 Inquiry

    2.2 RIV.02, Communication Presentation rating Round table discussion

    Voicing the RIV.03, Application scale Collaboration

    Issue RI2.01, Thinking/ Literature circles

    RI3.01 Inquiry Facilitation

    2.3 RIV.01, Knowledge/ Essay rubric Reading response

    Responding to RIV.04, Understanding Peer-editing checklist Writing process

    the Issue RI1.01, Thinking/

    RI4.01 Inquiry


    2.4 RIV.01, Thinking/ Anecdotal feedback to Guided viewing

    The Global RTV.01, Inquiry response journal Media analysis

    Issue Oral RI1.02, Communication Conference checklist Inquiry process

    Explanation RL1.01 Application Guided writing

    Questioning process

    Page 3 ; Studies in Literature University Preparation

    Learning Assessment Activity Tools Focus Expectations Categories

    2.5 RIV.01, Thinking/ Self-assessment Brainstorming/ Collaborators RIV.03, Inquiry Anecdotal feedback to collaboration

    RTV.01, Communication response journal Concept clarification/

    RI1.04, Application Conference checklist collaboration

    RI3.03, Sketching to learn

    RL1.01 Research process/



    2.6 RTV.01, Thinking/ Presentation rubric Simulation

    Pieces of the RTV.02, Inquiry Anecdotal feedback to Multimedia applications

    Moment RL1.01, Communication response journal Panel discussion

    RL2.01, Application Exhibition/ Conference

    RL2.02, Demonstration rating

    RL2.03 scale

Unit 3: Mythopoeic Criticism

    Time: 20 hours

    Unit Description

    Mythopoeic theory holds that both the author and the reader share unconscious memories. These memories

    are explored through a variety of archetypes that appear in myths, fables, fairy tales, and scripture.

    Students are encouraged to keep a journal of their reactions while exploring archetypal representations. As

    a pre-reading activity, students discuss familiar stories to recognize the role of archetypes in their cultural

    experiences. Students come to the understanding of mythopoeic theory through the use of techniques of

    drama that can be applied to the novel study. As a culminating performance-task activity, students create a

    text, e.g., drama, script, poem, fable, etc., that places archetypes in a new context.

    Unit Overview Chart

    Learning Assessment Activity Tools Focus Expectations Categories

    3.1 RIV.01, Communication Group presentation Directed reading

    The Familiar RIV.02, Application self-assessment Jigsaw

    Stories: RI1.01, checklist Reading of literature

    Myth/Fable/ RI1.04,

    Fairy Tale RI2.01

    3.2 RIV.03, Communication Cloze reading Teacher-directed learning

    The Prodigal RIV.04, Application checklist Tableau

    Son RI3.01, Thinking/ Inquiry Presentation rubric Presentation of

    RI3.04, Anecdotal feedback to archetypes

    RI4.01, response journal Dramatization


    3.3 RIV.03, Knowledge/ Questions and Directed reading

    Memories RTV.03, Understanding answers marking Journal entry

    and Motifs RI3.04, Thinking/Inquiry scheme Literature circles

    RT1.01 Communication Anecdotal feedback to Round circle

    Application response journal

    Page 4 ; Studies in Literature University Preparation

    Learning Assessment Activity Tools Focus Expectations Categories

    3.4 RTV.01, Knowledge/ Performance task Tableau

    Retelling the RT1.01, Understanding checklist Storyboard

    Memory RT1.02 Thinking/ Inquiry Anecdotal feedback to Conferencing

    Communication response journal Brainstorming


    3.5 RTV.02, Knowledge/ Exhibition/ Multimedia applications

    Archetypes in RT2.01, Understanding demonstration rating Writing process

    Action RT2.02, Thinking/ Inquiry scale

    RT2.03 Communication Conference checklist

    Application Performance task


Unit 4: Issues of Power and Control

    Time: 20 hours

    Unit Description

    Students explore issues of power and how they are addressed through narrative. Students gain an

    understanding of the means by which positions of power or powerlessness reveal themselves in texts.

    Students investigate language and its construction as a means of understanding positions of power. In the

    culminating activity, students represent these concepts by writing about a collection of objects symbolic of

    the characters in the text and their relative status. Unit Overview Chart

    Learning Assessment Activity Tools Focus Expectations Categories

    4.1 RIV.03, RI3.04 Knowledge/ Diary Group discussion

    Introduction Understanding checklist Class discussion

    Thinking/ Application of theory to

    Inquiry common situations

    Communication Reading and analysis


    4.2 RIV.01, RIV.02, Knowledge/ Anecdotal Introduction of shoebox Text Study RIV.03, RTV.01, Understanding feedback on activity

    RI1.02, RI1.04, Thinking/ response Reading of text and critical

    RI2.02, RI3.01, Inquiry journal analysis

    RI3.02, RT1.01, Checklist on Examination of issues

    RT1.02, RT1.03 response to Response to critical analysis



    4.3 RIV.04, RI4.01, Knowledge/ Checklist Research

    Text and RI4.02 Understanding Small-group reports on Context Thinking/ research

    Inquiry Group presentation


    Page 5 ; Studies in Literature University Preparation

    Learning Assessment Activity Tools Focus Expectations Categories

    4.4 RIV.01, RIV.03, Knowledge/ Checklist on Reading of poetry/short pieces

    Commentaries RIV.04, RTV.01, Understanding writing task Focus group discussion for on Power RI1.04, RI3.01, Application analysis

    RI3.03, RI3.04, Writing task

    RI4.01, RT1.01,


    4.5 RTV.02, RT2.01, Knowledge/ Rubric on Group brainstorming

    Personal RT2.02, RT2.03 Understanding dramatizatioAnalysis of societal power Commentary Thinking/ n analysis structures (e.g., family, on Power Inquiry school, peer group)

    Communication Development and presentation

    Application of dramatization

    Analysis of dramatization

    4.6 RIV.01, RIV.04, Knowledge/ Checklist on Writing task

    Culminating RTV.01, RTV.02, Understanding oral Development of real or virtual

    Activity The RI1.04, RI4.01, Thinking/ presentation shoebox

    Shoebox RI4.02, RT1.01, Inquiry Rubric for Oral presentation of shoebox

    RT2.01, RT2.02, Communication shoebox

    RT2.03 Application

    Unit 5: Being Outside Looking In, Being Inside Looking Out Time: 20 hours

    Unit Description

    Students read a variety of materials and engage in a discussion of marginalized voices. Students explore

    texts using questions that are generated from the application of both formalism and marginalized voices

    theory. Students write an opinion piece supporting a particular literary work for inclusion in this course.

    While developing problem-solving skills, students engage in a forum wherein they argue either for the

    retention or for the removal of pieces of literature from the curriculum. After the forum, students assess the

    strengths and weaknesses of their peers‟ performances as well as their own.

    Unit Overview Chart

    Learning Assessment Activity Tools Focus Expectations Categories

    5.1 RIV.01, RIV.02, Knowledge/ Questions Brainstorm and completion of past Marginalized RIV.03, RTV.01, Understanding and literature studied chart

    Voices RI1.03, RI2.02, Thinking/ answers Discussion of literary canon

    RI2.03, RI3.01, Inquiry self-Analysis of two texts using

    RI3.02, RT1.01 assessment literary conventions

    Question-and-answer period

    Discussion of texts as examples of

    new literary voices

    Brief discussion of marginalized


    Page 6 ; Studies in Literature University Preparation

5.2 RIV.01, RIV.02, Knowledge/ Self-Response to a poem about home

    Establishing RIV.03, RTV.01, Understanding assessment Discussion of home and identity

    Identities RI1.01, RI1.03, Thinking/ Analysis Reading of a myth or allegory

    RI1.04, RI2.02, Inquiry anecdotal Discussion of colonization and of

    RI2.03, RI3.01, Communication feedback post-colonial and race theory

    RI3.03, RI3.02, Application and perspectives

    RI3.05, RT1.01, checklist Whole class text analysis using

    RT1.02, RT1.03 one short text

    Reading and analysis of four short

    texts and submission of one


    5.3 RIV.01, RIV.02, Knowledge/ Position Viewing of visual text

    Silenced RIV.03, RIV.04, Understanding paper Reading and analysis of poetry

    Identities RI1.01, RI1.03, Thinking/ checklist Reading of three short stories

    RI1.04, RI2.02, Inquiry Group analysis and discussion

    RI2.03, RI3.01, Communication Question exchange

    RI3.02, RI3.04, Application Group work: what should we

    R14.02, RT1.01, keep?

    RT1.02 Individual writing task position


    5.4 RIV.01, RIV.02, Knowledge/ Forum Preparation of and rehearsal for

    Forum RIV.03, RIV.04, Understanding rubric forum

    RTV.01, RTV.02, Thinking/ Self-Forum over two days

    RI1.04, RI2.01, Inquiry assessment Self-assessment

    RI3.01, RI3.02, Communication Checklist

    RI3.04, RI3.05, Application

    RI4.01, RI4.02,

    RT1.01, RT1.02,

    RT1.03, RT2.01,


Unit 6: Culminating Unit: Advocating a Voice

    Time: 20 hours

    Unit Description

    This culminating unit is an independent study; students reinforce the critical-thinking, analytical, presentation, and writing skills they developed in the preceding units to read, interpret, and respond to literary texts. The final task has three components: an analytical essay, a creative presentation, and a self-assessment sheet. Students choose a literary text, e.g., play, novel, anthology of poetry or short stories, or combination, and then write an analytical essay that applies the school of thought to which the student feels the greatest connection. Students are encouraged to blend the schools of thought into a framework that works best for them. Next, students produce a creative multimedia presentation, e.g., poetry reading, dramatic monologue, mock interview, that re-writes or adapts a character or scene from their text using a school of thought. Finally, students revisit their tapes from Unit 1 (and the diagnostic writing pieces they wrote) and write a self-reflection outlining their degree of personal growth throughout the course. Page 7 ; Studies in Literature University Preparation

Unit Overview Chart

    Learning Assessment Activity Tools Focus Expectations Categories

    6.1 RIV.01, RIV.02, Knowledge/ Anecdotal Reading of text(s)

    Own Choice: RTV.01, RI1.01, Understanding feedback to Writing of journals

    Reading of RI1.03, RI1.04, Thinking/Inquiry reading Research of critical Text RI2.01, RI2.02, Communication journals interpretations on text

    RI3.03, RT1.01, Application


    6.2 RIV.01, RIV.03, Knowledge/ Essay rubric Essay writing

    Analytical RIV.04, Understanding Peer editing

    Essay RTV.01, RI1.04, Thinking/Inquiry

    Writing RI3.02, RI3.03, Communication

    RI3.04, RI3.05, Application

    RI4.01, RT1.02,


    6.3 RIV.01, RIV.03, Knowledge/ Rubric for Planning of creative Creative RTV.02, RI1.04, Understanding presentation presentation

    Presentation RI3.01, RI3.02, Thinking/Inquiry Self-reflection Creative presentation

    RI3.04, RI3.05, Communication sheet Self-reflection based on tape

    RT2.01, RT2.02, Application and writing piece from Unit 1


Teaching/Learning Strategies

    Students have successfully completed the Grade 11 University Preparation course and have a special

    interest in literature and literary criticism. The teacher needs to select a diverse range of literary texts as

    students are required to respond personally, critically, and creatively to the literature studied in the course

    from various periods and countries.

    Strategies used within the whole-class, small-group, and individual activities incorporate a variety of

    approaches to develop skills (for more detailed information on these strategies, see the Electronic Curriculum Planner, Ministry of Education, Queen‟s Printer for Ontario, 2001).

    Whole-Class Activities

    The teacher can model expectations for students with regard to in-depth literary analysis using clear and

    concise communication. Whole-class discussions can demonstrate and clarify the use of the many “lenses” through which a literary text can be considered. Teacher-Directed Activities

    ; Direct instruction

    ; Socratic method

    ; Review

    ; Reading aloud to students

    Student-Directed Activities

    ; Seminars

    ; Reading

    ; Presentations

    Page 8 ; Studies in Literature University Preparation

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