ENG4U Grade 12 University English

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Price

CA$495.00

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Name of School	Department	Course Developer	Course Dev Date	Course Revisor / Revision Date
Advanced Knowledge Academy	English	Eleni Mak	–Sept. 1, 2026	Sept. 1, 2026
Course Title & Grade	Ministry Course Code	Course Type	Credit Value	Developed from
University English Grade 12	ENG4U	University Preparation	1.0	The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised), Ontario Ministry of Education.

Prerequisite

ENG3U – English, Grade 11, University Preparation (or equivalent approved prerequisite)

Course Instructor: Monica

email: Monica@advancedknowledgeacademy.com

Course Description

Welcome to Grade 12 University English (ENG4U).
This course is designed to help you become a stronger reader, writer, thinker, and communicator while preparing you for the expectations of university, college, and the workplace.

Throughout the course, you will explore a wide range of texts, including novels, short stories, poetry, essays, articles, speeches, and media texts. As you engage with these works, you will develop critical thinking skills and learn how authors use language, structure, and literary techniques to communicate ideas and influence audiences.

A major focus of ENG4U is effective communication. You will strengthen your ability to analyze information, construct persuasive arguments, conduct research, and express your ideas clearly through both written and oral forms of communication.

You will also examine how literature reflects diverse perspectives, cultures, historical contexts, and human experiences. By exploring these themes, you’ll gain a deeper understanding of the world around you and develop the skills needed to evaluate complex issues thoughtfully and critically.

Throughout the course, you will complete a variety of assignments that may include literary analyses, essays, research projects, presentations, and discussions. These activities are designed to help you become a confident and independent learner while preparing you for future academic success.

By the end of this course, you will have developed advanced literacy, communication, and analytical skills that will support you in your post-secondary studies and beyond.

We look forward to exploring literature, language, and ideas with you throughout this course.

Overall Curriculum Expectations

By the end of the course, students will be able to:

Demonstrate effective reading strategies to comprehend and interpret a variety of texts.
Identify and analyze the organization, purpose, and features of texts.
Use the writing process to produce coherent, audience-appropriate writing in multiple forms.
Apply self-assessment and reflection strategies to monitor and improve literacy skills.
Develop critical-thinking skills and apply them to real-world situations.

Pre-recorded instructional videos and teacher-led virtual discussions
Interactive reading and comprehension modules
Writing workshops, graphic organizers, and planning tools
Case studies and practice OSSLT tasks
Independent study, self-reflection exercises, and virtual portfolios
Multimedia simulations to practice text analysis and writing in different contexts

Online/Offline Components:

Online: All lessons, quizzes, reading modules, writing tasks, discussion boards, virtual labs, and teacher feedback
Offline: Independent reading, note-taking, writing drafts, reflective journals, and portfolio preparation

Units of Study and Approximate Hours

Unit	Title	Description	Approx. Hours
1	Prerequisite Review	Through diagnostic and comparative writing activities, students revisit paragraph structure, organization, analysis, evidence, and effective written communication. Students will complete a structured paragraph on a selected topic, allowing them to identify strengths and areas for growth in their academic writing.	10
2	Literary Criticism	Students learn how different perspectives can influence the interpretation of characters, themes, conflicts, and literary events. Students apply critical theories to short stories, develop close-reading and analytical skills	20
3	Poetry	Students explore poetry through the study of literary devices, poetic techniques, structure, voice, and theme. Students will examine how poets use language and literary techniques to communicate ideas and perspectives.	20
4	Novel Study – Handmaid’s Tale	Students study Margaret Atwood’s The Handmaid’s Tale through structured reading, discussion, and literary analysis. Students examine characterization, themes, symbolism, narrative techniques, conflict, and the social and political contexts presented in the novel. Through chapter-based questions and a literary significance task, students develop their ability to make connections between literary elements and the larger ideas explored within a text.	20
5	Hamlet	Students study William Shakespeare’s Hamlet while developing an understanding of Shakespearean language, dramatic conventions, characterization, themes, conflict, and Elizabethan beliefs. Students analyze key scenes and engage in structured discussions and annotation activities to develop close-reading skills. The unit culminates in a debate assignment, allowing students to use textual evidence and persuasive communication skills to construct and defend an interpretation of the play.	20
6	The Great Gatsby	Students study F. Scott Fitzgerald’s The Great Gatsby through structured reading, discussion, close reading, and literary analysis. Students examine characterization, symbolism, themes, narrative techniques, and the relationship between the novel and its historical and social context. Through character analysis, creative writing, thematic analysis, and close-reading activities, students prepare for a final literary essay that demonstrates their ability to develop and support a sophisticated interpretation using textual evidence.	20
Total			110

Assessment, Evaluation, and Communication of Student Learning

Grading:

Term Work (65%): Reading tasks, writing tasks, quizzes, portfolio drafts
Attendance and Participation (10%): Lesson work.
Final Evaluation (25%): Final Exam + Culminating Performance Task
Learning Skills: Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation (assessed separately)

Quizzes, reading comprehension tasks, writing assignments (drafts + final versions)
Self-assessment and reflection activities
Virtual portfolio
Final summative assessment aligned with OSSLT expectations

Considerations for Program Planning

In an asynchronous online literacy course, instructional approaches are guided by Ministry and board policy, centering on universal design, differentiated instruction, and clear learning objectives. Lessons are structured to activate prior knowledge, scaffold reading and writing skills, and encourage students to articulate their reasoning through a variety of media including written explanations, graphic organizers, and multimedia responses. Teachers model comprehension and writing strategies using pre-recorded videos, text annotations, and interactive modules. The course provides opportunities for inquiry-based learning, practice with immediate feedback, collaboration through discussion forums, and reflective exercises to develop self-regulation and critical thinking. These approaches support conceptual understanding, procedural fluency, and real-world literacy applications for diverse learners.

Technology is central to asynchronous literacy instruction. Students engage with online reading modules, interactive writing platforms, digital annotation tools, and virtual portfolios. Communication and collaboration are facilitated via discussion boards, shared documents, and cloud-based feedback. Teachers provide digital resources and guide students in safe and responsible use of technology, including evaluating sources and practicing digital citizenship.

The course is intentionally designed to be accessible for all students, including those with special education needs and English language learners. Accommodations include adaptive technologies, flexible timelines, multi-modal instruction, scaffolded language support, and alternative assessment methods

Curriculum materials reflect diverse perspectives, cultural backgrounds, and identities. Text selections and writing topics are inclusive, culturally sensitive, and aligned with equity-focused education practices. Students are encouraged to connect literacy skills to their lived experiences, advancing critical thinking and social understanding.

Students explore literacy in real-world contexts, including workplace communication, community engagement, and media literacy. Practice tasks simulate authentic scenarios such as composing reports, summaries, and news articles. Collaboration is promoted through virtual peer feedback, discussion forums, and project-based assignments to build transferable skills.

Assessment is ongoing and varied, with emphasis on both process and product. Clear guidelines on academic honesty are communicated, and incidents of plagiarism are addressed according to school policy. Policies regarding late work are balanced with individual circumstances, with extensions available for valid reasons. Feedback is timely, descriptive, and aimed at fostering self-reflection and growth.

Students explore the relevance of biology to a wide array of careers, with assignments and projects simulating workplace scenarios and research processes. Cooperative learning principles are embodied through virtual collaboration, discussion boards, and shared lab simulations, developing transferable skills for higher education and future careers in health, research, and biotechnology.

Digital wellness is emphasized, including responsible online conduct, healthy screen-time practices, and access to support for mental health. The course promotes a safe, inclusive, and supportive online learning environment, with clear communication channels for academic and personal guidance.