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The official Ontario English, Grade 11, University Preparation curriculum
Ontario defines English, Grade 11, University Preparation by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Ontario's official curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 1 | 16 | Oral Communication |
| Strand 2 | 14 | Reading and Literature Studies |
| Strand 3 | 19 | Writing |
| Strand 4 | 12 | Media Studies |
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How MapleMind teaches English, Grade 11, University Preparation — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Oral CommunicationOfficial strand · Strand 1
Listening to understand and speaking to communicate in academic and literary situations: active listening, interpreting and analyzing oral texts, and delivering clear, effective spoken communication.
Listening to Understand
- Setting a purpose and goals for listeningeng3u.ENG3U.1.1 — Identify the purpose of a range of listening tasks and set goals for specific tasks.
- Using active listening strategieseng3u.ENG3U.1.2 — Select and use the most appropriate active listening strategies when participating in a range of situations.
- Listening comprehension strategies for complex textseng3u.ENG3U.1.3 — Select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex or difficult texts.
- Identifying the important ideas in oral textseng3u.ENG3U.1.4 — Identify the important information and ideas in oral texts, including increasingly complex or difficult texts, in a variety of ways.
- Interpreting oral texts with evidenceeng3u.ENG3U.1.5 — Develop and explain interpretations of oral texts, including increasingly complex or difficult texts, using evidence from the text and the oral and visual cues used in it to effectively support their interpretations.
- Extending understanding by making connectionseng3u.ENG3U.1.6 — Extend understanding of oral texts, including increasingly complex or difficult texts, by making effective connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them.
- Analyzing how oral texts communicateeng3u.ENG3U.1.7 — Analyse oral texts, including increasingly complex or difficult texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response.
- Identifying perspectives and bias in oral textseng3u.ENG3U.1.8 — Identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex or difficult texts, and comment with growing understanding on any questions they may raise about beliefs, values, identity, and power.
- Evaluating presentation strategieseng3u.ENG3U.1.9 — Evaluate the effectiveness of a variety of presentation strategies used in oral texts, including increasingly complex or difficult texts, and suggest other strategies that could be used effectively.
- Communicating orally for a purpose and audienceeng3u.ENG3U.1.10 — Communicate orally for a range of purposes, using language appropriate for the intended audience.
- Adapting interpersonal speaking strategieseng3u.ENG3U.1.11 — Demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences.
- Communicating a clear, structured argumenteng3u.ENG3U.1.12 — Communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience.
- Word choice and stylistic devices in speakingeng3u.ENG3U.1.13 — Use appropriate words, phrases, and terminology, and a variety of stylistic devices, to effectively communicate their meaning and engage their intended audience.
- Using vocal strategies effectivelyeng3u.ENG3U.1.14 — Identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences.
- Using non-verbal cueseng3u.ENG3U.1.15 — Identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning and with sensitivity to audience needs and cultural differences.
- Using audio-visual aids to support a presentationeng3u.ENG3U.1.16 — Use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience.
The official wording — 16 outcomes in this unit
- eng3u.ENG3U.1.1
identify the purpose of a range of listening tasks and set goals for specific tasks
- eng3u.ENG3U.1.2
select and use the most appropriate active listening strategies when participating in a range of situations
- eng3u.ENG3U.1.3
select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, includ- ing increasingly complex or difficult texts
- eng3u.ENG3U.1.4
identify the important information and ideas in oral texts, including increasingly complex or difficult texts, in a variety of ways
- eng3u.ENG3U.1.5
develop and explain interpretations of oral texts, including increasingly complex or diffi- cult texts, using evidence from the text and the oral and visual cues used in it to effectively support their interpretations
- eng3u.ENG3U.1.6
extend understanding of oral texts, including increasingly complex or difficult texts, by mak- ing effective connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them
- eng3u.ENG3U.1.7
analyse oral texts, including increasingly complex or difficult texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response
- eng3u.ENG3U.1.8
identify and analyse the perspectives and/or biases evident in oral texts, including increas- ingly complex or difficult texts, and comment with growing understanding on any questions they may raise about beliefs, values, identity, and power
- eng3u.ENG3U.1.9
evaluate the effectiveness of a variety of pres- entation strategies used in oral texts, including increasingly complex or difficult texts, and suggest other strategies that could be used effectively
- eng3u.ENG3U.1.10
communicate orally for a range of purposes, using language appropriate for the intended audience
- eng3u.ENG3U.1.11
demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
- eng3u.ENG3U.1.12
communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience
- eng3u.ENG3U.1.13
use appropriate words, phrases, and terminolo- gy, and a variety of stylistic devices, to effec- tively communicate their meaning and engage their intended audience
- eng3u.ENG3U.1.14
identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences
- eng3u.ENG3U.1.15
identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning and with sensitivity to audience needs and cultural differences
- eng3u.ENG3U.1.16
use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience
Unit 2Reading and Literature StudiesOfficial strand · Strand 2
Reading and understanding a variety of academic and literary texts: applying comprehension strategies, analyzing form and style, and reading with fluency.
Reading for Meaning
- Reading diverse texts with a purposeeng3u.ENG3U.2.1 — Read a variety of studentand teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading.
- Using reading comprehension strategieseng3u.ENG3U.2.2 — Select and use the most appropriate reading comprehension strategies to understand texts, including increasingly complex or difficult texts.
- Identifying important ideas and supporting detailseng3u.ENG3U.2.3 — Identify the most important ideas and supporting details in texts, including increasingly complex or difficult texts.
- Making and explaining inferenceseng3u.ENG3U.2.4 — Make and explain inferences of increasing subtlety about texts, including increasingly complex or difficult texts, supporting their explanations with well-chosen stated and implied ideas from the texts.
- Extending understanding by making connectionseng3u.ENG3U.2.5 — Extend understanding of texts, including increasingly complex or difficult texts, by making appropriate and increasingly rich connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them.
- Analyzing how texts develop ideas and themeseng3u.ENG3U.2.6 — Analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements.
- Evaluating the effectiveness of texts with evidenceeng3u.ENG3U.2.7 — Evaluate the effectiveness of texts, including increasingly complex or difficult texts, using evidence from the text to support their opinions.
- Identifying perspectives and bias in textseng3u.ENG3U.2.8 — Identify and analyse the perspectives and/or biases evident in texts, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power.
Understanding Form and Style
- Characteristics of text formseng3u.ENG3U.2.9 — Identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning.
- Text features and how they communicateeng3u.ENG3U.2.10 — Identify a variety of text features and explain how they help communicate meaning.
- Elements of style and their effectseng3u.ENG3U.2.11 — Identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts.
- Understanding words automatically in contexteng3u.ENG3U.2.12 — Automatically understand most words in a variety of reading contexts.
- Decoding unfamiliar wordseng3u.ENG3U.2.13 — Use decoding strategies effectively to read and understand unfamiliar words, including words of increasing difficulty.
- Strategies to expand vocabularyeng3u.ENG3U.2.14 — Use a variety of strategies, with increasing regularity, to explore and expand vocabulary, focusing on the precision with which words are used in the texts they are reading.
The official wording — 14 outcomes in this unit
- eng3u.ENG3U.2.1
read a variety of student- and teacher-selected texts from diverse cultures and historical peri- ods, identifying specific purposes for reading
- eng3u.ENG3U.2.2
select and use the most appropriate reading comprehension strategies to understand texts, including increasingly complex or difficult texts
- eng3u.ENG3U.2.3
identify the most important ideas and sup- porting details in texts, including increasingly complex or difficult texts
- eng3u.ENG3U.2.4
make and explain inferences of increasing subtlety about texts, including increasingly complex or difficult texts, supporting their explanations with well-chosen stated and implied ideas from the texts
- eng3u.ENG3U.2.5
extend understanding of texts, including increasingly complex or difficult texts, by making appropriate and increasingly rich con- nections between the ideas in them and per- sonal knowledge, experience, and insights; other texts; and the world around them
- eng3u.ENG3U.2.6
analyse texts in terms of the information, ideas, issues, or themes they explore, examin- ing how various aspects of the texts contribute to the presentation or development of these elements
- eng3u.ENG3U.2.7
evaluate the effectiveness of texts, including increasingly complex or difficult texts, using evidence from the text to support their opin- ions
- eng3u.ENG3U.2.8
identify and analyse the perspectives and/or biases evident in texts, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power
- eng3u.ENG3U.2.9
identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning
- eng3u.ENG3U.2.10
identify a variety of text features and explain how they help communicate meaning
- eng3u.ENG3U.2.11
identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts
- eng3u.ENG3U.2.12
automatically understand most words in a variety of reading contexts
- eng3u.ENG3U.2.13
use decoding strategies effectively to read and understand unfamiliar words, including words of increasing difficulty
- eng3u.ENG3U.2.14
use a variety of strategies, with increasing reg- ularity, to explore and expand vocabulary, focusing on the precision with which words are used in the texts they are reading
Unit 3WritingOfficial strand · Strand 3
Developing and organizing content, drafting and revising in academic and literary forms and styles, and applying knowledge of conventions to academic and literary writing.
Developing and Organizing Content
- Identifying topic, purpose, and audienceeng3u.ENG3U.3.1 — Identify the topic, purpose, and audience for a variety of writing tasks.
- Generating and focusing ideaseng3u.ENG3U.3.2 — Generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate.
- Locating and selecting supporting informationeng3u.ENG3U.3.3 — Locate and select information to effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate.
- Organizing ideas with suitable patternseng3u.ENG3U.3.4 — Identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing.
- Checking that ideas are relevant, accurate, and completeeng3u.ENG3U.3.5 — Determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task.
Using Knowledge of Form and Style
- Writing in a variety of forms for purposes and audienceseng3u.ENG3U.3.6 — Write for different purposes and audiences using a variety of literary, informational, and graphic forms.
- Establishing voice in writingeng3u.ENG3U.3.7 — Establish a distinctive voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing.
- Choosing vivid, precise wordseng3u.ENG3U.3.8 — Use appropriate descriptive and evocative words, phrases, and expressions imaginatively to make their writing clear, vivid, and interesting for their intended audience.
- Varying sentences and making smooth transitionseng3u.ENG3U.3.9 — Write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas.
- Recognizing beliefs and values in your writingeng3u.ENG3U.3.10 — Explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing.
- Revising drafts to improve content and styleeng3u.ENG3U.3.11 — Revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies.
- Producing revised drafts to criteriaeng3u.ENG3U.3.12 — Produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations.
Applying Knowledge of Conventions
- Spelling correctly using rules and resourceseng3u.ENG3U.3.13 — Use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors.
- Building and refining word choice for writingeng3u.ENG3U.3.14 — Build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose.
- Using punctuation correctlyeng3u.ENG3U.3.15 — Use punctuation correctly and effectively to communicate their intended meaning.
- Grammar: writing correct sentence typeseng3u.ENG3U.3.16 — Use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively.
- Grammar: agreement and verb tenseeng3u.ENG3U.3.16 — Use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively.
- Proofreading and correcting writingeng3u.ENG3U.3.17 — Regularly proofread and correct their writing.
- Using presentation features to publisheng3u.ENG3U.3.18 — Use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience.
- Producing published work to criteriaeng3u.ENG3U.3.19 — Produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations.
The official wording — 19 outcomes in this unit
- eng3u.ENG3U.3.1
identify the topic, purpose, and audience for a variety of writing tasks
- eng3u.ENG3U.3.2
generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate
- eng3u.ENG3U.3.3
locate and select information to effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate
- eng3u.ENG3U.3.4
identify, sort, and order main ideas and sup- porting details for writing tasks, using a vari- ety of strategies and selecting the organiza- tional pattern best suited to the content and the purpose for writing
- eng3u.ENG3U.3.5
determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task
- eng3u.ENG3U.3.6
write for different purposes and audiences using a variety of literary, informational, and graphic forms
- eng3u.ENG3U.3.7
establish a distinctive voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing
- eng3u.ENG3U.3.8
use appropriate descriptive and evocative words, phrases, and expressions imaginatively to make their writing clear, vivid, and interest- ing for their intended audience
- eng3u.ENG3U.3.9
write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas
- eng3u.ENG3U.3.10
explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing
- eng3u.ENG3U.3.11
revise drafts to improve the content, organiza- tion, clarity, and style of their written work, using a variety of teacher-modelled strategies
- eng3u.ENG3U.3.12
produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations
- eng3u.ENG3U.3.13
use knowledge of spelling rules and patterns, a variety of resources, and appropriate strat- egies to recognize and correct their own and others’ spelling errors
- eng3u.ENG3U.3.14
build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose
- eng3u.ENG3U.3.15
use punctuation correctly and effectively to communicate their intended meaning
- eng3u.ENG3U.3.16
use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively
- eng3u.ENG3U.3.17
regularly proofread and correct their writing
- eng3u.ENG3U.3.18
use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience
- eng3u.ENG3U.3.19
produce pieces of published work to meet cri- teria identified by the teacher, based on the curriculum expectations
Unit 4Media StudiesOfficial strand · Strand 4
Understanding, analyzing, and creating media texts: how they are built for purposes and audiences, their forms/conventions/techniques, and producing your own academic and literary media texts.
Understanding Media Texts
- How media texts suit purposes and audienceseng3u.ENG3U.4.1 — Explain how media texts, including increasingly complex or difficult texts, are created to suit particular purposes and audiences.
- Interpreting overt and implied media messageseng3u.ENG3U.4.2 — Interpret media texts, including increasingly complex or difficult texts, identifying and explaining the overt and implied messages they convey.
- Evaluating how effectively media texts communicateeng3u.ENG3U.4.3 — Evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including increasingly complex or difficult texts, and decide whether the texts achieve their intended purpose.
- Why media texts prompt different responseseng3u.ENG3U.4.4 — Explain why the same media text might prompt different responses from different audiences.
- Identifying perspectives and bias in media textseng3u.ENG3U.4.5 — Identify the perspectives and/or biases evident in media texts, including increasingly complex or difficult texts, and comment on any questions they may raise about beliefs, values, identity, and power.
- How production factors shape the media industryeng3u.ENG3U.4.6 — Explain how production, marketing, financing, distribution, and legal/regulatory factors influence the media industry.
Media Forms, Conventions, and Creating Media Texts
- Characteristics of media formseng3u.ENG3U.4.7 — Identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning.
- Conventions and techniques in media formseng3u.ENG3U.4.8 — Identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience.
- Planning a media text: topic, purpose, audienceeng3u.ENG3U.4.9 — Describe the topic, purpose, and audience for media texts they plan to create.
- Selecting an appropriate media formeng3u.ENG3U.4.10 — Select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is a highly appropriate choice.
- Planning conventions and techniques for a media texteng3u.ENG3U.4.11 — Identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate a specific aspect of their intended meaning effectively.
- Producing media textseng3u.ENG3U.4.12 — Produce media texts, including increasingly complex texts, for a variety of purposes and audiences, using appropriate forms, conventions, and techniques.
The official wording — 12 outcomes in this unit
- eng3u.ENG3U.4.1
explain how media texts, including increasing- ly complex or difficult texts, are created to suit particular purposes and audiences
- eng3u.ENG3U.4.2
interpret media texts, including increasingly complex or difficult texts, identifying and explaining the overt and implied messages they convey
- eng3u.ENG3U.4.3
evaluate how effectively information, ideas, themes, issues, and opinions are communicat- ed in media texts, including increasingly com- plex or difficult texts, and decide whether the texts achieve their intended purpose
- eng3u.ENG3U.4.4
explain why the same media text might prompt different responses from different audiences
- eng3u.ENG3U.4.5
identify the perspectives and/or biases evident in media texts, including increasingly complex or difficult texts, and comment on any questions they may raise about beliefs, values, identity, and power
- eng3u.ENG3U.4.6
explain how production, marketing, financing, distribution, and legal/regulatory factors influence the media industry
- eng3u.ENG3U.4.7
identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning
- eng3u.ENG3U.4.8
identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audi- ence
- eng3u.ENG3U.4.9
describe the topic, purpose, and audience for media texts they plan to create
- eng3u.ENG3U.4.10
select a media form to suit the topic, purpose, and audience for a media text they plan to cre- ate, and explain why it is a highly appropriate choice
- eng3u.ENG3U.4.11
identify a variety of conventions and/or tech- niques appropriate to a media form they plan to use, and explain how these will help com- municate a specific aspect of their intended meaning effectively
- eng3u.ENG3U.4.12
produce media texts, including increasingly complex texts, for a variety of purposes and audiences, using appropriate forms, conven- tions, and techniques
Printable workbook · A keepsake of the year
A English, Grade 11, University Preparation workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
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Yes. Every skill in this course maps to an official outcome code from Ontario's Grade 11 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
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Where can I see the official Ontario curriculum for English, Grade 11, University Preparation?
The official source is linked on this page — Ontario's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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