General Outcomes
Students will:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
2. Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.
3. Students will listen, speak, read, write, view and represent to manage ideas and information.
4. Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
General Outcome 1
Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
Specific Outcomes
Students will:
1.1 Discover possibilities
1.1.1 Form tentative understandings, interpretations and positions draw from a repertoire of effective strategies to form tentative understandings, interpretations and positions [for example, record initial thoughts, feelings and observations about a novel in a dialogue journal]
b. modify tentative interpretations and tentative positions by weighing and assessing the validity of own and others’ ideas, observations and opinions; and identify areas for further inquiry or research
1.1.2 Experiment with language, image and structure
a. explain how experiments with language, image and structure improve personal craft and increase effectiveness as a text creator [for example, use a writer’s journal or idea folder on a computer to collect ideas, newspaper articles and first writing attempts; rework this information into stories, poems or articles; and share with teachers and peers to receive feedback]
b. experiment with a variety of strategies, activities and resources to explore ideas, observations, opinions, experiences and emotions [for example, stream-of-consciousness writing, free verse poetry, exploratory talk and improvisation]
1.2 Extend awareness
1.2.1 Consider new perspectives
a. select appropriate strategies to extend awareness and understanding of new perspectives, monitor their effectiveness, and modify them as needed [for example, record new understandings in a learning log; develop new group perspectives using a fish bowl organization]
b. recognize and assess the strengths and limitations of various perspectives on a theme, issue or topic, and identify aspects for further consideration when exploring and responding to texts
c. analyze and evaluate how various topics and themes, text forms, text types and text creators influence own and others’ understandings, attitudes and aspirations
1.2.2 Express preferences, and expand interests
a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]
b. cultivate appreciation for a variety of genres, texts, text creators and texts in translation from other countries [for example, providing specific examples, choose a universal theme; create a list of works of literature, movies, songs, videos and art; and discuss why some works are timeless]
1.2.3 Set personal goals for language growth
a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]
b. set goals and draw from a repertoire of effective strategies for language growth in relation to aspirations for the future [such as post-secondary learning and potential careers]
c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.
Specific Outcomes
Students will:
2.1 Construct meaning from text and context
2.1.1 Discern and analyze context
a. explain the text creator’s purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author’s use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience
b. analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group]
c. explain how understanding the interplay between text and context can influence an audience to appreciate a text from multiple perspectives [for example, an audience can appreciate how historical and societal forces present in the context in which a text is set can affect the style, diction and point of view chosen by the text creator]
d. identify the impact that personal context—experience, prior knowledge—has on constructing meaning from a text
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts [for example, reading passages out loud, forming questions, making predictions, using context to determine the connotative meanings of words, using graphic organizers and making annotations], and develop strategies for close reading of literature in order to understand contextual elements [for example, understanding subtext]
b. analyze the relationships among controlling ideas, supporting ideas and supporting details in a variety of texts
c. assess the contributions of setting, plot, character and atmosphere to the development of theme when studying a narrative
d. analyze the personality traits, roles, relationships, motivations, attitudes and values of characters developed/persons presented in literature and other texts; and explain how the use of archetypes can contribute to the development of other textual elements, such as theme
e. relate a text creator’s tone and register to the moral and ethical stance explicitly or implicitly communicated by a text
f. assess the contributions of figurative language, symbol, imagery and allusion to the meaning and significance of texts; and appreciate the text creator’s craft
g. assess the contributions that visual and aural elements make to the meaning of texts
h. assess the relationship between the content of a presentation and the performance of the presenter, and explain how the quality of the performance affects the credibility and audience acceptance of the content and message
2.1.3 Engage prior knowledge
a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed
b. assess prior knowledge of contexts, content and text forms; and explain how it contributes to new understandings
c. identify variations and departures from the conventional use of rhetorical devices, textual elements and structures in texts; and describe the purpose and effect of such variations and departures
d. classify the genre/form of new texts according to attributes of genres/forms previously studied
2.1.4 Use reference strategies and reference technologies
a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]
b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]
2.2 Understand and appreciate textual forms, elements and techniques
2.2.1 Relate form, structure and medium to purpose, audience and content
a. analyze a variety of text forms, explain the relationships of form to purpose and content, and assess the effects of these relationships on audience
b. assess the potential influence of various audience factors on a text creator’s choice of form and medium
c. apply knowledge of organizational patterns and structural features to understand purpose and content, and assess the effectiveness of a text’s organizational structure
d. assess the medium of a presentation in terms of its appropriateness to purpose and content and its effect on audience [for example, the use of unamplified voice, printed handouts and computer generated slides]
2.2.2 Relate elements, devices and techniques to created effects
a. assess the contributions of rhetorical devices and stylistic techniques to the clarity and coherence of print and nonprint texts, and assess the various means by which devices and techniques are used to emphasize aspects or portions of a text
b. assess the contributions of textual elements and stylistic techniques to the creation of atmosphere, tone and voice
c. analyze the use of irony and satire to create effects in print and nonprint texts [for example, dramatic irony to create suspense, verbal irony to create humour, and satire to evoke response]
d. assess the use of musical devices, figures of speech and sensory details to create effects in a variety of print and nonprint texts
e. explain the contribution of motif and symbol to controlling idea and theme
f. analyze the various elements of effective presentation, and assess the effects created [for example, colour to create symbolism or mood, and gestures to enhance clarity]
g. assess the use of persuasive techniques and their effects on audience [for example, assess the use of commercial endorsements and negative advertisement campaigns, which may convince or offend]
2.3 Respond to a variety of print and nonprint texts
2.3.1 Connect self, text, culture and milieu
a. identify and consider personal, moral, ethical and cultural perspectives when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion
b. form positions on issues that arise from text study; and assess the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts in light of issues that are personally meaningful and culturally significant
c. assess the choices and motives of characters and people portrayed in texts in light of the choices and motives of self and others
d. respond personally and critically to the ways in which cultural and societal influences are reflected in a variety of Canadian and international texts
2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts
a. identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator’s voice and style]
b. assess the appropriateness of own and others’ understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence
c. analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction]
d. analyze and assess character and characterization in terms of consistency of behaviour, motivation and plausibility, and in terms of contribution to theme [for example, determine the meanings suggested by a change in a character’s behaviour or values]
e. analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience
f. assess the significance of a text’s theme or controlling idea, and the adequacy, relevance and effectiveness of its supporting details, examples or illustrations, and content in general
2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts
a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms
b. appreciate the craft of the text creator and the shape and substance of literature and other texts
General Outcome 3
Students will listen, speak, read, write, view and represent to manage ideas and information.
Specific Outcomes
Students will:
3.1 Determine inquiry or research requirements
3.1.1 Focus on purpose and presentation form
a. modify selected strategies as needed to refine the depth and breadth of inquiry or research and to identify the purpose, audience and form of presentation
b. describe the purpose of inquiry or research and the scope of the inquiry or research topic; identify the target audience; and identify the potential form for the presentation of inquiry or research findings, when applicable [such as a narrative, report, diary entry or biography]
c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate
3.1.2 Plan inquiry or research, and identify information needs and sources
a. reflect on and describe strategies for developing an inquiry or research plan that will foster understanding, select and monitor appropriate strategies, and modify strategies as needed to plan inquiry or research effectively [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]
b. select from a repertoire of effective strategies to develop appropriate inquiry or research plans that will address the topic and satisfy contextual and presentation requirements [for example, questions within questions, inquiry charts, preliminary interviews, and consultations with the teacher and/or librarian]
c. assess the breadth and depth of prior knowledge, and refine questions to further satisfy information needs and to guide the collection of new information
d. identify and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information [for example, whether or not a survey or interview will be useful]
e. develop and draw from a repertoire of effective strategies and technologies for gathering, generating and recording information
3.2 Follow a plan of inquiry
3.2.1 Select, record and organize information
a. reflect on and describe strategies that may be used to select, record and organize information; select and monitor appropriate strategies; and modify selected strategies as needed
b. select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD–ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]
c. record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others’ ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]
d. organize information logically [such as by question, by category, by chronology or by cause and effect]
e. observe guidelines for Internet use [for example, keep passwords, telephone numbers and addresses confidential; visit appropriate sites; respect copyright; and observe rules for citing Internet sources, following correct procedures to avoid plagiarism]
3.2.2 Evaluate sources, and assess information
a. reflect on and describe strategies to evaluate information sources for credibility and bias and for quality; and select, monitor and modify strategies as needed to evaluate sources and detect bias
b. assess information sources for appropriateness to purpose, audience and presentation form
c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose
d. identify and describe possible biases and vested interests of sources; and explain how underlying assumptions, biases, and positive or negative spin affect the credibility of sources
3.2.3 Form generalizations and conclusions
a. form generalizations and synthesize new ideas by integrating new information with prior knowledge
b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation
c. support generalizations and conclusions sufficiently with relevant and consistent detail
3.2.4 Review inquiry or research process and findings
a. reflect on and assess the effectiveness of strategies used to guide inquiry or research [such as the effective use of time and the division of labour when involved in group research]
b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies
c. review the appropriateness, accuracy and significance of findings, conclusions and generalizations drawn from gathered data and information; prepare a detailed record of references; determine how best to share the information; and determine next steps, if any
d. seek feedback from others and use own reflections to evaluate the entire inquiry or research process, strive for craftsmanship and accuracy, and take pride in efforts and accomplishments
General Outcome 4
Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication.
Specific Outcomes
Students will:
4.1 Develop and present a variety of print and nonprint texts
4.1.1 Assess text creation context
a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]
b. assess the results of text creation in terms of the intended purpose and whether or not the target audience was engaged [for example, assess the effectiveness of a job application letter in terms of whether or not the potential employer read the résumé]
c. analyze audience factors that affect text creation, and explain how consideration of audience factors has affected choices made while creating a text
d. assess whether or not the strategies used to deal with the expectations and constraints of a communication situation were effective [for example, distribute a formal evaluation form to the audience at the end of a meeting, to assess whether or not the strategy of providing time in small-group discussions resolved the issue of lack of time for all audience members to ask questions and express opinions]
4.1.2 Consider and address form, structure and medium
a. select a text form appropriate to the purpose for text creation and consistent with the content to be presented in the text [for example, select a photo essay to demonstrate a personal or critical/analytical response to poetry or other literature when the content to be presented is well suited to the creation of a visual text]
b. use a variety of complex structures consistent with form, content and purpose when creating texts; and explain reasons for choices [for example, use frames in a storyboard, including dialogue as appropriate to review organization, and explain why these complex structures are an effective way to create a video text]
c. select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner]
d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]
e. depart from the conventions of oral, print, visual and multimedia texts, as appropriate to purpose, audience and situation [for example, employ the conventions of fiction when creating factual narrative to fulfill purpose and create audience effects]; and assess the impact on text creation
4.1.3 Develop content
a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging
b. recognize and assess personal variables [such as personal experience and prior knowledge] and contextual variables [such as availability of time and resources] that influence the selection of a topic, concept or idea; and address these variables to increase the likelihood of successful text creation
c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect
d. develop supporting details, by using developmental aids appropriate to form and purpose [for example, use charts to collect and assemble details in creating character comparisons when developing a comparison and contrast essay, or use a think-aloud reading strategy to make notes from informational text when writing a summary]
e. develop appropriate, relevant and sufficient content to support a controlling idea or unifying effect [for example, relate supporting details, examples and illustrations to a controlling idea when creating a critical/analytical response to literature]
f. develop content consistent with form and appropriate to context [for example, link questions and answers when reporting the results of an interview]
g. incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate [for example, incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene from a play]
4.1.4 Use production, publication and presentation strategies and technologies consistent with context
a. meet particular production, publication and display requirements for print texts [for example, adhere to a particular manuscript style when creating a research paper]; and explain requirements in light of purpose, audience and situation
b. adapt presentation strategies to suit changes in purpose, audience and situation [for example, use close physical proximity, eye contact and other body language strategies effectively to regain audience attention following an interruption]
c. develop and deliver oral, visual and multimedia presentations, using voice production factors [such as volume, tone and stress], nonverbal factors [such as gestures, posture, distance and eye contact] and visual production factors [such as colour and contrast] appropriate to purpose, audience and situation
d. create rapport with an audience, by selecting from a repertoire of effective strategies [for example, use humour to open a presentation and set a positive tone with the audience]
4.2 Improve thoughtfulness, effectiveness and correctness of communication
4.2.1 Enhance thought and understanding and support and detail
a. assess the effectiveness of the controlling idea or desired unifying effect of a text in progress, and refine the controlling idea or desired unifying effect as appropriate to meet the intended purpose
b. review the accuracy, specificity, precision, vividness and relevance of details, events, images, facts or other data intended to support a controlling idea or to develop a unifying effect; and add to, modify or delete details, events, images, facts or other data as needed to provide complete and effective support or development
c. assess reasoning for logic and evidence for consistency, completeness and relevance; and strengthen reasoning as needed by adding to, modifying or deleting details to provide significant evidence and make effective and convincing arguments [for example, work with a small group to use a revision strategy like Workshop Advice, where each person in the group provides one suggestion for a sentence change]
d. assess the plausibility and appropriateness of literary interpretations and the precision, completeness and relevance of evidence when reviewing and revising critical/analytical responses to literature
4.2.2 Enhance organization
a. make revisions as needed to ensure that the beginning of a text in progress establishes purpose and engages audience [for example, the rhetorical question or anecdote used to begin a speech, or the establishing shot of a video]
b. assess the organizational components of a text in progress, and revise them as needed to strengthen their effectiveness as units of thought or experience or to strengthen their contribution to other intended effects [such as emphasis or transition]
c. assess the closing of a text in progress; and revise it as needed to ensure that it is related to purpose, that it establishes a sense of developed understanding and that it will have an appropriate effect on audience
d. apply the concepts of unity and coherence to ensure the effective organization of oral, print, visual and multimedia texts
e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]
4.2.3 Consider and address matters of choice
a. reflect on personal vocabulary and repertoire of stylistic choices and on their effectiveness; and expand vocabulary and repertoire of stylistic choices
b. assess the appropriateness and effectiveness of diction, and revise word choice as needed to create intended effects
c. assess syntax for appropriateness and effectiveness, and revise sentence structures as needed to create intended effects
d. explain how stylistic techniques and rhetorical devices are used to create intended effects
e. develop a repertoire of stylistic choices that contribute to personal voice
4.2.4 Edit text for matters of correctness
a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]
b. know and be able to apply capitalization and punctuation conventions correctly, including end punctuation, commas, semicolons, colons, apostrophes, quotation marks, hyphens, dashes, ellipses, parentheses, underlining and italics
c. know and be able to apply spelling conventions consistently and independently
d. understand the importance of grammatical agreement; and assess and revise texts in progress to ensure correctness of grammatical agreement, including correct pronoun reference and pronoun–antecedent agreement, and correct use of modifiers and other parts of speech
e. assess and revise texts in progress to ensure correct subject–verb agreement, correct pronoun case and appropriate consistency of verb tense
f. use unconventional punctuation, spelling and sentence structure for effect, when appropriate [for example, use nonstandard spelling to indicate dialect, and use sentence fragments for emphasis, when appropriate]
g. assess and revise texts in progress to ensure the correct use of clauses and phrases, including verbal phrases (participle, gerund and infinitive), and to ensure the correct use of structural features [such as appositives and parallel structure]
h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices
i. assess strengths and areas of need [for example, develop a checklist of skills mastered and skills to be developed, and set goals for language growth]
General Outcome 5
Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
Specific Outcomes
Students will:
5.1 Respect others and strengthen community
5.1.1 Use language and image to show respect and consideration
a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]
b. explain how language and images are used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, parody or journalistic bias in print, visual and multimedia texts]
c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others
d. analyze behavioural expectations of a communication situation, explain how verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use empathetic listening skills when working in groups, and be aware of body language]
e. accept, offer and appreciate the value of constructive criticism [for example, use writing to respond to constructive criticism, and accept and provide feedback in a constructive and considerate manner]
f. explain, when applicable, how a specific text demonstrates that the parameters of public tolerance regarding the use of language and image have changed over time
5.1.2 Appreciate diversity of expression, opinion and perspective
a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed
b. explain how selected works of literature and other print and nonprint texts convey, shape and, at times, challenge individual and group values and behaviours
c. explain how a text creator’s underlying assumptions influence his or her ideas, opinions and selection of supporting details
5.1.3 Recognize accomplishments and events
a. use language and image to honour own and others’ accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a “portfolio launch”]
b. describe various means by which language and image are used appropriately to honour people and to celebrate events, and explain how these means of using language and image help to build community [for example, heritage day; wall of honour or photography exhibit; and naming ceremonies, religious ceremonies and prayers of First Nations and Aboriginal peoples]
5.2 Work within a group
5.2.1 Cooperate with others, and contribute to group processes
a. set appropriate personal goals for participation in a group; respect, be open to, and be supportive of the thoughts, opinions and contributions of others in a group; and share personal knowledge, expertise and perspectives with others, as appropriate
b. reflect on and describe strategies used to negotiate, coordinate and cooperate with others; select appropriate strategies for negotiating, coordinating and cooperating with others; monitor selected strategies; and modify selected strategies as needed to accomplish group goals
c. ensure that a team’s purpose and objectives are clear
5.2.2 Understand and evaluate group processes
a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]
b. analyze and explain the interplay among the roles adopted by group members; and lead or support, when appropriate, motivating a group for high performance
c. use and appreciate various means to facilitate completion of group projects
d. understand and appreciate the function of teamwork tools, assess how to work effectively and collaboratively as a team to accomplish a task, understand the role of conflict in a group to reach solutions, and manage and resolve conflict when appropriate
e. identify, analyze and assess the collaborative processes used by individuals whose careers involve the development and production of literary texts [such as the collaborative relationships of author, illustrator, editor and publisher and of playwright, actor, producer and director]
