Module 1 Outcomes

Students will know…

  • Visual and aural elements contribute to the meaning of texts (2.1.2 g)
  • Reference strategies and technologies aid in understanding (2.1.4  a)
  • Strategies to increase strengths and address weaknesses (1.2.3 a)
  • A controlling idea is necessary to produce a unifying effect (4.1.3 e)
  • Meaning can be developed by using examples from personal experience, concepts and ideas from exploration (4.1.3 g)
  • Handbooks and other tools assist with text creation (4.2.4 a)

Students will be able to…

  • Respond personally and analytically to ideas developed in works of literature and other texts; and analyze the ways in which ideas are reflected in personal and cultural opinions, values, beliefs and perspectives (2.3.1 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 (2.3.2 b)
  • 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] (4.1.2 a)
  • Take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging (4.1.3 a)
  • 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 (4.1.3 a)
  • Establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect (4.1.3 c)
  • 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] (4.1.3 d)
  • Develop content to support a controlling idea or to produce a unifying effect [for example, condense information, summarize content and define a thesis statement to construct a précis of a magazine article] (4.1.3 e)
  • Develop content appropriate to form and context [for example, provide grounds and evidence to construct an argument, and use chronological order in an informal essay to write a factual narrative account of a personal experience] (4.1.3 f)
  • Incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate  (4.1.3 g)
  • 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 (2.3.2 f)