Unit 1 Outcomes
Completion requirements
Unit 1 Outcomes
Established Goals:
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 (2.3.1 a)
Form positions on issues that arise from text study; and relate the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts to issues that are personally meaningful and culturally significant (2.3.1 b)
Explain how the choices and motives of characters and people presented in texts may provide insight into the choices and motives of self and others (2.3.1 c)
Respond personally and critically to cultural, and societal influence presented in Canadian and international texts (2.3.1 d)
Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts (2.3.3 a)
Plan inquiry or research, and identify information needs and sources (3.1.2)
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 need to plan inquiry or research effectively (3.1.2 a)
Select information and other material appropriate to purpose from a variety of print and nonprint sources (3.2.1 b)
Consider and address form, structure and medium (4.1.2)
Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed (5.1.2 a)
Explain how selected works of literature and other print and nonprint texts convey, shape and, at times, challenge individual and group values and behaviours (5.1.2 b)
Explain how a text creator’s underlying assumptions influence his or her ideas, opinions and selection of supporting details (5.1.2 c)
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 (5.2.1 a)
Competency and Curricular Redesign Alignment
Draft Essential Statement Alignment:
DES 1:using viewing, representing, listening, speaking, reading and writing as unique, continuous and interconnected domains to facilitate thought and enrich language
DES 3: Exploring, shaping and refining thoughts, emotions and experiences through an understanding and crafting of language and medium
DES 4: Entering into the experiences of others and ourselves, through stories, to construct deep understanding and appreciation, contributing to self-awareness, empathy, culture and community
DES 5: Fostering relationships between aesthetic experience and language to enrich perception, emotion and understanding.
Ministerial Order Competency Alignment:
MO A: know how to learn: to gain knowledge, understanding or skills through experience, study and interaction with others
MO B: think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct knowledge
MO C: identify and solve complex problems
MO E: innovate: create, generate and apply new ideas or concepts
MO F: create opportunities through play, imagination, reflection, negotiation, and competition, with an entrepreneurial spirit
MO G: apply multiple literacies: reading, writing, mathematics, technology, languages, media, and personal finance
MO H: demonstrate good communication skills and the ability to work cooperatively with others
MO I: demonstrate global and cultural understanding, considering the economy and sustainable development
Understandings
Experiments with language, image and structure improve personal craft and increase effectiveness as a text creator (1.1.2 a)
There is a relationship between text and context (2.1.1 c)
Information must be recorded and documented accurately and completely (3.2.1 c)
Audience factors affect text creation (4.1.1 c)
Language and images are used in texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes (5.1.1 b)
Verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation (5.1.1 d)
There are parameters for public tolerance regarding the use of language and images in a specific text (5.1.1 f)
Students will know…
- Personal context impacts text meaning (2.1.1 d)
- Textual elements and stylistic techniques contribute to the creation of atmosphere, tone and voice (2.2.2 b)
- Text creators employ strategies to accomplish their purpose and engage their audience (4.1.1 b)
- Oral, print, visual and multimedia text forms employ conventions specific to each genre (4.1.2 d)
- Certain communication situations demand particular attention to
correctness of punctuation, spelling, grammar, usage and sentence
construction (4.2.4 j)
- Verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation (5.1.1 d)
Students will be able to…
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 (1.1.1 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] (1.1.2 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 (1.2.1 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](1.2.2 b)
Explain the text creator’s purpose, and assess the suitability of the text to the target audience in terms of the text creator’s purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content] (2.1.1 a)
Analyze elements 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] (2.1.1 b)
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] (2.1.2 a)
Analyze the relationships among controlling ideas, supporting ideas and supporting details in a variety of texts (2.1.2 b)
Assess the contributions of setting, plot, character and
atmosphere to the development of theme when studying a
narrative (2.1.2 c)
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 (2.1.2 d)
Relate a text creator’s tone and register to the moral and ethical stance explicitly or implicitly communicated by a text (2.1.2 e)
Interpret figurative language, symbol and allusions; recognize imagery; and explain how imagery contributes to atmosphere, characterization and theme in a text (2.1.2 f)
Demonstrate that the use of rhetorical devices and stylistic techniques in print and nonprint text can create clarity, coherence and emphasis [for example, parallel structure, precise language] (2.2.2 a)
Explain how irony is used in print and nonprint texts to create audience effects [for example, dramatic irony to create suspense and verbal irony to create humour] (2.2.2 c)
Explain how figures of speech, sensory details and musical devices are used to create effects in a variety of print and nonprint texts (2.2.2 d)
Assess the effects of persuasive techniques on audience [for example, assess advertisement campaigns like those found in teen magazines that may encourage unhealthy body images in teens] (2.2.2 g)
Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts (2.3.2)
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] (2.3.2 c)
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] (2.3.2 d)
Assess the contributions of figurative language, symbol, imagery and allusion to the meaning and significance of texts; and appreciate the text creator’s craft (2.3.2 f)
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. (3.1.1 a)
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] (3.1.1 b)
Refine the purpose of inquiry or research by limiting or expanding the topic as appropriate (3.1.1 c)
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] (3.1.2 b)
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] (3.2.1 e)
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 (3.2.2 a)
Assess information sources for appropriateness to purpose, audience and presentation form (3.2.2 b)
Assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose (3.2.2 c)
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] (4.2.4 i)
Explain how language and images are used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes (5.1.1 b)
Accept, offer and appreciate the value of constructive criticism, and accept and provide feedback in a constructive and considerate manner (5.1.1 e)
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 (5.2.1 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 (1.1.1 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] (1.1.2 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 (1.2.1 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](1.2.2 b)
Explain the text creator’s purpose, and assess the suitability of the text to the target audience in terms of the text creator’s purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content] (2.1.1 a)
Analyze elements 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] (2.1.1 b)
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] (2.1.2 a)
Analyze the relationships among controlling ideas, supporting ideas and supporting details in a variety of texts (2.1.2 b)
Assess the contributions of setting, plot, character and
atmosphere to the development of theme when studying a
narrative (2.1.2 c)
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 (2.1.2 d)
Relate a text creator’s tone and register to the moral and ethical stance explicitly or implicitly communicated by a text (2.1.2 e)
Interpret figurative language, symbol and allusions; recognize imagery; and explain how imagery contributes to atmosphere, characterization and theme in a text (2.1.2 f)
Demonstrate that the use of rhetorical devices and stylistic techniques in print and nonprint text can create clarity, coherence and emphasis [for example, parallel structure, precise language] (2.2.2 a)
Explain how irony is used in print and nonprint texts to create audience effects [for example, dramatic irony to create suspense and verbal irony to create humour] (2.2.2 c)
Explain how figures of speech, sensory details and musical devices are used to create effects in a variety of print and nonprint texts (2.2.2 d)
Assess the effects of persuasive techniques on audience [for example, assess advertisement campaigns like those found in teen magazines that may encourage unhealthy body images in teens] (2.2.2 g)
Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts (2.3.2)
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] (2.3.2 c)
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] (2.3.2 d)
Assess the contributions of figurative language, symbol, imagery and allusion to the meaning and significance of texts; and appreciate the text creator’s craft (2.3.2 f)
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. (3.1.1 a)
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] (3.1.1 b)
Refine the purpose of inquiry or research by limiting or expanding the topic as appropriate (3.1.1 c)
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] (3.1.2 b)
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] (3.2.1 e)
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 (3.2.2 a)
Assess information sources for appropriateness to purpose, audience and presentation form (3.2.2 b)
Assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose (3.2.2 c)
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] (4.2.4 i)
Explain how language and images are used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes (5.1.1 b)
Accept, offer and appreciate the value of constructive criticism, and accept and provide feedback in a constructive and considerate manner (5.1.1 e)
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 (5.2.1 b)