Unit 2 Outcomes
Completion requirements
Unit 2 Outcomes
Established Goals:
Draw from a repertoire of effective strategies to form tentative understandings, interpretations and positions (1.1.1 a)
Explain how experiments with language, image and structure improve personal craft and increase effectiveness as a text creator (1.1.2 a)
Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created (2.1.1 c)
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 (3.1.2 a)
Organize information logically (3.2.1 d)
Understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate (4.1.2 d)
Develop Content (4.1.3)
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 content consistent to form and context (4.1.3 f)
Enhance organization (4.2.2)
Apply the concepts of unity and coherence to ensure the effective organization of oral, print, visual and multimedia texts. (4.2.2 d)
Consider and address matters of choice (4.2.3)
Develop a repertoire of stylist choices that contribute to personal voice (4.2.3 e)
Understandings
Sources may be biased, and such biases may affect the credibility of information (3.2.2 d)
Text creators take ownership of text creation, by selecting or crafting a topic, concept, or idea that is personally meaningful and engaging (4.1.3 a)
Text creators recognize and assess personal variables and contextual variables 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 b)
Competency and Curriculum Redesign Alignment
Competency and Curriculum Redesign Alignment
Ministerial Order Competencies:
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 D: manage information: access, interpret, evaluate and use information effectively, efficiently, and ethically
MO E: innovate: create, generate and apply new ideas or concepts
MO G: apply multiple literacies: reading, writing, mathematics, technology, languages, media, and personal finance
MO J: identify and apply career and life skills through personal growth and well-being
Draft Essential Statement:
DES 2: Constructing and creating meaning from diverse forms of text, through the study of language, skills and strategies within various contexts
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 D: manage information: access, interpret, evaluate and use information effectively, efficiently, and ethically
MO E: innovate: create, generate and apply new ideas or concepts
MO G: apply multiple literacies: reading, writing, mathematics, technology, languages, media, and personal finance
MO J: identify and apply career and life skills through personal growth and well-being
Draft Essential Statement:
DES 2: Constructing and creating meaning from diverse forms of text, through the study of language, skills and strategies within various contexts
Students will know…
the breadth and depth of prior knowledge will inform the questions used to satisfy information needs and to guide the collection of required information (3.1.2 c)
potential strategies and technologies for gathering, generating and recording information (3.1.2 e)
that content needs to be appropriate for the form and context (4.1.3 f)
the significance of having a personal vocabulary and repertoire of stylistic choices (4.2.3 a)
the effects of their own use of stylistic techniques and rhetorical devices (4.2.3 d)
the breadth and depth of prior knowledge will inform the questions used to satisfy information needs and to guide the collection of required information (3.1.2 c)
potential strategies and technologies for gathering, generating and recording information (3.1.2 e)
that content needs to be appropriate for the form and context (4.1.3 f)
the significance of having a personal vocabulary and repertoire of stylistic choices (4.2.3 a)
the effects of their own use of stylistic techniques and rhetorical devices (4.2.3 d)
Students will be able to…
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 organizer] (1.2.1 a)
Apply knowledge of organizational patterns and structural features to understand purpose and content, and assess the effectiveness of a text’s organizational structure (2.2.1 c)
Identify and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information (3.1.2 d)
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 (3.2.1 a)
Select a text form appropriate to the purpose for text creation and consistent with the content to be presented in the text (4.1.2 a)
Use a variety of complex structures consistent with form, content and purpose when creating texts [for example, use frames in a storyboard, including dialogue as appropriate, to review organization when creating a video] (4.1.2 b)
Select an effective medium appropriate to content and context, and explain its use [for example, select a medium such as print advertisements in magazines, and explain the use of this medium to sell merchandise; explore the content of the advertisements in terms of the messages and values communicated; and explain the context, including audience and purpose] (4.1.2 c)
Develop supporting details, by using developmental aids appropriate to form and purpose (4.1.3 d)
Meet production, publication and display requirements for print texts as appropriate for audience and situation [for example, consider layout, font and visuals, costs and timelines when publishing a brochure] (4.14 a)
Develop presentation materials; and select strategies and technologies appropriate to purpose, audience and situation [for example, use technologies such as presentation software, videos, CD-ROMs, DVDs, audiotaped interviews and handouts] (4.1.4 b)
Assess the appropriateness and significance of the controlling idea or desired unifying effect of a text in progress; and modify the controlling idea or desired unifying effect as appropriate to meet the requirements of purpose, audience and situation (4.2.1a)
Make revisions as needed to ensure that the beginning of a text in progress establishes purpose and engages audience (4.2.2 a)
Assess the organizational components of a text in progress and revise them as needed to strengthen their effectiveness as units of thought or experience (4.2.2 b)
Assess the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose and to strengthen its intended effect on audience (4.2.2 c)
Assess transitions and transitional devices, and revise them as needed to strengthen coherence (4.2.2 e)
Evaluate the use of vocabulary words and stylistic choices for effectiveness; and expand vocabulary and repertoire of stylistic choices (4.2.3 a)
Assess the appropriateness and effectiveness of diction, and revise word choice as needed to create intended effects (4.2.3 b)
Assess syntax for appropriateness and effectiveness, and revise sentence structures as needed to create intended effects (4.2.3 c)
Apply understanding of stylistic techniques and rhetorical devices when creating print and nonprint texts [for example, use imagery to create pathos, use parallel structure to create emphasis, and use sound in multimedia texts to create humour] (4.2.3 d)
Develop a repertoire of stylistic choices that contribute to personal voice (4.2.3 e)
Edit text for matters of correctness (4.2.4)
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 organizer] (1.2.1 a)
Apply knowledge of organizational patterns and structural features to understand purpose and content, and assess the effectiveness of a text’s organizational structure (2.2.1 c)
Identify and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information (3.1.2 d)
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 (3.2.1 a)
Select a text form appropriate to the purpose for text creation and consistent with the content to be presented in the text (4.1.2 a)
Use a variety of complex structures consistent with form, content and purpose when creating texts [for example, use frames in a storyboard, including dialogue as appropriate, to review organization when creating a video] (4.1.2 b)
Select an effective medium appropriate to content and context, and explain its use [for example, select a medium such as print advertisements in magazines, and explain the use of this medium to sell merchandise; explore the content of the advertisements in terms of the messages and values communicated; and explain the context, including audience and purpose] (4.1.2 c)
Develop supporting details, by using developmental aids appropriate to form and purpose (4.1.3 d)
Meet production, publication and display requirements for print texts as appropriate for audience and situation [for example, consider layout, font and visuals, costs and timelines when publishing a brochure] (4.14 a)
Develop presentation materials; and select strategies and technologies appropriate to purpose, audience and situation [for example, use technologies such as presentation software, videos, CD-ROMs, DVDs, audiotaped interviews and handouts] (4.1.4 b)
Assess the appropriateness and significance of the controlling idea or desired unifying effect of a text in progress; and modify the controlling idea or desired unifying effect as appropriate to meet the requirements of purpose, audience and situation (4.2.1a)
Make revisions as needed to ensure that the beginning of a text in progress establishes purpose and engages audience (4.2.2 a)
Assess the organizational components of a text in progress and revise them as needed to strengthen their effectiveness as units of thought or experience (4.2.2 b)
Assess the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose and to strengthen its intended effect on audience (4.2.2 c)
Assess transitions and transitional devices, and revise them as needed to strengthen coherence (4.2.2 e)
Evaluate the use of vocabulary words and stylistic choices for effectiveness; and expand vocabulary and repertoire of stylistic choices (4.2.3 a)
Assess the appropriateness and effectiveness of diction, and revise word choice as needed to create intended effects (4.2.3 b)
Assess syntax for appropriateness and effectiveness, and revise sentence structures as needed to create intended effects (4.2.3 c)
Apply understanding of stylistic techniques and rhetorical devices when creating print and nonprint texts [for example, use imagery to create pathos, use parallel structure to create emphasis, and use sound in multimedia texts to create humour] (4.2.3 d)
Develop a repertoire of stylistic choices that contribute to personal voice (4.2.3 e)
Edit text for matters of correctness (4.2.4)