Unit 3 Outcomes
Completion requirements
Unit 3 Outcomes
Established Goals:
Students will…
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)
Describe the relationships between a text’s controlling idea and its supporting ideas and supporting details (2.1.2 b)
Explain the personality traits, roles, relationships, motivations, attitudes, and values of characters developed/persons presented in works of literature and other texts (2.1.2 d)
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)
Respond personally and critically to cultural and societal influences presented in Canadian and international texts (2.3.1 d)
Assess the significance of a text’s theme or controlling idea, and the effectiveness of the content in terms of adequate and relevant supporting details, examples or illustrations (2.3.2 f)
Focus on purpose and presentation form (3.1.1)
Select, record and organize information (3.2.1)
Form generalizations and conclusions (3.2.3)
Reflect on the purpose for text creation and own motives for selecting strategies to engage an audience; and consider potential consequences of choices regarding text creation (4.1.1 a)
Develop content (4.1.3)
Understandings
Appraising one’s own strengths and weaknesses as a language user and language learner, selecting appropriate strategies to increase strengths and address weaknesses, and monitoring the effectiveness of selected strategies will optimize growth (1.2.3 a)
Prior understanding of contexts, content and text forms contribute to new understandings (2.1.3 c)
Some forms are more appropriate than others to achieve a particular purpose with an intended audience (2.2.1 a)
The chosen medium must be appropriate for purpose, content and audience (2.2.1 d)
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)
Verbal and nonverbal communication conveys respect and consideration (or lack thereof) (5.1.1 a)
The parameters of public tolerance regarding the use of language and image have changed over time (5.1.1 f)
A text creator’s underlying assumptions influence his or her ideas, opinions and selection of supporting details (5.1.2 c)
Language and image can be used to honour own and others’ accomplishments (5.1.3 a)
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 C: identify and solve complex problems
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 1: Using viewing, representing, listening, speaking, reading and writing as unique, continuous and interconnected domains to facilitate thought and enrich language
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 C: identify and solve complex problems
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 1: Using viewing, representing, listening, speaking, reading and writing as unique, continuous and interconnected domains to facilitate thought and enrich language
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…
To identify and access learning sources and opportunities, weigh and manage risk; and demonstrate a willingness to continuously learn and grow (1.2.3 c)
They must 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. (3.2.4 c)
Strategies can be used to create a rapport with an audience (4.1.4 d)
To identify and access learning sources and opportunities, weigh and manage risk; and demonstrate a willingness to continuously learn and grow (1.2.3 c)
They must 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. (3.2.4 c)
Strategies can be used to create a rapport with an audience (4.1.4 d)
Students will be able to…
Set personal goals for language growth (1.2.3)
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] (1.2.3 b)
Understand and interpret content (2.1.2 all)
Explain how prior knowledge of contexts, content and text forms contributes to new understandings (2.1.3 b)
Respond personally and critically to cultural and societal influences presented in Canadian and international texts (2.3.1 d)
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] (2.3.2 a)
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)
Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience (2.3.2 e)
Form generalizations and synthesize new ideas by integrating new information with prior knowledge (3.2.3 a)
Draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation (3.2.3 b)
Support and generalization and conclusions sufficiently with relevant and consistent detail. (3.2.3 c)
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 labor when involved in group research] (3.2.4 a)
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 (3.2.4 d)
Analyze audience factors that affect text creation, and explain how consideration of audience factors has affected choices made while creating a text (4.1.1 c)
Explain how strategies were used to address the expectations and constraints of a communication situation (4.1.1d)
Develop content (4.1.3 all)
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 (4.1.4 c)
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 (4.2.1 b)
Assess own critical/analytical responses for consistency, completeness and relevance of evidence; and strengthen reasoning as needed by adding to, modifying or deleting details to provide reliable and pertinent evidence and make effective arguments
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] (4.2.1 c)
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)
Develop a repertoire of stylistic choices that contribute to personal voice (4.2.3 e)
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 (5.1.3 b)
Set personal goals for language growth (1.2.3)
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] (1.2.3 b)
Understand and interpret content (2.1.2 all)
Explain how prior knowledge of contexts, content and text forms contributes to new understandings (2.1.3 b)
Respond personally and critically to cultural and societal influences presented in Canadian and international texts (2.3.1 d)
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] (2.3.2 a)
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)
Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience (2.3.2 e)
Form generalizations and synthesize new ideas by integrating new information with prior knowledge (3.2.3 a)
Draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation (3.2.3 b)
Support and generalization and conclusions sufficiently with relevant and consistent detail. (3.2.3 c)
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 labor when involved in group research] (3.2.4 a)
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 (3.2.4 d)
Analyze audience factors that affect text creation, and explain how consideration of audience factors has affected choices made while creating a text (4.1.1 c)
Explain how strategies were used to address the expectations and constraints of a communication situation (4.1.1d)
Develop content (4.1.3 all)
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 (4.1.4 c)
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 (4.2.1 b)
Assess own critical/analytical responses for consistency, completeness and relevance of evidence; and strengthen reasoning as needed by adding to, modifying or deleting details to provide reliable and pertinent evidence and make effective arguments
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] (4.2.1 c)
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)
Develop a repertoire of stylistic choices that contribute to personal voice (4.2.3 e)
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 (5.1.3 b)