Unit 4 Outcomes
Completion requirements
Unit 4 Outcomes
Established Goals:
Students will understand and interpret content as they…
Explain how plot, character and setting contribute to the development of theme, when studying a narrative. (2.1.2 c)
Students will evaluate the verisimilitude, appropriateness and significance of print and non-print texts as they…
Analyze and assess images in print and non-print texts in terms of created reality and appropriateness to purpose and audience (2.3.2 e)
Students will appreciate the effectiveness and artistry of print and non-print texts as they…
Appreciate the craft of the text creator and the shape and substance of works of literature and other texts (2.3.3 b)
Students will consider and address form, structure and medium as they…
Use a variety of complex structures consistent with form, content and purpose when creating texts (4.1.2 b)
Understandings
Engaging prior knowledge assists in text comprehension (2.1.3 a)
Audience factors hold some influence over a text creator’s choices of form and medium (2.2.1 b)
Audience factors affect text creation and these factors affect choices made while creating a text (4.1.1c)
Competency and Curriculum Redesign Alignment
Competency and Curriculum Redesign Alignment
Ministerial Order Competencies:
MO B: think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct knowledge
MO C: identify and solve complex problems
MOG: apply multiple literacies: reading, writing, mathematics, technology, languages, media, and personal finance
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
MO B: think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct knowledge
MO C: identify and solve complex problems
MOG: apply multiple literacies: reading, writing, mathematics, technology, languages, media, and personal finance
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
Students will know…
Strategies to increase strengths and address weaknesses (1.2.3 a)
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)
A controlling idea is necessary to produce a unifying effect (4.1.3 c)
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)
Strategies to increase strengths and address weaknesses (1.2.3 a)
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)
A controlling idea is necessary to produce a unifying effect (4.1.3 c)
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…
Relate a text creator’s tone to the moral and ethical stance communicated by a text, when appropriate (2.1.2 e)
Create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list] (2.1.4 b)
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)
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 b)
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 appropriate and relevant content sufficient to support a controlling idea or unifying effect [for example, relate sufficient supporting details, examples and illustrations to a thesis statement or controlling ideas when creating a critical/analytical response to text. (4.1.3 e)
Develop content consistent with form and context [for example, link questions and answers when reporting the results of an interview] (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)
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 (4.2.4 b)
Know and be able to apply spelling conventions independently or with the use of a handbook or other tools. (4.2.4 c)
Know and be able to identify parts of speech in own and others’ texts, including prepositions, definite and indefinite articles, and coordinating and subordinating conjunctions; and review and revise texts in progress to ensure correct use of parts of speech, including correctness of pronoun reference and pronoun-antecedent agreement (4.2.4 d)
Review and revise texts in progress to ensure correct subject-verb agreement, correct pronoun case and appropriate consistency of verb tense (4.2.4 e)
Detect and correct common sentence faults—run-on sentence and unintended sentence fragment (4.2.4 f)
Review and revise texts in progress to ensure that parallel structure, prepositional phrases, and dependent and independent clauses are used correctly and appropriately (4.2.4 g)
Pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices (4.2.4 h)
Relate a text creator’s tone to the moral and ethical stance communicated by a text, when appropriate (2.1.2 e)
Create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list] (2.1.4 b)
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)
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 b)
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 appropriate and relevant content sufficient to support a controlling idea or unifying effect [for example, relate sufficient supporting details, examples and illustrations to a thesis statement or controlling ideas when creating a critical/analytical response to text. (4.1.3 e)
Develop content consistent with form and context [for example, link questions and answers when reporting the results of an interview] (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)
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 (4.2.4 b)
Know and be able to apply spelling conventions independently or with the use of a handbook or other tools. (4.2.4 c)
Know and be able to identify parts of speech in own and others’ texts, including prepositions, definite and indefinite articles, and coordinating and subordinating conjunctions; and review and revise texts in progress to ensure correct use of parts of speech, including correctness of pronoun reference and pronoun-antecedent agreement (4.2.4 d)
Review and revise texts in progress to ensure correct subject-verb agreement, correct pronoun case and appropriate consistency of verb tense (4.2.4 e)
Detect and correct common sentence faults—run-on sentence and unintended sentence fragment (4.2.4 f)
Review and revise texts in progress to ensure that parallel structure, prepositional phrases, and dependent and independent clauses are used correctly and appropriately (4.2.4 g)
Pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices (4.2.4 h)