Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 

a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous]

b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations

a. experiment with language, image and structure to create different effects in particular situations and for particular purposes and audiences [for example, present the same information to two different audiences, and make appropriate changes to the content to suit the audiences]

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]

a. describe personal responses to new perspectives, appraise whether such responses contribute to or inhibit understanding, and identify influences that have contributed to such responses

b. identify own ideas, perspectives and interpretations and evaluate them for depth of explanation, evidence or support; and consider the ideas, perspectives and interpretations of others to broaden own understandings when exploring and responding to texts

a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]

b. expand interests in a range of literary genres and in a variety of other text types and text creators [for example, graphic novels, Web sites, advertising and promotional texts, autobiographies, CD-ROMs, anecdotes, memoirs, monologues and folk songs]

a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]

b. set goals and identify and experiment with strategies for language growth in relation to formal and informal personal communications [for example, working in a group or taking a leadership role in a club]

c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow

a. identify a variety of different kinds of texts, audiences and purposes for creating texts [for example, purposes could include to inform, persuade, entertain or inspire; the purpose of a print advertisement is to sell a product]

b. use features found within a text as information to describe the communication situation within which the text was created [for example, use specialized terminology, jargon, acronyms and idioms within a text to describe context]

c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present]

d. identify the impact that personal context - experience, prior knowledge - has on constructing meaning from a text

a. 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]

b. paraphrase a text's controlling idea, and identify supporting ideas and supporting details

c. summarize the plot of a narrative, describe its setting and atmosphere, describe development of conflict, and identify theme

d. describe the personality traits, motivations, attitudes, values and relationships of characters developed/persons presented in literature and other texts; and identify how the use of archetypes adds to an appreciation of text

e. describe a text creator's tone, and relate tone to purpose and audience

f. differentiate between literal and figurative statements and between imagery and nonsensory language, identify symbol, recognize familiar allusions, and describe how images are developed in texts

g. describe visual elements [such as photographs, lists, tables, graphs, charts and other displays] and aural elements [such as sound effects, music and rhythm], and describe their contributions to the meaning of texts

h. differentiate between audience response to the content of a presentation and audience response to the performance of the presenter

2.1.3 Engage prior knowledge 

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed

b. describe personal expectations for a text to be studied, by recalling prior experiences with and observations about similar contexts, content and text forms

c. recall prior knowledge of rhetorical devices used in previously studied texts [such as anecdotes and rhetorical questions] and textual elements and structures employed or developed [such as characterization and narrative point of view] to assist in understanding new texts

d. classify the genre/form of new texts according to attributes of genres/forms previously studied

2.1.4 Use reference strategies and reference technologies 

a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]

a. identify a variety of text forms, including communications forms and literary forms [for example, letters, memoranda, poems, narratives and dramatizations]; and describe the relationships of form to purpose and content

b. describe audience factors that may have influenced a text creator's choice of form and medium [for example, age, gender and culture of the audience]

c. describe a variety of organizational patterns and structural features that contribute to purpose and content

d. describe the characteristics of various common communications media [such as the use of headlines in newspapers, and menus and tabs in Internet Web pages]

2.2.2 Relate elements, devices and techniques to created effects 

a. describe rhetorical devices [such as parallel structure and repetition] and stylistic techniques [such as purposeful use of precise denotative language and straightforward sentence structure] that create clarity, coherence and emphasis in print and nonprint texts

b. describe aspects of a text that contribute to atmosphere, tone and voice [for example, textual elements, such as setting, music and lighting, and stylistic techniques, such as a text creator's choice of words and expressions]

c. recognize irony and satire in print and nonprint texts, and identify language used to create irony and satire

d. describe the effects of musical devices, figures of speech and sensory details in print and nonprint texts [for example, alliteration used to create emphasis, metaphor used to evoke images, and sensory details used to evoke pathos]

e. recognize the use of motif and symbol in print and nonprint texts

f. recognize the use of elements of effective oral, visual and multimedia presentations [such as movement, gesture, use of space, shape and colour]; and describe their effects

g. identify persuasive techniques used in a variety of print and nonprint texts [such as appealing to emotion and citing experts]

2.3.1 Connect self, text, culture and milieu  

a. 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

b. 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

c. compare choices and motives of characters and people portrayed in texts with choices and motives of self and others

d. identify and examine ways in which cultural and societal influences are reflected in a variety of Canadian and international texts

2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts 

a. 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]

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

c. describe settings and plots in terms of reality and plausibility, as appropriate

d. describe character and characterization in terms of consistency of behaviour, motivation and plausibility

e. describe images in print and nonprint texts in terms of created reality and appropriateness to purpose

f. 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

a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms

b. describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response

a. reflect on and describe strategies to determine the depth and breadth of inquiry or research and to identify the purpose, audience and potential forms of presentation [for example, define parameters of inquiry or research, analyze available resources, create a timeline to guide inquiry or research, and understand purpose and audience]

b. 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]

c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate

a. 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 [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]

b. develop an appropriate inquiry or research plan that will address the topic and satisfy contextual requirements - purpose, audience and situation - and requirements of presentation form

c. determine the breadth and depth of prior knowledge, and formulate questions to determine information needs and to guide the collection of required information

d. identify information sources intended to fill gaps between prior knowledge and required information

e. identify and select potential strategies and technologies for gathering, generating and recording information [for example, outlining, webbing, taking notes in point form, recording sources accurately during information gathering, writing direct quotations correctly and bookmarking Internet sites]

a. 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

b. select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD-ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]

c. record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others' ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]

d. organize information logically [such as by question, by category, by chronology or by cause and effect]

e. 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]

a. 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

b. assess information sources for appropriateness to purpose, audience and presentation form

c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose

d. identify and describe possible biases of sources [such as possible biases of text creators]

a. form generalizations by integrating new information with prior knowledge

b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation

c. distinguish between support and generalization, and provide support for generalizations and conclusions

a. 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 labour when involved in group research]

b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies

c. 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

d. 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

4.1.1 Assess text creation context 

a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]

b. identify purpose and target audience for text creation, and select strategies to accomplish purpose and engage audience [for example, plan a campaign - public relations, advertising or lobbying - identifying the text forms to be used to influence the attitudes of the audience with respect to the chosen issue]

c. describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision]

d. describe expectations and constraints of a communication situation, including assignment parameters, expected standards of quality and availability of resources; and select strategies to address expectations and constraints [for example, paraphrase assignment instructions to identify tasks; seek clarification regarding teacher expectations, including assessment criteria related to quality standards; assess supplies and resources needed; and develop a work plan for completion, which includes a timeline]

a. 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]

b. identify and use structures consistent with form, content and purpose when creating texts [for example, chronological order to structure events in a narrative, and juxtaposed images to suggest contrast in a poster]

c. explore the interplay among medium, content and context [for example, explore the use of an electronic slide show to make a classroom presentation in terms of whether or not it is an effective way to communicate information]

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]

4.1.3 Develop content 

a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

b. 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

c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect

d. 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]

e. develop content appropriate to purpose [for example, relate supporting information and examples to conclusions when creating a written or oral report; and relate imagery, figurative language and musical devices to purpose when developing a poem]

f. develop content appropriate to audience and situation [for example, use descriptive details to capture events in a narrative, and craft rich visual images to develop a video that will engage an audience]

g. incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate [for example, incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene from a play]

4.1.4 Use production, publication and presentation strategies and technologies consistent with context 

a. meet particular production, publication and display requirements for print texts [for example, adhere to a particular manuscript style when creating a research paper]; and explain requirements in light of purpose, audience and situation

b. 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]

c. 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

d. experiment with various strategies to create rapport between the presenter and the audience [for example, ask questions to involve the audience]

4.2.1 Enhance thought and understanding and support and detail 

a. review the controlling idea or desired unifying effect of a text in progress for clarity and focus [for example, in a rehearsal, mock-up or draft], and modify the controlling idea or desired unifying effect as appropriate to meet the intended purpose

b. review the accuracy, specificity and precision of details, events, images, facts or other data intended to support a controlling idea or to develop a unifying effect; and add to details, events, images, facts or other data as needed to provide sufficient support or development

c. detect and correct logical fallacies

d. review own critical/analytical response to literature for plausibility, appropriateness of interpretations, and precision, completeness and relevance of evidence; and revise interpretations and evidence, as necessary

4.2.2 Enhance organization 

a. assess the beginning of a text in progress, and revise it as needed to establish purpose [for example, the exposition of a narrative, the initial stanza or opening lines of a poem, or the introduction of a written or oral report]

b. review the organizational components of a text in progress [such as paragraphs, scenes or steps in a process], and revise them as needed to strengthen their effectiveness as units of thought or experience

c. review the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose and to establish a sense of developed understanding

d. assess relationships among controlling idea, supporting ideas and supporting details; and strengthen relationships as needed to enhance the unity of texts

e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]

4.2.3 Consider and address matters of choice 

a. reflect on personal vocabulary and repertoire of stylistic choices and on their effectiveness; and expand vocabulary and repertoire of stylistic choices

b. use words and expressions appropriately [for example, use words with straightforward denotations to strengthen clarity in informative and persuasive texts, and use words with connotative meanings to evoke images in poetry and narrative texts]

c. use a variety of sentence patterns and structures appropriately and effectively [for example, use straightforward sentence structures to strengthen clarity in informative and persuasive texts, and use short sentences to create emphasis or to indicate action in narrative texts]

d. describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts]

e. recognize personal voice in texts created; and continue to develop personal craft through practice, using various methods

a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]

b. 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

c. know and be able to apply spelling conventions consistently and independently

d. identify and be able to use parts of speech correctly, including nouns, pronouns, verbs, adjectives, adverbs, prepositions, definite and indefinite articles, and coordinating and subordinating conjunctions

e. identify parts of the sentence in own and others' texts, including subject, verb, predicate complement, and direct and indirect object

f. review and revise texts in progress to correct common sentence faults - comma splice, run-on sentence and unintended sentence fragment

g. know and be able to use common sentence structures correctly - simple, compound, complex andcompound-complex

h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

i. 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]

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. 

5.1.1 Use language and image to show respect and consideration  

a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]

b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life]

c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

d. analyze and describe verbal and nonverbal communication that contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use allusions and acronyms that will be familiar to an audience, and use gender inclusive nouns and pronouns]

e. differentiate between constructive criticism and ridicule, and between irony and sarcasm [for example, seek clarification by asking questions]

5.1.2 Appreciate diversity of expression, opinion and perspective 

a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed

b. describe the ways in which selected works of literature and other print and nonprint texts influence individual and group values and behaviours

c. identify the underlying assumptions reflected in the ideas and opinions presented in a text

5.1.3 Recognize accomplishments and events 

a. use language and image to honour own and others' accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a "portfolio launch"]

b. identify formal and informal ways in which language and image are used appropriately to honour people and to celebrate events [for example, eulogy, toast and public service announcements]

a. 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

b. 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

c. ensure that a team's purpose and objectives are clear

5.2.2 Understand and evaluate group processes 

a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]

b. understand the various potential roles and responsibilities of group members [such as researcher and presenter; director and participant; and chairperson, recorder and timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the contribution that these roles make to group processes

c. identify and use various means to facilitate completion of group projects [for example, establish clear purposes and procedures for solving problems, monitor progress, and make modifications to meet stated objectives]

d. analyze the function of teamwork tools [such as checklists, role descriptors, timelines and flow charts, whiteboards for brainstorming, electronic list servers, agendas, and meeting notes], and use such tools as appropriate

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 

a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous]

b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others' explorations

a. experiment with language, image and structure to create different effects in particular situations and for particular purposes and audiences [for example, present the same information to two different audiences, and make appropriate changes to the content to suit the audiences]

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]

a. describe personal responses to new perspectives, appraise whether such responses contribute to or inhibit understanding, and identify influences that have contributed to such responses

b. identify own ideas, perspectives and interpretations and evaluate them for depth of explanation, evidence or support; and consider the ideas, perspectives and interpretations of others to broaden own understandings when exploring and responding to texts

a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]

b. expand interests in a range of literary genres and in a variety of other text types and text creators [for example, graphic novels, Web sites, advertising and promotional texts, autobiographies, CD-ROMs, anecdotes, memoirs, monologues and folk songs]

a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]

b. set goals and identify and experiment with strategies for language growth in relation to formal and informal personal communications [for example, working in a group or taking a leadership role in a club]

c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow

a. identify a variety of texts, purposes for creating texts and audiences [for example, purposes could include to inform, persuade, entertain or inspire]

b. identify features of a text that provide information about the text [for example, specialized terminology, jargon, acronyms and idioms]

c. describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation]

d. identify the impact that personal context - experience, prior knowledge - has on constructing meaning from a text

2.1.2 Understand and interpret content 

a. 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, making annotations, inferring, rereading, seeking assistance, using context clues, summarizing and visualizing], develop a daily practice of reading [for example, paired reading, reading log, nightly reading, taped reading], and develop strategies for close reading

b. identify a text's controlling idea, supporting ideas and supporting details

c. retell the plot of a narrative, describe its setting, and identify the conflict developed

d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts

e. identify a text creator's tone

f. differentiate between literal and figurative statements, describe images developed in texts, and recognize imagery

g. identify visual elements [such as photographs, lists, tables, graphs, charts and other displays] and aural elements [such as sound effects, music and rhythm] that add meaning to texts

h. differentiate between audience response to the content of a presentation and audience response to the performance of the presenter

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed

b. describe personal expectations for texts to be studied, by recalling prior experiences with and observations about similar contexts and content

c. recall prior knowledge of the development of textual elements in previously studied texts [such as plot, setting and character] to assist in understanding new texts

a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]

a. identify common text forms and their purposes, including communications forms [such as letters and memoranda] and literary forms [such as poems, narratives and dramatizations]

b. describe audience factors that may have influenced a text creator's choice of form and medium [for example, age, gender and culture of the audience]

c. identify and describe organizational patterns and structural features that contribute to purpose and content [such as the use of chronology to structure a narrative and the use of categories and headings to structure a report]

d. identify and describe the characteristics of various common communications media [such as the use of headlines in newspapers, and menus and tabs in Internet Web pages]

2.2.2 Relate elements, devices and techniques to created effects 

a. identify rhetorical devices [such as repetition] and stylistic techniques [such as straightforward sentence structures] that create clarity, coherence and emphasis in print and nonprint texts

b. identify aspects of a text that are effective in the creation of atmosphere [such as setting, music, lighting and choice of words]

c. recognize irony and humour in print and nonprint texts, and identify language and ideas used to create irony and humour

d. recognize the use of simile and metaphor in print and nonprint texts, and describe their effects [for example, in making comparisons and evoking images]

e. explain the contribution of symbol to theme

f. recognize elements of effective oral, visual and multimedia presentations [such as movement, gesture, use of space, shape and colour]; and describe their effects

g. identify persuasive techniques used in a variety of print and nonprint texts [for example, appealing to emotion and citing experts]

a. identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion

b. respond personally and analytically to ideas developed in literature and other texts

c. compare choices and motives of characters and people portrayed in texts with choices and motives of self and others

d. recognize Canadian content in texts, and describe contextual elements that represent Canadian culture

a. 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 nd to assess the text creator's voice and style]

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

c. describe settings and plots in terms of created reality and plausibility

d. describe character and characterization in terms of consistency of behaviour, motivation and plausibility

e. describe images in print and nonprint texts in terms of created reality and appropriateness to purpose

f. 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

a. recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts

b. describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response

a. reflect on and describe strategies to determine the depth and breadth of inquiry or research and to identify the purpose, audience and potential forms of presentation [for example, define parameters of inquiry or research, analyze available resources, create a timeline to guide inquiry or research, and understand purpose and audience]

b. 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]

c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate

a. 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 [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]

b. develop an appropriate inquiry or research plan that will address the topic and satisfy contextual requirements - purpose, audience and situation - and requirements of presentation form

c. determine the breadth and depth of prior knowledge, and formulate questions to determine information needs and to guide the collection of required information

d. identify information sources intended to fill gaps between prior knowledge and required information

e. identify and select potential strategies and technologies for gathering, generating and recording information [for example, outlining, webbing, taking notes in point form, recording sources accurately during information gathering, writing direct quotations correctly and bookmarking Internet sites]

a. 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

b. select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD-ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]

c. record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others' ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]

d. organize information logically [such as by question, by category, by chronology or by cause and effect]

e. 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]

a. 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

b. assess information sources for appropriateness to purpose, audience and presentation form

c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose

d. identify and describe possible biases of sources [such as possible biases of text creators]

a. form generalizations by integrating new information with prior knowledge

b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation

c. distinguish between support and generalization, and provide support for generalizations and conclusions

a. 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 labour when involved in group research]

b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies

c. 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

d. 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

a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]

b. identify the purpose and target audience for text creation, and select strategies to accomplish the purpose and engage the audience [for example, plan a campaign - public relations, advertising or lobbying - identifying the text forms to be used to influence the attitudes of the audience with respect to the chosen issue]

c. identify and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision]

d. identify expectations and constraints of a communication situation, including assignment parameters, expected standards of quality and availability of resources; and select strategies to address expectations and constraints [for example, paraphrase assignment instructions to identify tasks; seek clarification regarding teacher expectations, including assessment criteria related to quality standards; assess supplies and resources needed; and develop a work plan for completion, which includes a timeline]

a. 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 for the purpose of creating a persuasive or informative text when the content to be presented is well suited to the creation of a visual text]

b. identify and use structures consistent with form, content and purpose when creating texts [for example, chronological order to structure events in a narrative, and juxtaposed images to suggest contrast in a poster]

c. identify and use a medium appropriate to content and context

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]

a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

b. 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

c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect

d. develop supporting details, by using developmental aids appropriate to form and purpose [for example, use thought webs/mind maps to collect ideas and make connections when writing a personal response to literature, or use a think-aloud reading strategy to make notes from informational text when writing a summary]

e. develop content appropriate to purpose [for example, relate supporting information and examples to conclusions when creating a written or oral report; and relate imagery, use of metaphor and use of musical devices to purpose when developing a poem]

f. develop content appropriate to audience and situation [for example, use descriptive details to capture events in a narrative, and craft rich visual images to develop a video that will engage an audience]

g. incorporate appropriate examples from personal experience into created texts, when appropriate

a. meet production, publication and display requirements for print texts as appropriate to purpose, audience and situation [for example, consider layout, font and visuals, costs and timelines when publishing a brochure]

b. 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]

c. 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

d. experiment with various strategies to create rapport between the presenter and the audience [for example, use personal anecdotes and examples, ask questions to involve the audience, and use engaging body language]

a. identify the controlling idea or desired unifying effect of a text in progress [for example, in a rehearsal, mock-up or draft]

b. review the accuracy, specificity and precision of details, events, images, facts or other data intended to support a controlling idea or to develop a unifying effect; and add to details, events, images, facts or other data as needed to provide sufficient support or development [for example, use a revision strategy such as the Five R's to read, react, rework, reflect and refine work]

c. 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 [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]

a. assess the beginning of a text in progress, and revise it as needed to establish purpose [for example, the exposition of a narrative, the initial stanza of a poem, or the introduction of a written or oral report]

b. review the organizational components of a text in progress [such as paragraphs, scenes or steps in a process], and revise them as needed to strengthen their effectiveness as units of thought or experience

c. review the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose [for example, to review the closing of a written text, learn two or three common structural patterns for writing conclusions, and practise writing two or three conclusions for a text in progress; then choose the most effective conclusion]

d. assess relationships among controlling idea, supporting ideas and supporting details; and strengthen relationships as needed to enhance the unity of texts [for example, to analyze these relationships write an outline for another student's completed essay and review the outline for own completed essay created by the other student]

e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]

a. develop a list of effective vocabulary words and stylistic choices [for example, develop a list of effective verbs, by listing all the verbs used in own text and replacing frequently used verbs with new verbs as appropriate]

b. develop the use of appropriate words and expressions [for example, use words with straightforward denotations to strengthen clarity in informative and persuasive texts, and use words with connotative meanings to evoke images in poetry and narrative texts]

c. use a variety of sentence patterns and structures appropriately [for example, use straightforward sentence structures to strengthen clarity of informative and persuasive texts, and use short sentences to indicate action in narrative texts]

d. describe the effects of own use of stylistic techniques and rhetorical devices [for example, underline effective words and phrases in written text, and describe the effects created, such as clarity and emphasis; and describe the use of sound in multimedia text in terms of the effects created, such as humour and realism]

e. recognize personal voice as a text creator, and practise various methods to develop craft [for example, to recognize voice in own writing and to develop craft, note personal preferences related to the types and number of sentences used that follow various patterns; read a section of writing from a favourite author, and note the author's use of the same and different patterns; and rewrite some sentences in own work to achieve variety, noting the effect]

4.2.4 Edit text for matters of correctness 

a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]

b. know and be able to apply basic capitalization and punctuation conventions correctly

c. know and be able to apply spelling conventions independently or with the use of a handbook or other tools, such as a list of spelling strategies or rules

d. know and be able to identify parts of speech in own and others' texts, including nouns, pronouns, verbs, adjectives and adverbs

e. know and be able to identify parts of the sentence in own and others' texts, including subject, verb, direct object and indirect object

f. detect and correct common sentence faults - run-on sentence and unintended sentence fragment

g. identify and be able to use common sentence structures correctly - simple, compound,complex and compound-complex

h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

i. 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]

j. explain why certain communication situations demand particular attention to correctness of punctuation, spelling, grammar, usage and sentence construction

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. 

a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]

b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life]

c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

d. analyze and describe verbal and nonverbal communication that contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use allusions and acronyms that will be familiar to an audience, and use gender inclusive nouns and pronouns]

e. differentiate between constructive criticism and ridicule, and between irony and sarcasm [for example, seek clarification by asking questions]

5.1.2 Appreciate diversity of expression, opinion and perspective 

a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed

b. describe the ways in which selected works of literature and other print and nonprint texts influence individual and group values and behaviours

c. identify the underlying assumptions reflected in the ideas and opinions presented in a text

5.1.3 Recognize accomplishments and events 

a. use language and image to honour own and others' accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a "portfolio launch"]

b. identify formal and informal ways in which language and image are used appropriately to honour people and to celebrate events [for example, eulogy, toast and public service announcements]

a. 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

b. 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

c. ensure that a team's purpose and objectives are clear

5.2.2 Understand and evaluate group processes 

a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]

b. understand the various potential roles and responsibilities of group members [such as researcher and presenter; director and participant; and chairperson, recorder and timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the contribution that these roles make to group processes

c. identify and use various means to facilitate completion of group projects [for example, establish clear purposes and procedures for solving problems, monitor progress, and make modifications to meet stated objectives]

d. analyze the function of teamwork tools [such as checklists, role descriptors, timelines and flow charts, whiteboards for brainstorming, electronic list servers, agendas, and meeting notes], and use such tools as appropriate

General Outcome 1 (20-1)  

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 

a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous]

b. assess the potential of understandings, interpretations and positions on ideas and issues communicated by literature and other texts by connecting own and others' explorations, and by exploring additional aspects of these texts

a. experiment with language, image and structure to create different effects in particular situations and for particular purposes and audiences [for example, present the same information to two different audiences, and make appropriate changes to the content to suit the audiences]

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]

1.2.1 Consider new perspectives  

a. 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 organization]

b. compare own ideas, perspectives and interpretations with those of others, through a variety of means, to expand perceptions and understandings when exploring and responding to texts [for example, pro-con charts, alternative Internet search engines, comparison tables and think-pair-share charts]

a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]

b. expand interests in a range of genres and in a variety of texts and text creators, and explain how the content and style of various texts appeal to audiences with particular interests and preferences [for example, various versions of the same text]

a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]

b. set goals and employ strategies for language growth in relation to formal and informal personal communications and community involvement [for example, auditioning for a play or applying to be a volunteer]

c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow

General Outcome 2 (20-1)  

a. describe the text creator's purpose, and analyze the target audience

b. describe how societal forces can influence the production of texts [for example, current issues and trends]

c. 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 [for example, the historical context in which the text is written; gender-biased language can provide information about the context in which a text was created in terms of dominant culture]

d. identify the impact that personal context - experience, prior knowledge - has on constructing meaning from a text

a. 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]

b. describe how supporting ideas and supporting details strengthen a text's controlling idea

c. describe the relationships among plot, setting, character, atmosphere and theme when studying a narrative

d. compare the personality traits, roles, relationships, motivations, attitudes, values and archetypal qualities, when appropriate, of characters developed/persons presented in literature and other texts

e. describe a text creator's tone and register; and identify the moral and ethical stance communicated by a text

f. interpret figurative language, symbol and allusions; recognize imagery; and explain how imagery contributes to atmosphere, characterization and theme in a text

g. analyze visual and aural elements, and explain how they contribute to the meaning of texts

h. describe the relationship between audience response to the content of a presentation and audience response to the performance of the presenter

2.1.3 Engage prior knowledge 

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed

b. assess personal expectations for texts to be studied in light of prior experiences with and observations about similar contexts, content and text forms

c. use metacognitive strategies to understand how knowledge of rhetorical devices, textual elements and structures used in previously studied texts contributes to understanding new texts

d. classify the genre/form of new texts according to attributes of genres/forms previously studied

2.1.4 Use reference strategies and reference technologies 

a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]

a. identify a variety of text forms, including communications forms and literary forms [for example, letters, memoranda, poems, narratives and dramatizations]; and describe the relationships of form to purpose and content

b. describe audience factors that may have influenced a text creator's choice of form and medium [for example, age, gender and culture of the audience]

c. explain how a variety of organizational patterns and structural features contribute to purpose and content

d. analyze the effect of medium on message

2.2.2 Relate elements, devices and techniques to created effects 

a. explain how rhetorical devices and stylistic techniques used in print and nonprint texts create clarity, coherence and emphasis

b. explain how various textual elements and stylistic techniques contribute to the creation of atmosphere, tone and voice [for example, qualification and interrupted movement]

c. analyze the use of irony and satire to create effects in print and nonprint texts [for example, dramatic irony to create suspense, verbal irony to create humour, and satire to evoke response]

d. describe the effects of musical devices, figures of speech and sensory details in print and nonprint texts [for example, alliteration used to create emphasis, metaphor used to evoke images, and sensory details used to evoke pathos]

e. explain the contribution of motif and symbol to controlling idea and theme

f. differentiate between effective and ineffective presentations, and analyze the differences

g. analyze persuasive techniques used in a variety of print and nonprint texts

2.3.1 Connect self, text, culture and milieu  

a. 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

b. 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

c. 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

d. identify and examine ways in which cultural and societal influences are reflected in a variety of Canadian and international texts

2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts 

a. 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]

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

c. 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]

d. 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]

e. analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience

f. 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

a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms

b. describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response

a. select and monitor the effectiveness of strategies to determine the depth and breadth of inquiry or research and to identify the purpose, audience and form of presentation

b. 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]

c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate

a. 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 [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]

b. 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]

c. determine the breadth and depth of prior knowledge, and formulate questions to determine and categorize information needs and to guide the collection of required information [for example, a chart to demonstrate what is already known and what needs to be learned]

d. identify and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information [for example, whether or not a survey or interview will be useful]

e. identify and select potential strategies and technologies for gathering, generating and recording information [for example, outlining, webbing, taking notes in point form, recording sources accurately during information gathering, writing direct quotations correctly and bookmarking Internet sites]

a. 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

b. select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD-ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]

c. record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others' ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]

d. organize information logically [such as by question, by category, by chronology or by cause and effect]

e. 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]

a. 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

b. assess information sources for appropriateness to purpose, audience and presentation form

c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose

d. identify and describe possible biases of sources, and describe the possible effects of such biases on the credibility of information [for example, examine the credibility of the author or organization, the proportion of verifiable facts to generalizations, or the sponsor/author/purpose/date of a Web site]

a. form generalizations by integrating new information with prior knowledge

b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation

c. distinguish between support and generalization, and provide support for generalizations and conclusions

a. 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 labour when involved in group research]

b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies

c. 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

d. 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

4.1.1 Assess text creation context 

a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]

b. identify purpose and target audience for text creation, and select strategies to accomplish purpose and engage audience [for example, plan a campaign - public relations, advertising or lobbying - identifying the text forms to be used to influence the attitudes of the audience with respect to the chosen issue]

c. address audience factors that affect text creation [for example, reread parts of a text and refine work, when creating the good copy of a personal response to literature, in order to address suggestions made at a peer conference about areas that were overlooked]

d. analyze expectations and constraints of a communication situation, and select preferred strategies to address expectations and constraints [for example, when making a presentation, watch audience cues to determine background knowledge of the subject area, and provide additional information as required; request extra time in advance if time is a constraint]

a. 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]

b. explore a variety of structures consistent with form, content and purpose when creating texts [for example, explore definition, example and illustration, classification and other methods of development consistent with the essay form when creating an essay]

c. 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]

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]

4.1.3 Develop content 

a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

b. 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

c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect

d. 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]

e. 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]

f. 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]

g. incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate [for example, incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene from a play]

4.1.4 Use production, publication and presentation strategies and technologies consistent with context 

a. meet particular production, publication and display requirements for print texts [for example, adhere to a particular manuscript style when creating a research paper]; and explain requirements in light of purpose, audience and situation

b. adapt presentation materials, strategies and technologies to suit purpose, audience and situation [for example, increase audience participation in a lecture by providing a notetaking frame]

c. 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

d. develop a repertoire of effective strategies that can be used to create rapport with an audience [for example, use personal anecdotes and examples]

4.2.1 Enhance thought and understanding and support and detail 

a. assess the effectiveness of the controlling idea or desired unifying effect of a text in progress, and refine the controlling idea or desired unifying effect as appropriate to meet the intended purpose

b. 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

c. 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]

d. assess the plausibility and appropriateness of literary interpretations and the precision, completeness and relevance of evidence when reviewing and revising critical/analytical responses to literature

4.2.2 Enhance organization 

a. assess the beginning of a text in progress, and revise it as needed to establish purpose and engage audience [for example, the thesis statement of an essay, the initial monologue of a script, or the statement of purpose of a proposal]

b. assess the organizational components of a text in progress, and revise them as needed to strengthen their effectiveness as units of thought or experience or to strengthen their contribution to other intended effects [such as emphasis or transition]

c. assess the closing of a text in progress; and revise it as needed to ensure that it is related to purpose, that it establishes a sense of developed understanding and that it will have an appropriate effect on audience

d. assess relationships among controlling idea, supporting ideas and supporting details; and strengthen relationships as needed to enhance the unity of texts

e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]

a. reflect on personal vocabulary and repertoire of stylistic choices and on their effectiveness; and expand vocabulary and repertoire of stylistic choices

b. assess the appropriateness and effectiveness of diction, and revise word choice as needed to create intended effects

c. assess syntax for appropriateness and effectiveness, and revise sentence structures as needed to create intended effects

d. 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]

e. recognize personal voice in texts created; and continue to develop personal craft through practice, using various methods

a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]

b. 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

c. know and be able to apply spelling conventions consistently and independently

d. understand the importance of grammatical agreement; and assess and revise texts in progress to ensure correctness of grammatical agreement, including correct pronoun reference and pronoun-antecedent agreement, and correct use of modifiers and other parts of speech

e. assess and revise texts in progress to ensure correct subject-verb agreement, correct pronoun case and appropriate consistency of verb tense

f. use unconventional punctuation, spelling and sentence structure for effect, when appropriate [for example, use nonstandard spelling to indicate dialect, and use sentence fragments for emphasis, when appropriate]

g. assess and revise texts in progress to ensure the correct use of clauses and phrases, including verbal phrases (participle, gerund and infinitive), and to ensure the correct use of structural features [such as appositives and parallel structure]

h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

i. 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]

General Outcome 5 (20-1)  

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. 

5.1.1 Use language and image to show respect and consideration  

a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]

b. explain how language and images are used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, parody or journalistic bias in print, visual and multimedia texts]

c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

d. analyze behavioural expectations of a communication situation, explain how verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use empathetic listening skills when working in groups, and be aware of body language]

e. accept, offer and appreciate the value of constructive criticism [for example, use writing to respond to constructive criticism, and accept and provide feedback in a constructive and considerate manner]

f. analyze the parameters of public tolerance regarding the use of language and images in a specific text, and use appropriate language and images in communication situations

5.1.2 Appreciate diversity of expression, opinion and perspective 

a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed

b. explain how selected works of literature and other print and nonprint texts convey, shape and, at times, challenge individual and group values and behaviours

c. analyze the relationship between a text creator's ideas and opinions and his or herunderlying assumptions [such as those deriving from ideology or social status]

5.1.3 Recognize accomplishments and events 

a. use language and image to honour own and others' accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a "portfolio launch"]

b. 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 [for example, heritage day; wall of honour or photography exhibit; and naming ceremonies, religious ceremonies and prayers of First Nations and Aboriginal peoples]

a. 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

b. 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

c. ensure that a team's purpose and objectives are clear

5.2.2 Understand and evaluate group processes 

a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]

b. understand the various potential roles and responsibilities of group members [such as researcher and presenter; director and participant; and chairperson, recorder and timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the contribution that these roles make to group processes

c. identify and use various means to facilitate completion of group projects [for example, establish clear purposes and procedures for solving problems, monitor progress, and make modifications to meet stated objectives]

d. understand and appreciate the function of teamwork tools, assess how to work effectively and collaboratively as a team to accomplish a task, understand the role of conflict in a group to reach solutions, and manage and resolve conflict when appropriate

e. identify and analyze the communications needs of, and assess the working relationships among, individuals and groups involved in a variety of communications careers [such as advertising, public relations and broadcast journalism]

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 

a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous]

b. assess the potential of understandings, interpretations and positions on ideas and issues communicated by literature and other texts by connecting own and others' explorations, and by exploring additional aspects of these texts

a. experiment with language, image and structure to create different effects in particular situations and for particular purposes and audiences [for example, present the same information to two different audiences, and make appropriate changes to the content to suit the audiences]

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]

a. 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 organization]

b. compare own ideas, perspectives and interpretations with those of others, through a variety of means, to expand perceptions and understandings when exploring and responding to texts [for example, pro–con charts, alternative Internet search engines, comparison tables and think-pair-share charts]

a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]

b. expand interests in a range of genres and in a variety of texts and text creators, and explain how the content and style of various texts appeal to audiences with particular interests and preferences [for example, various versions of the same text]

a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]

b. set goals and employ strategies for language growth in relation to formal and informal personal communications and community involvement [for example, auditioning for a play or applying to be a volunteer]

c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow

a. paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience]

b. explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon]

c. use strategies to gain background knowledge about history and society when studying a particular text [for example, use references, including the personal experiences and understandings of teachers and elders, to help develop background knowledge of the historical period of a particular text]

d. identify the impact that personal context - experience, prior knowledge - has on constructing meaning from a text

2.1.2 Understand and interpret content 

a. 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, making annotations, inferring, rereading, seeking assistance, using context clues, summarizing and visualizing], develop a daily practice of reading [for example, paired reading, reading log, nightly reading, taped reading], and develop strategies for close reading

b. paraphrase a text's controlling idea, and relate supporting ideas and supporting details to the controlling idea

c. develop an understanding of the relationships among plot, setting and character when studying a narrative text, by relating the text to personal experiences

d. compare the personality traits, relationships, motivations and attitudes of characters developed/persons presented in works of literature and other texts

e. describe a text creator's tone, relate tone to purpose and audience, and identify the point of view communicated by a text

f. identify figurative language [such as metaphor], symbol and familiar allusions in texts; interpret figurative language in terms of its contribution to the meaning of a text; and explain how imagery contributes to the creation of atmosphere, theme and characterization in a text

g. recognize visual and aural elements in texts, and explain how these elements add meaning to texts

h. respond to the content of a presentation; and describe the relationship, in general, between audience response to content and audience response to the performance of a presenter

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed

b. assess personal expectations for texts to be studied in light of prior experiences with and observations about similar contexts, content and text forms

c. use metacognitive strategies to relate prior understandings of textual elements used in previously studied texts to understandings of new texts

a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]

a. identify a variety of text forms, including communications forms and literary forms [for example, letters, memoranda, poems, narratives and dramatizations]; and describe the relationship of form to purpose

b. describe audience factors that may have influenced a text creator's choice of form and medium [for example, age, gender and culture of the audience]

c. explain how organizational patterns and structural features contribute to purpose and content

d. analyze the effect of medium on message

a. identify rhetorical devices [such as repetition] and stylistic techniques [such as straightforward sentence structures] that create clarity, coherence and emphasis in print and nonprint texts

b. describe how textual elements that are effective in the creation of atmosphere are also effective in terms of tone and voice [for example, setting, music, lighting, diction, syntax and image]

c. recognize irony and humour in print and nonprint texts, and identify language and ideas used to create irony and humour

d. describe the effects of musical devices and figures of speech in print and nonprint texts [for example, personification, hyperbole, alliteration, onomatopoeia and imitative harmony]

e. explain the contribution of symbol to theme

f. differentiate between effective and ineffective presentations, identify the differences, and analyze the reasons for the differences

g. analyze persuasive techniques used in a variety of print and nonprint texts

a. identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion

b. respond personally and analytically to ideas developed in literature and other texts

c. 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

d. respond personally and critically to cultural and societal influences presented in Canadian and international texts

a. 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 nd to assess the text creator's voice and style]

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

c. 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]

d. 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]

e. analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience

f. 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

a. recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts

b. describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response

a. select and monitor the effectiveness of strategies to determine the depth and breadth of inquiry or research and to identify the purpose, audience and form of presentation

b. 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]

c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate

a. 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 [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]

b. 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]

c. determine the breadth and depth of prior knowledge, and formulate questions to determine and categorize information needs and to guide the collection of required information [for example, a chart to demonstrate what is already known and what needs to be learned]

d. identify and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information [for example, whether or not a survey or interview will be useful]

e. identify and select potential strategies and technologies for gathering, generating and recording information [for example, outlining, webbing, taking notes in point form, recording sources accurately during information gathering, writing direct quotations correctly and bookmarking Internet sites]

a. 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

b. select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD-ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]

c. record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others' ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]

d. organize information logically [such as by question, by category, by chronology or by cause and effect]

e. 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]

a. 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

b. assess information sources for appropriateness to purpose, audience and presentation form

c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose

d. identify and describe possible biases of sources, and describe the possible effects of such biases on the credibility of information [for example, examine the credibility of the author or organization, the proportion of verifiable facts to generalizations, or the sponsor/author/purpose/date of a Web site]

a. form generalizations by integrating new information with prior knowledge

b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation

c. distinguish between support and generalization, and provide support for generalizations and conclusions

a. 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 labour when involved in group research]

b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies

c. 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

d. 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

a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]

b. describe the purpose and target audience, and select from a repertoire of strategies to accomplish the purpose and engage the audience [for example, one purpose of a job application letter may be to persuade the employer to read the résumé; address the letter to the potential employer, using the correct name and title, and explain in the letter that you have the required skills and talents for the job]

c. address audience factors that affect text creation [for example, address comments made by peers about the lack of healthy food served in the school cafeteria while creating a photograph and paragraph to communicate own response to the issue]

d. analyze expectations and constraints of a communication situation, and select strategies to address expectations and constraints [for example, when making a presentation, request extra time in advance if time is a constraint]

a. 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 for the purpose of creating a persuasive or informative text when the content to be presented is well suited to the creation of a visual text]

b. explore a variety of structures consistent with form, content and purpose when creating texts [for example, explore the use of background information, examples, anecdotes and other structures when creating personal essays]

c. 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]

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]

a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

b. 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

c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect

d. develop supporting details, by using developmental aids appropriate to form and purpose [for example, use thought webs/mind maps to collect ideas and make connections when writing a personal response to literature, or use a think-aloud reading strategy to make notes from informational text when writing a summary]

e. develop content to support a controlling idea or to produce a unifying effect [for example, use a graphic organizer such as an inverted pyramid to analyze a television broadcast of a newsworthy event, to understand the structure of news stories and to identify a media theme to explore]

f. develop content appropriate to form and context [for example, provide grounds and evidence to construct an argument, and use chronological order in an autobiography to write a factual narrative account of a personal experience]

g. incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate [for example, incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene from a play]

a. meet production, publication and display requirements for print texts as appropriate to purpose, audience and situation [for example, consider layout, font and visuals, costs and timelines when publishing a brochure]

b. 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]

c. 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

d. experiment with various strategies to create rapport between the presenter and the audience [for example, use personal anecdotes and examples, ask questions to involve the audience, and use engaging body language]

a. review the controlling idea or desired unifying effect of a text in progress for clarity and focus; and modify the controlling idea or desired unifying effect as appropriate to meet the requirements of purpose, audience and situation [for example, use a read-aloud strategy to read a draft in progress to a partner, and incorporate feedback from the partner in creating the next draft]

b. review the accuracy, specificity and precision of details, events, images, facts or other data intended to support a controlling idea or to develop a unifying effect; and add to details, events, images, facts or other data as needed to provide sufficient support or development [for example, use a revision strategy such as the Five R's to read, react, rework, reflect and refine work]

c. 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 [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]

a. assess the beginning of a text in progress, and revise it as needed to establish purpose and engage audience [for example, the thesis statement of an essay, the initial monologue of a script, or the statement of purpose of a proposal]

b. review the organizational components of a text in progress [such as paragraphs, scenes or steps in a process], and revise them as needed to strengthen their effectiveness as units of thought or experience

c. review the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose [for example, to review the closing of a written text, learn two or three common structural patterns for writing conclusions, and practise writing two or three conclusions for a text in progress; then choose the most effective conclusion]

d. assess relationships among controlling idea, supporting ideas and supporting details; and strengthen relationships as needed to enhance the unity of texts [for example, to analyze these relationships write an outline for another student's completed essay and review the outline for own completed essay created by the other student]

e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]

a. develop a list of effective vocabulary words and stylistic choices [for example, develop a list of effective verbs, by listing all the verbs used in own text and replacing frequently used verbs with new verbs as appropriate]

b. develop the use of appropriate words and expressions [for example, use words with straightforward denotations to strengthen clarity in informative and persuasive texts, and use words with connotative meanings to evoke images in poetry and narrative texts]

c. use a variety of sentence patterns and structures appropriately [for example, use straightforward sentence structures to strengthen clarity of informative and persuasive texts, and use short sentences to indicate action in narrative texts]

d. describe the effects of own use of stylistic techniques and rhetorical devices [for example, underline effective words and phrases in written text, and describe the effects created, such as clarity and emphasis; and describe the use of sound in multimedia text in terms of the effects created, such as humour and realism]

e. recognize personal voice as a text creator, and practise various methods to develop craft [for example, to recognize voice in own writing and to develop craft, note personal preferences related to the types and number of sentences used that follow various patterns; read a section of writing from a favourite author, and note the author's use of the same and different patterns; and rewrite some sentences in own work to achieve variety, noting the effect]

4.2.4 Edit text for matters of correctness 

a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]

b. 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 [for example, keep a personal editing checklist as a style guide for writing]

c. know and be able to apply spelling conventions independently or with the use of a handbook or other tools, such as a list of spelling strategies or rules

d. 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

e. know and be able to identify parts of the sentence in own and others' texts, including subject, verb, direct object and indirect object

f. detect and correct common sentence faults - run-on sentence and unintended sentence fragment

g. develop the use of common sentence structures - simple, compound, complex and compound-complex

h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

i. 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]

j. explain why certain communication situations demand particular attention to correctness of punctuation, spelling, grammar, usage and sentence construction

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. 

a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]

b. explain how language and images are used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, parody or journalistic bias in print, visual and multimedia texts]

c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

d. analyze behavioural expectations of a communication situation, explain how verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use empathetic listening skills when working in groups, and be aware of body language]

e. accept, offer and appreciate the value of constructive criticism [for example, use writing to respond to constructive criticism, and accept and provide feedback in a constructive and considerate manner]

f. analyze the parameters of public tolerance regarding the use of language and images in a specific text, and use appropriate language and images in communication situations

5.1.2 Appreciate diversity of expression, opinion and perspective 

a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed

b. explain how selected works of literature and other print and nonprint texts convey, shape and, at times, challenge individual and group values and behaviours

c. analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status]

5.1.3 Recognize accomplishments and events 

a. use language and image to honour own and others' accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a "portfolio launch"]

b. 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 [for example, heritage day; wall of honour or photography exhibit; and naming ceremonies, religious ceremonies and prayers of First Nations and Aboriginal peoples]

a. 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

b. 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

c. ensure that a team's purpose and objectives are clear

5.2.2 Understand and evaluate group processes 

a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]

b. understand the various potential roles and responsibilities of group members [such as researcher and presenter; director and participant; and chairperson, recorder and timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the contribution that these roles make to group processes

c. identify and use various means to facilitate completion of group projects [for example, establish clear purposes and procedures for solving problems, monitor progress, and make modifications to meet stated objectives]

d. understand and appreciate the function of teamwork tools, assess how to work effectively and collaboratively as a team to accomplish a task, understand the role of conflict in a group to reach solutions, and manage and resolve conflict when appropriate

e. identify and analyze the communications needs of, and assess the working relationships among, individuals and groups involved in a variety of communications careers [such as advertising, public relations and e. broadcast journalism]

General Outcome 1 (30-1)  

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 

a. draw from a repertoire of effective strategies to form tentative understandings, interpretations and positions [for example, record initial thoughts, feelings and observations about a novel in a dialogue journal]

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

a. explain how experiments with language, image and structure improve personal craft and increase effectiveness as a text creator [for example, use a writer's journal or idea folder on a computer to collect ideas, newspaper articles and first writing attempts; rework this information into stories, poems or articles; and share with teachers and peers to receive feedback]

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]

1.2.1 Consider new perspectives  

a. 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 organization]

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

c. analyze and evaluate how various topics and themes, text forms, text types and text creators influence own and others' understandings, attitudes and aspirations

a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]

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]

a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]

b. 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]

c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow

General Outcome 2 (30-1)  

Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively. 

a. explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience

b. analyze elements or causes 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]

c. explain how understanding the interplay between text and context can influence an audience to appreciate a text from multiple perspectives [for example, an audience can appreciate how historical and societal forces present in the context in which a text is set can affect the style, diction and point of view chosen by the text creator]

d. identify the impact that personal context - experience, prior knowledge - has on constructing meaning from a text

a. 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]

b. analyze the relationships among controlling ideas, supporting ideas and supporting details in a variety of texts

c. assess the contributions of setting, plot, character and atmosphere to the development of theme when studying a narrative

d. 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

e. relate a text creator's tone and register to the moral and ethical stance explicitly or implicitly communicated by a text

f. assess the contributions of figurative language, symbol, imagery and allusion to the meaning and significance of texts; and appreciate the text creator's craft

g. assess the contributions that visual and aural elements make to the meaning of texts

h. assess the relationship between the content of a presentation and the performance of the presenter, and explain how the quality of the performance affects the credibility and audience acceptance of the content and message

2.1.3 Engage prior knowledge 

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed

b. assess prior knowledge of contexts, content and text forms; and explain how it contributes to new understandings

c. identify variations and departures from the conventional use of rhetorical devices, textual elements and structures in texts; and describe the purpose and effect of such variations and departures

d. classify the genre/form of new texts according to attributes of genres/forms previously studied

2.1.4 Use reference strategies and reference technologies 

a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]

a. analyze a variety of text forms, explain the relationships of form to purpose and content, and assess the effects of these relationships on audience

b. assess the potential influence of various audience factors on a text creator's choice of form and medium

c. apply knowledge of organizational patterns and structural features to understand purpose and content, and assess the effectiveness of a text's organizational structure

d. assess the medium of a presentation in terms of its appropriateness to purpose and content and its effect on audience [for example, the use of unamplified voice, printed handouts and computer generated slides]

a. assess the contributions of rhetorical devices and stylistic techniques to the clarity and coherence of print and nonprint texts, and assess the various means by which devices and techniques are used to emphasize aspects or portions of a text

b. assess the contributions of textual elements and stylistic techniques to the creation of atmosphere, tone and voice

c. analyze the use of irony and satire to create effects in print and nonprint texts [for example, dramatic irony to create suspense, verbal irony to create humour, and satire to evoke response]

d. assess the use of musical devices, figures of speech and sensory details to create effects in a variety of print and nonprint texts

e. explain the contribution of motif and symbol to controlling idea and theme

f. analyze the various elements of effective presentation, and assess the effects created [for example, colour to create symbolism or mood, and gestures to enhance clarity]

g. assess the use of persuasive techniques and their effects on audience [for example, assess the use of commercial endorsements and negative advertisement campaigns, which may convince or offend]

2.3.1 Connect self, text, culture and milieu  

a. 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

b. form positions on issues that arise from text study; and assess the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts in light of issues that are personally meaningful and culturally significant

c. assess the choices and motives of characters and people portrayed in texts in light of the choices and motives of self and others

d. respond personally and critically to the ways in which cultural and societal influences are reflected in a variety of Canadian and international texts

2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts 

a. 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]

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

c. 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]

d. 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]

e. analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience

f. 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

a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms

b. appreciate the craft of the text creator and the shape and substance of literature and other texts

Students will listen, speak, read, write, view and represent to manage ideas and information. 

a. 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

b. 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]

c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate

a. 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 [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]

b. 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]

c. assess the breadth and depth of prior knowledge, and refine questions to further satisfy information needs and to guide the collection of new information

d. identify and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information [for example, whether or not a survey or interview will be useful]

e. develop and draw from a repertoire of effective strategies and technologies for gathering, generating and recording information

a. 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

b. select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD-ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]

c. record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others' ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]

d. organize information logically [such as by question, by category, by chronology or by cause and effect]

e. 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]

a. 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

b. assess information sources for appropriateness to purpose, audience and presentation form

c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose

d. identify and describe possible biases and vested interests of sources; and explain how underlying assumptions, biases, and positive or negative spin affect the credibility of sources

a. form generalizations and synthesize new ideas by integrating new information with prior knowledge

b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation

c. support generalizations and conclusions sufficiently with relevant and consistent detail

a. 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 labour when involved in group research]

b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies

c. 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

d. 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

Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication. 

4.1.1 Assess text creation context 

a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]

b. assess the results of text creation in terms of the intended purpose and whether or not the target audience was engaged [for example, assess the effectiveness of a job application letter in terms of whether or not the potential employer read the résumé]

c. analyze audience factors that affect text creation, and explain how consideration of audience factors has affected choices made while creating a text

d. assess whether or not the strategies used to deal with the expectations and constraints of a communication situation were effective [for example, distribute a formal evaluation form to the audience at the end of a meeting, to assess whether or not the strategy of providing time in small-group discussions resolved the issue of lack of time for all audience members to ask questions and express opinions]

a. 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]

b. use a variety of complex structures consistent with form, content and purpose when creating texts; and explain reasons for choices [for example, use frames in a storyboard, including dialogue as appropriate to review organization, and explain why these complex structures are an effective way to create a video text]

c. select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner]

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]

e. depart from the conventions of oral, print, visual and multimedia texts, as appropriate to purpose, audience and situation [for example, employ the conventions of fiction when creating factual narrative to fulfill purpose and create audience effects]; and assess the impact on text creation

4.1.3 Develop content 

a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

b. 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

c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect

d. 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]

e. develop appropriate, relevant and sufficient content to support a controlling idea or unifying effect [for example, relate supporting details, examples and illustrations to a controlling idea when creating a critical/analytical response to literature]

f. develop content consistent with form and appropriate to context [for example, link questions and answers when reporting the results of an interview]

g. incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate [for example, incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene from a play]

4.1.4 Use production, publication and presentation strategies and technologies consistent with context 

a. meet particular production, publication and display requirements for print texts [for example, adhere to a particular manuscript style when creating a research paper]; and explain requirements in light of purpose, audience and situation

b. adapt presentation strategies to suit changes in purpose, audience and situation [for example, use close physical proximity, eye contact and other body language strategies effectively to regain audience attention following an interruption]

c. 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

d. create rapport with an audience, by selecting from a repertoire of effective strategies [for example, use humour to open a presentation and set a positive tone with the audience]

4.2.1 Enhance thought and understanding and support and detail 

a. assess the effectiveness of the controlling idea or desired unifying effect of a text in progress, and refine the controlling idea or desired unifying effect as appropriate to meet the intended purpose

b. 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

c. 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]

d. assess the plausibility and appropriateness of literary interpretations and the precision, completeness and relevance of evidence when reviewing and revising critical/analytical responses to literature

a. make revisions as needed to ensure that the beginning of a text in progress establishes purpose and engages audience [for example, the rhetorical question or anecdote used to begin a speech, or the establishing shot of a video]

b. assess the organizational components of a text in progress, and revise them as needed to strengthen their effectiveness as units of thought or experience or to strengthen their contribution to other intended effects [such as emphasis or transition]

c. assess the closing of a text in progress; and revise it as needed to ensure that it is related to purpose, that it establishes a sense of developed understanding and that it will have an appropriate effect on audience

d. apply the concepts of unity and coherence to ensure the effective organization of oral, print, visual and multimedia texts

a. reflect on personal vocabulary and repertoire of stylistic choices and on their effectiveness; and expand vocabulary and repertoire of stylistic choices

b. assess the appropriateness and effectiveness of diction, and revise word choice as needed to create intended effects

c. assess syntax for appropriateness and effectiveness, and revise sentence structures as needed to create intended effects

d. explain how stylistic techniques and rhetorical devices are used to create intended effects

e. develop a repertoire of stylistic choices that contribute to personal voice

a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]

b. 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

c. know and be able to apply spelling conventions consistently and independently

d. understand the importance of grammatical agreement; and assess and revise texts in progress to ensure correctness of grammatical agreement, including correct pronoun reference and pronoun-antecedent agreement, and correct use of modifiers and other parts of speech

e. assess and revise texts in progress to ensure correct subject-verb agreement, correct pronoun case and appropriate consistency of verb tense

f. use unconventional punctuation, spelling and sentence structure for effect, when appropriate [for example, use nonstandard spelling to indicate dialect, and use sentence fragments for emphasis, when appropriate]

g. assess and revise texts in progress to ensure the correct use of clauses and phrases, including verbal phrases (participle, gerund and infinitive), and to ensure the correct use of structural features [such as appositives and parallel structure]

h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

i. 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]

General Outcome 5 (30-1)  

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. 

a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]

b. explain how language and images are used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, parody or journalistic bias in print, visual and multimedia texts]

c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

d. analyze behavioural expectations of a communication situation, explain how verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use empathetic listening skills when working in groups, and be aware of body language]

e. accept, offer and appreciate the value of constructive criticism [for example, use writing to respond to constructive criticism, and accept and provide feedback in a constructive and considerate manner]

f. explain, when applicable, how a specific text demonstrates that the parameters of public tolerance regarding the use of language and image have changed over time

5.1.2 Appreciate diversity of expression, opinion and perspective  

a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed

b. explain how selected works of literature and other print and nonprint texts convey, shape and, at times, challenge individual and group values and behaviours

c. explain how a text creator's underlying assumptions influence his or her ideas, opinions and selection of supporting details

5.1.3 Recognize accomplishments and events 

a. use language and image to honour own and others' accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a "portfolio launch"]

b. 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 [for example, heritage day; wall of honour or photography exhibit; and naming ceremonies, religious ceremonies and prayers of First Nations and Aboriginal peoples]

a. 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

b. 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

c. ensure that a team's purpose and objectives are clear

5.2.2 Understand and evaluate group processes 

a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]

b. analyze and explain the interplay among the roles adopted by group members; and lead or support, when appropriate, motivating a group for high performance

c. use and appreciate various means to facilitate completion of group projects

d. understand and appreciate the function of teamwork tools, assess how to work effectively and collaboratively as a team to accomplish a task, understand the role of conflict in a group to reach solutions, and manage and resolve conflict when appropriate

e. identify, analyze and assess the collaborative processes used by individuals whose careers involve the development and production of literary texts [such as the collaborative relationships of author, illustrator, editor and publisher and of playwright, actor, producer and director]

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 

a. draw from a repertoire of effective strategies to form tentative understandings, interpretations and positions [for example, record initial thoughts, feelings and observations about a novel in a dialogue journal]

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

a. explain how experiments with language, image and structure improve personal craft and increase effectiveness as a text creator [for example, use a writer's journal or idea folder on a computer to collect ideas, newspaper articles and first writing attempts; rework this information into stories, poems or articles; and share with teachers and peers to receive feedback]

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]

a. 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 organization]

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

c. analyze and evaluate how various topics and themes, text forms, text types and text creators influence own and others' understandings, attitudes and aspirations

a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]

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]

a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]

b. 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]

c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow

Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively. 

a. 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]

b. 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]

c. 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

d. identify the impact that personal context - experience, prior knowledge - has on constructing meaning from a text

2.1.2 Understand and interpret content 

a. 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, making annotations, inferring, rereading, seeking assistance, using context clues, summarizing and visualizing], develop a daily practice of reading [for example, paired reading, reading log, nightly reading, taped reading], and develop strategies for close reading

b. describe the relationships between a text's controlling idea and its supporting ideas and supporting details

c. explain how plot, character and setting contribute to the development of theme, when studying a narrative

d. explain the personality traits, roles, relationships, motivations, attitudes and values of characters developed/persons presented in works of literature and other texts

e. relate a text creator's tone to the moral and ethical stance communicated by a text, when appropriate

f. identify figurative language, symbol, imagery and allusions in a text; interpret these devices in terms of the meaning of a text; assess the contributions made to the meaning of texts by using these devices; and appreciate the text creator's craft

g. recognize visual and aural elements in texts, and explain how these elements add meaning to texts

h. assess the relationship between the content of a presentation and the performance of the presenter, and explain how the quality of the performance affects the credibility and audience acceptance of the content and message

a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed

b. explain how prior knowledge of contexts, content and text forms contributes to new understandings

c. explain how prior understanding of textual elements, like theme, in previously studied texts can assist in understanding new texts

a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]

b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]

a. describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience

b. explain how various audience factors may have influenced a text creator's choice of form and medium

c. apply knowledge of organizational patterns and structural features to understand purpose and content, and assess the effectiveness of a text's organizational structure

d. assess whether or not the medium chosen for a presentation is appropriate for the intended purpose, content and audience [for example, the use of unamplified voice, printed handouts and computer generated slides]

a. demonstrate that the use of rhetorical devices and stylistic techniques in print and nonprint texts can create clarity, coherence and emphasis [for example, parallel structure, precise language]

b. describe how textual elements that are effective in the creation of atmosphere are also effective in terms of tone and voice [for example, setting, music, lighting, diction, syntax and image]

c. 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]

d. explain how figures of speech, sensory details and musical devices are used to create effects in a variety of print and nonprint texts

e. explain the contribution of symbol to theme

f. analyze the various elements of effective presentations, and assess the effects created

g. 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]

a. identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion

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

c. 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

d. respond personally and critically to cultural and societal influences presented in Canadian and international texts

a. 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 nd to assess the text creator's voice and style]

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

c. 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]

d. 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]

e. analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience

f. 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

a. recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts

b. appreciate the craft of the text creator and the shape and substance of works of literature and other texts

Students will listen, speak, read, write, view and represent to manage ideas and information. 

a. 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

b. 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]

c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate

a. 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 [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]

b. 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]

c. assess the breadth and depth of prior knowledge, and refine questions to further satisfy information needs and to guide the collection of new information

d. identify and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information [for example, whether or not a survey or interview will be useful]

e. develop and draw from a repertoire of effective strategies and technologies for gathering, generating and recording information

a. 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

b. select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD-ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]

c. record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others' ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]

d. organize information logically [such as by question, by category, by chronology or by cause and effect]

e. 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]

a. 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

b. assess information sources for appropriateness to purpose, audience and presentation form

c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose

d. identify and describe possible biases and vested interests of sources; and explain how underlying assumptions, biases, and positive or negative spin affect the credibility of sources

a. form generalizations and synthesize new ideas by integrating new information with prior knowledge

b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation

c. support generalizations and conclusions sufficiently with relevant and consistent detail

a. 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 labour when involved in group research]

b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies

c. 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

d. 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

Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication. 

a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]

b. describe the purpose and target audience, and select from a repertoire of strategies to accomplish the purpose and engage the audience [for example, one purpose of a job application letter may be to persuade the employer to read the résumé; address the letter to the potential employer, using the correct name and title, and explain in the letter that you have the required skills and talents for the job]

c. analyze audience factors that affect text creation, and explain how consideration of audience factors has affected choices made while creating a text

d. explain how strategies were used to address the expectations and constraints of a communication situation [for example, explain how strategies like limiting note taking to include only key words and meeting with a classmate to share notes and fill in ideas together after a lecture may address the expectations and constraints of a learning situation requiring strong listening and note-taking skills]

a. 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 for the purpose of creating a persuasive or informative text when the content to be presented is well suited to the creation of a visual text]

b. 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]

c. 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]

d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]

a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

b. 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

c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect

d. develop supporting details, by using developmental aids appropriate to form and purpose [for example, use thought webs/mind maps to collect ideas and make connections when writing a personal response to literature, or use a think-aloud reading strategy to make notes from informational text when writing a summary]

e. 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 idea when creating a critical/analytical response to a text]

f. develop content consistent with form and appropriate to context [for example, link questions and answers when reporting the results of an interview]

g. incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate [for example, incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene from a play]

a. meet production, publication and display requirements for print texts as appropriate to purpose, audience and situation [for example, consider layout, font and visuals, costs and timelines when publishing a brochure]

b. 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]

c. 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

d. develop a repertoire of appropriate strategies that can be used to create rapport with an audience [for example, use humour to open a presentation]

a. 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

b. 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

c. 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 [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]

a. make revisions as needed to ensure that the beginning of a text in progress establishes purpose and engages audience [for example, the rhetorical question or anecdote used to begin a speech, or the establishing shot of a video]

b. assess the organizational components of a text in progress, and revise them as needed to strengthen their effectiveness as units of thought or experience or to strengthen their contribution to other intended effects [such as emphasis or transition]

c. 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

d. apply the concepts of unity and coherence to ensure the effective organization of oral, print, visual and multimedia texts

e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]

a. evaluate the use of vocabulary words and stylistic choices for effectiveness, and expand vocabulary and repertoire of stylistic choices as appropriate

b. assess the appropriateness and effectiveness of diction [such as appropriateness of tone], and revise word choice as needed to create intended effects

c. assess syntax for appropriateness and effectiveness, and revise sentence structures as needed to create intended effects

d. apply understanding of stylistic techniques and rhetorical devices when creating and revising print and nonprint texts [for example, use imagery to create pathos, empathy and humour]

e. develop a repertoire of stylistic choices that contribute to personal voice

4.2.4 Edit text for matters of correctness 

a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]

b. 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 [for example, keep a personal editing checklist as a style guide for writing]

c. know and be able to apply spelling conventions independently or with the use of a handbook or other tools, such as a list of spelling strategies or rules

d. 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

e. review and revise texts in progress to ensure correct subject-verb agreement, correct pronoun case and appropriate consistency of verb tense

f. detect and correct common sentence faults - run-on sentence and unintended sentence fragment

g. review and revise texts in progress to ensure that parallel structure, prepositional phrases, and dependent and independent clauses are used correctly and appropriately

h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

i. 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]

j. explain why certain communication situations demand particular attention to correctness of punctuation, spelling, grammar, usage and sentence construction

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. 

a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]

b. explain how language and images are used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, parody or journalistic bias in print, visual and multimedia texts]

c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

d. analyze behavioural expectations of a communication situation, explain how verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use empathetic listening skills when working in groups, and be aware of body language]

e. accept, offer and appreciate the value of constructive criticism [for example, use writing to respond to constructive criticism, and accept and provide feedback in a constructive and considerate manner]

f. explain, when applicable, how a specific text demonstrates that the parameters of public tolerance regarding the use of language and image have changed over time

5.1.2 Appreciate diversity of expression, opinion and perspective 

a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed

b. explain how selected works of literature and other print and nonprint texts convey, shape and, at times, challenge individual and group values and behaviours

c. explain how a text creator's underlying assumptions influence his or her ideas, opinions and selection of supporting details

5.1.3 Recognize accomplishments and events 

a. use language and image to honour own and others' accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a "portfolio launch"]

b. 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 [for example, heritage day; wall of honour or photography exhibit; and naming ceremonies, religious ceremonies and prayers of First Nations and Aboriginal peoples]

a. 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

b. 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

c. ensure that a team's purpose and objectives are clear

5.2.2 Understand and evaluate group processes 

a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]

b. analyze and explain the interplay among the roles adopted by group members; and lead or support, when appropriate, motivating a group for high performance

c. use and appreciate various means to facilitate completion of group projects

d. understand and appreciate the function of teamwork tools, assess how to work effectively and collaboratively as a team to accomplish a task, understand the role of conflict in a group to reach solutions, and manage and resolve conflict when appropriate

e. identify, analyze and assess the collaborative processes used by individuals whose careers involve the development and production of literary texts [such as the collaborative relationships of author, illustrator, editor and publisher and of playwright, actor, producer and director]