Big Ideas
Big Ideas
The exploration of text
“Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
and story- Oral texts include speeches, poems, plays, oral stories, and songs.
- Written texts include novels, articles, and short stories.
- Visual texts include posters, photographs, and other images.
- Digital texts include electronic forms of all of the above.
- Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
narrative texts, whether real or imagined, that teach us about human nature, motivation, behaviour, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual and used to instruct, inspire, and entertain listeners and readers.
deepens our understanding of diverse, complex ideas about identity, others, and the world.
People understand text
“Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
differently depending on their worldviews and perspectives.
- Oral texts include speeches, poems, plays, oral stories, and songs.
- Written texts include novels, articles, and short stories.
- Visual texts include posters, photographs, and other images.
- Digital texts include electronic forms of all of the above.
- Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Texts
“Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
are socially, culturally, geographically, and historically constructed.
- Oral texts include speeches, poems, plays, oral stories, and songs.
- Written texts include novels, articles, and short stories.
- Visual texts include posters, photographs, and other images.
- Digital texts include electronic forms of all of the above.
- Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Language shapes ideas and influences others.
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
The examination of First Peoples cultures and lived experiences through text builds understanding of Canadians’ responsibilities in relation to Reconciliation
the movement in Canada to heal the relationship between First Peoples and Canada that was damaged by colonial policies such as the Indian residential school system.
.
Content
Learning Standards
Content
Students are expected to know the following:
Text forms
Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter.
and genres literary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book, science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech)
Reconciliation
the movement in Canada to heal the relationship between First Peoples and Canada that was damaged by colonial policies such as the Indian residential school system
in Canada
Text features
elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes.
and structures refers to the way the author organizes text
- formWithin a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter., functionthe intended purpose of a text, and genreliterary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book, science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech)of texts
- elements of visual/graphic texts
- narrative structures found in First Peoples textsfor example, circular, iterative, cyclical
- protocols related to the ownership of First Peoples oral textsFirst Peoples stories often have protocols for when and where they can be shared, who owns them, and who can share them.
- the legal status of First Peoples oral traditionOral traditions are the means by which cultural transmission occurs over generations, other than through written records. Among First Peoples, oral traditions may consist of told stories, songs and/or other types of distilled wisdom or information, often complemented by dance or various forms of visual representation such as carvings or masks. In addition to expressing spiritual and emotional truth (e.g., via symbol and metaphor), these traditions provide a record of literal truth (e.g., regarding events and/or situations). They were integrated into every facet of life and were the basis of First Peoples education systems. They continue to endure in contemporary contexts.in Canada
In Canadian law, First Peoples oral history is valid evidence of ownership of the land. The Supreme Court of Canada recognizes that First Peoples oral histories are as important as written documents in considering legal issues.
Strategies and processes
- reading strategiesThere are many strategies that readers use when making sense of text. Students consider what strategies they need to use to “unpack” text. They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but may not be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections, summarizing, identifying big ideas, synthesizing, and reflecting.
- oral language strategiesincludes speaking with expression; connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
- metacognitive strategies
- thinking about our own thinking, and reflecting on our processes and determining strengths and challenges
- Students employ metacognitive strategies to gain increasing independence in learning.
- writing processesThere are various writing processes depending on context. These may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. Writing is an iterative process
- presentation techniques
- multimodal reading strategies
Language features, structures, and conventions
- elements of stylestylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone
- usageavoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)and conventionscommon practices of standard punctuation, capitalization, quoting, and Canadian spelling
- citation techniques
- literary elements and devicesTexts use various literary devices, including figurative language, according to purpose and audience.
Curricular Competency
Learning Standards
Curricular Competency
Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:
Comprehend and connect (reading, listening, viewing)
Read for enjoyment and to achieve personal goals
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
Recognize the diversity within and across First Peoples societies as represented in texts
Recognize the influence of land/place
refers to the land and other aspects of physical environment on which people interact to learn, create memory, reflect on history, connect with culture, and establish identity
in First Peoples and other Canadian texts
Use information for diverse purposes and from a variety of sources
Evaluate the relevance
Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience.
, accuracy, and reliability Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented.
of texts
Select and apply appropriate strategies
Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.
in a variety of contexts to comprehend written, oral, visual, and multimodal texts texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via a variety of media or technologies (e.g., music video, graphic novel, closed-captioned film)
, to guide inquiry, and to extend thinking
Understand and appreciate how different forms
Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter.
, formats refers to the consideration of format choices including layout, sequencing, spacing, topography, colour
, structures refers to the way the author organizes text
, and features of texts elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/textboxes.
reflect a variety of purposes, audiences, and messages
Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts
Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors
Students should be prompted to understand the influence of family, friends, community, education, spirituality/religion, gender identity, age, sexual orientation, land/place, settlement patterns, economic factors, political events (local and beyond), and colonial policies; to understand that authors write from a perspective influenced by such factors; and to understand the relationship between text and context.
Appreciate and understand how language constructs personal, social, and cultural identities
Construct meaningful personal connections between self, text, and world
Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact
Recognize an increasing range of text structures and how they contribute to meaning
Identify bias, contradictions, distortions, and omissions
Create and communicate (writing, speaking, representing)
Respectfully exchange ideas and viewpoints
using active listening skills and receptive body language, paraphrasing and building on others’ ideas, disagreeing respectfully, extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments), collaborating in large and small groups
from diverse perspectives to build shared understanding and extend thinking
Respond to text in personal, creative, and critical ways
Demonstrate appropriate speaking
Strategies may include conscious use of emotion, volume, pace, pause, inflection, and emphasis.
and listening skills Strategies may include receptive body language, eye contact, paraphrasing and building on others’ ideas, and disagreeing respectfully.
in a variety of formal and informal contexts may include debate, presentation, speech, small- and large-group discussion, interviewing, performance, school- and community-based forums
for a range of purposes such as to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to problem solve, to entertain
Use writing and design processes
There are various writing and/or design processes depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising and/or editing, and selecting appropriate format and layout
to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences Students expand their understanding of the range of real-world audiences. These can include children, peers, community members, professionals, and local and globally connected digital conversations.
Express and support an opinion with evidence
Assess and refine texts to improve their clarity, effectiveness, and impact
- creatively and critically manipulating language for a desired effect
- consciously and purposefully making intentional stylistic choices, such as using sentence fragments or inverted syntax for emphasis or impact
- using techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, maintaining parallelism, adding modifiers, varying sentence types
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context
Use acknowledgements and citations
includes citing sources in appropriate ways to understand and avoid plagiarism and understanding protocols that guide use of First Peoples oral texts and other knowledge
to recognize intellectual property rights
Transform ideas and information to create original texts, using various genres, forms, structures, and styles