| Content |
Text features and structures- form, function, and genre of texts
- elements of visual/graphic texts
- narrative structures found in First Peoples texts
- protocols related to the ownership of First Peoples oral texts
|
Creative Writing 11 |
No CCG |
| Keyword: Text features |
Elaboration: 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 |
| Keyword: structures |
Elaboration: refers to the way the author organizes text |
| Keyword: form |
Elaboration: 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. |
| Keyword: function |
Elaboration: the intended purpose of a text |
| Keyword: genre |
Elaboration: 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) |
| Keyword: narrative structures found in First Peoples texts |
Elaboration: for example, circular, iterative, cyclical |
| Keyword: protocols related to the ownership of First Peoples oral texts |
Elaboration: First Peoples stories often have protocols for when and where they can be shared, who owns them, and who can share them. |
|
| Content |
Text forms and genres |
Creative Writing 11 |
No CCG |
| Keyword: forms |
Elaboration: 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. |
| Keyword: genres |
Elaboration: 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) |
|
| Curricular Competency |
Manipulate language purposefully |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Transform ideas and information to create original texts, using various genres, forms, structures, and styles |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use acknowledgements and citations to recognize intellectual property rights |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: acknowledgements and citations |
Elaboration: 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 |
|
| Curricular Competency |
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Reflect on, assess, and refine texts to improve clarity, effectiveness, and impact |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: refine texts to improve clarity, effectiveness, and impact |
Elaboration: creatively and critically manipulating language for a desired effectconsciously and purposefully making intentional, stylistic choices, such as using sentence fragments or inverted syntax for emphasis or impactusing 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 |
|
| Curricular Competency |
Express and support an opinion with evidence |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: writing and design processes |
Elaboration: 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. |
| Keyword: audiences |
Elaboration: 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. |
|
| Curricular Competency |
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: speaking |
Elaboration: Strategies may include conscious use of emotion, volume, pace, pause, inflection, and emphasis. |
| Keyword: listening skills |
Elaboration: Strategies may include receptive body language, eye contact, paraphrasing and building on others’ ideas, and disagreeing respectfully. |
| Keyword: range of purposes |
Elaboration: such as to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to problem solve, to entertain |
|
| Curricular Competency |
Respond to text in personal, creative, and critical ways |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking |
Creative Writing 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: Respectfully exchange ideas and viewpoints |
Elaboration: 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 |
|
| Curricular Competency |
Identify bias, contradictions, distortions, and omissions |
Creative Writing 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Recognize an increasing range of text structures and understand how they contribute to meaning |
Creative Writing 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Evaluate how text structures, literary elements, techniques, and devices enhance and shape meaning and impact |
Creative Writing 11 |
Comprehend and connect (reading, listening, viewing) |
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