| Curricular Competency |
Analyze the influence of land/place in First Peoples texts |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: land/place |
Elaboration: 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 |
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| Curricular Competency |
Assess the authenticity of First Peoples texts |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Analyze the diversity within and across First Peoples societies as represented in texts |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Understand and evaluate how literary elements, techniques, and devices enhance and shape meaning and impact |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Demonstrate understanding of the role of story and oral traditions in expressing First Peoples perspectives, values, beliefs and points of view |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: story |
Elaboration: a narrative text that shares ideas about human nature, motivation, behaviour, and experience; stories can record history, reflect a personal journey, or explore identity; stories can be oral, written, or visual, and used to instruct, inspire, and/or entertain listeners and readers |
| Keyword: oral traditions |
Elaboration: Oral 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 provides 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 system. They continue to endure in contemporary contexts. |
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| Curricular Competency |
Construct meaningful personal connections between self, text, and world |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Appreciate and understand how language constructs and reflects personal, social, and cultural identities |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: language constructs and reflects personal, social, and cultural identities |
Elaboration: A person’s sense of identity is a product of linguistic factors or constructs, including oral tradition, story, recorded history, and social media; voice; cultural aspects; literacy history; linguistic background (English as first or additional language); and language as a system of meaning. Students may consider register (jargon, colloquialisms, vernacular, dialects, accent, diction, slang). |
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| Curricular Competency |
Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: personal, social, and cultural contexts, values, and perspectives |
Elaboration: Students should be prompted to understand the influence of family, friends, community, education, spirituality/religion, gender identity, age, sexual orientation, land/place, settlement patterns, traditional First Peoples teachings, 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. |
|
| Curricular Competency |
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Analyze how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages |
Elaboration: Students may consider the relationship between form and function (e.g., considering the role in various texts of elements such as negative space in graphic novels, advertisements on websites, lighting and camera angles in film and photography, use of music, paragraph length, line breaks in poetry, silence and intonation in spoken word, and use of colour). |
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| Curricular Competency |
Select and apply appropriate strategies in a variety of contexts to guide inquiry, extend thinking, and comprehend texts |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: strategies |
Elaboration: 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. |
| Keyword: variety of contexts |
Elaboration: includes independent and collaborative settings, and formal and informal situations |
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| Curricular Competency |
Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: variety of sources |
Elaboration: includes print, digital, visual, artistic and diverse cultural sources from multiple perspectives |
| Keyword: relevance |
Elaboration: Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience. |
| Keyword: reliability |
Elaboration: Consider point of view, bias, and propaganda, and voices omitted or misrepresented. |
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| Curricular Competency |
Analyze how First Peoples languages and texts reflect their cultures, knowledge, histories, and worldviews |
English First Peoples 12 |
Comprehend and connect (reading, listening, viewing) |
|
| Big Ideas |
Writers write for authentic audiences and real-world purposes. |
Creative Writing 12 |
No CCG |
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| Big Ideas |
Creative writers are observant of the world. |
Creative Writing 12 |
No CCG |
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