| Content |
Common themes in First Peoples texts |
EFP: Literary Studies + Spoken Language 11 |
No CCG |
| Keyword: Common themes in First Peoples texts |
Elaboration: connection to the landthe nature and place of spirituality as an aspect of wisdomthe relationships between individual and communitythe importance of oral traditionthe experience of colonization and decolonizationloss of identity and affirmation of identitytraditionhealingrole of familyimportance of Elders |
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| Content |
A wide variety of text forms and genres |
EFP: Literary Studies + Spoken Language 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 narratives; journals; procedural, expository, and explanatory documents; news articles; e-mails; blogs; advertisements; poetry; novels; and letters. |
| Keyword: genres |
Elaboration: literary or thematic categories (e.g., science fiction, biography, satire, memoir, poem, visual essay, personal narrative, speech, oral history) |
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| Content |
A wide variety of BC, Canadian, and global First Peoples texts |
EFP: Literary Studies + Spoken Language 11 |
No CCG |
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| Curricular Competency |
Understand intellectual property rights and community protocols and apply as necessary |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Use the conventions of First Peoples and other Canadian spelling, syntax, and diction proficiently and as appropriate to the context |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Experiment with genres, forms, or styles of oral and other texts |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use a variety of techniques to engage listeners |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Assess and refine oral and other texts to improve clarity, effectiveness, and impact |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: refine oral and other texts to improve clarity, effectiveness, and impact |
Elaboration: creatively and critically manipulating language for a desired effectconsciously and purposefully making intentional stylistic choices (e.g., 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 typesusing strategies associated with oral texts, such as the conscious use of emotion, pauses, inflection, silence, and emphasisrehearsing with the help of a constructively critical listener, a mirror, and/or audiovisual recording |
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| Curricular Competency |
Use creative processes to plan, develop, and create engaging and meaningful oral texts for a variety of purposes and audiences |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: creative processes |
Elaboration: may include conception, drafting, revising, and delivering/performing |
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| Curricular Competency |
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences |
EFP: Literary Studies + Spoken Language 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 understandings of the range of real-world audiences. These can include children, peers, and community members, as well as technical, academic, and business audiences. |
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| Curricular Competency |
Respond to text in personal, creative, and critical ways |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Express and support an opinion with evidence |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Select and apply appropriate spoken language formats for intended purposes |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: speaking and listening skills |
Elaboration: Strategies associated with speaking skills may include the conscious use of emotion, pauses, inflection, silence, and emphasis according to context.Strategies associated with listening skills may include receptive body language, eye contact, paraphrasing building on others’ ideas, asking clarifying questions, and disagreeing respectfully. |
| Keyword: range of purposes |
Elaboration: may include to understand, to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to provoke, to problem solve, and to entertain |
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| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking |
EFP: Literary Studies + Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: exchange ideas and viewpoints |
Elaboration: using active listening skills and receptive body language (e.g., paraphrasing and building on others’ ideas)disagreeing respectfullyextending thinking (e.g., shifting, changing) to broader contexts (e.g., social media, digital environments)collaborating in large and small groups |
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