| Curricular Competency |
Seek clarification and verify meaning |
German Introductory 11 |
Thinking and communicating |
| Keyword: Seek clarification and verify |
Elaboration: Request or provide repetition, word substitution, reformulation, or reiteration (e.g., Ich verstehe nicht; Wiederholen Sie bitte; Wie bitte?; Was bedeutet…?; Wie sagt man…?; Wie schreibt/buchstabiert man…?). |
|
| Curricular Competency |
Exchange ideas and information, both orally and in writing |
German Introductory 11 |
Thinking and communicating |
| Keyword: Exchange ideas |
Elaboration: with peers, teachers, and members of the wider community; can include virtual/online conversations |
|
| Curricular Competency |
Narrate stories, both orally and in writing |
German Introductory 11 |
Thinking and communicating |
| Keyword: Narrate |
Elaboration: Use expressions of time and transitional words to show logical progression.Use past, present, and future time frames. |
|
| Curricular Competency |
Use language-learning strategies to increase understanding |
German Introductory 11 |
Thinking and communicating |
| Keyword: language-learning strategies |
Elaboration: e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates |
|
| Curricular Competency |
Comprehend key information and supporting details in texts |
German Introductory 11 |
Thinking and communicating |
| Keyword: key information |
Elaboration: answers to questions such as wer?, was?, wo?, wann?, and warum? |
| Keyword: texts |
Elaboration: “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Recognize the relationships between German letter patterns, pronunciation, intonation, tone of voice, and meaning |
German Introductory 11 |
Thinking and communicating |
| Keyword: letter patterns, pronunciation |
Elaboration: e.g., a, e, er, i, o, u, ä, ö, ü, ß, eu, äu, au, ei, ie |
| Keyword: intonation, tone of voice |
Elaboration: For example:question and statement intonation patternsuse of tone to express different emotions |
|
| Big Ideas |
Self-representation through authentic First Peoples text is a means to foster justice. |
EFP: Literary Studies + Writing 11 |
No CCG |
| Keyword: authentic First Peoples text |
Elaboration: a written, oral, visual, digital, or multimodal text that:presents authentic First Peoples voices (i.e., historical or contemporary texts created by First Peoples, or created through the substantial contributions of First Peoples)depicts themes and issues important to First Peoples cultures (e.g., loss of identity and affirmation of identity, tradition, healing, role of family, importance of Elders, connection to the land, the nature and place of spirituality as an aspect of wisdom, the relationships between individual and community, the importance of oral tradition, the experience of colonization and decolonization)incorporates First Peoples storytelling techniques and features as applicable (e.g., circular structure, repetition, weaving in of spirituality, humour)includes respectful portrayals or representation of First Peoples, their traditions, and their beliefs |
|
| Big Ideas |
Texts are socially, culturally, geographically, and historically constructed |
EFP: Literary Studies + Writing 11 |
No CCG |
|
| Big Ideas |
People understand text differently depending on their worldviews and perspectives |
EFP: Literary Studies + Writing 11 |
No CCG |
|
| Big Ideas |
First Peoples literature plays a role within the process of Reconciliation |
EFP: Literary Studies + Writing 11 |
No CCG |
| Keyword: Reconciliation |
Elaboration: the movement to heal the relationship between First Peoples and Canada that was damaged by colonial policies such as the Indian residential school system. |
|
| Big Ideas |
First Peoples texts and stories provide insight into key aspects of Canada’s past, present, and future |
EFP: Literary Studies + Writing 11 |
No CCG |
| Keyword: texts |
Elaboration: any type of oral, written, visual, or digital expression or communication:Visual texts can include gestural and spatial components (as in dance) as well as images (e.g., posters, photographs, paintings, carvings, poles, textiles, regalia, and masks.).Digital texts can include electronic forms of oral, written, and visual expression.Multimodal texts can include any combination of oral, written, visual, and/or digital elements and can be delivered via different media or technologies (some examples of multimodal texts are dramatic presentations, web pages, music videos, on-line presentations, graphic novels, and closed-captioned films). |
| Keyword: stories |
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. |
|
| Big Ideas |
The exploration of text deepens understanding of one’s identity, others, and the world |
EFP: Literary Studies + Writing 11 |
No CCG |
| Keyword: text |
Elaboration: any type of oral, written, visual, or digital expression or communication:Visual texts can include gestural and spatial components (as in dance) as well as images (e.g., posters, photographs, paintings, carvings, poles, textiles, regalia, and masks.).Digital texts can include electronic forms of oral, written, and visual expression.Multimodal texts can include any combination of oral, written, visual, and/or digital elements and can be delivered via different media or technologies (some examples of multimodal texts are dramatic presentations, web pages, music videos, on-line presentations, graphic novels, and closed-captioned films). |
|
| Content |
Language features, structures, and conventions- features of oral language
- elements of style
- syntax and sentence fluency
- rhetorical devices
- usage and conventions
- literary elements and devices
- literal and inferential meaning
- persuasive techniques
- citations and acknowledgements
|
EFP: Literary Studies + Writing 11 |
No CCG |
| Keyword: features of oral language |
Elaboration: intonation, enunciation, volume, pacing, expression, purpose, diction, acoustics |
| Keyword: elements of style |
Elaboration: stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone. |
| Keyword: rhetorical devices |
Elaboration: examples include figurative language, parallelism, repetition, irony, humour, exaggeration, emotional language, logic, direct address, rhetorical questions, and allusion |
| Keyword: usage |
Elaboration: avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse) |
| Keyword: conventions |
Elaboration: common practices of standard punctuation in capitalization, quoting, and spelling of Canadian and First Peoples words |
| Keyword: literary elements and devices |
Elaboration: Texts use various literary devices, including figurative language, according to purpose and audience. |
| Keyword: persuasive techniques |
Elaboration: ethical, logical, and emotional appealsmay include using repetition, rhetorical questions, irony, or satire |
| Keyword: acknowledgements |
Elaboration: formal acknowledgements of another person’s work, idea, or intellectual property |
|
| Content |
Strategies and processes- reading strategies
- oral language strategies
- metacognitive strategies
- writing processes
|
EFP: Literary Studies + Writing 11 |
No CCG |
| Keyword: reading strategies |
Elaboration: There 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. |
| Keyword: oral language strategies |
Elaboration: speaking with expression; connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing |
| Keyword: metacognitive strategies |
Elaboration: thinking about our own thinking, and reflecting on our processes and determining strengths and challengesStudents employ metacognitive strategies to gain increasing independence in learning. |
| Keyword: writing processes |
Elaboration: There 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. |
|
| Content |
Text features and structures- narrative structures, including those found in First Peoples texts
- form, function, and genre of texts
|
EFP: Literary Studies + Writing 11 |
No CCG |
| Keyword: Text features |
Elaboration: attributes or elements of the text that may include typography (bold, italics, underlining, font choice), guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes |
| Keyword: structures |
Elaboration: how text is organized |
| Keyword: those found in First Peoples texts |
Elaboration: for example, circular, iterative, cyclical |
| Keyword: function |
Elaboration: the intended purpose of a text |
|