| Curricular Competency |
Perform in large ensemble, small ensemble, and solo contexts |
Choral Music 11 |
Explore and create |
| Keyword: large ensemble |
Elaboration: ensemble in which many musicians perform the same part (e.g., concert choir) |
| Keyword: small ensemble |
Elaboration: ensemble in which musicians play alone or with only a few others, performing a particular part (e.g., chamber choir, vocal jazz ensemble, rock band or similar contemporary genre) |
|
| Big Ideas |
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. |
Composition 12 |
No CCG |
|
| Big Ideas |
Language shapes ideas and influences others. |
Composition 12 |
No CCG |
|
| Big Ideas |
Texts are socially, culturally, geographically, and historically constructed. |
Composition 12 |
No CCG |
| Keyword: Texts |
Elaboration: “Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication: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). |
|
| Big Ideas |
People understand text differently depending on their worldviews and perspectives. |
Composition 12 |
No CCG |
| Keyword: text |
Elaboration: “Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication: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). |
|
| Big Ideas |
The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. |
Composition 12 |
No CCG |
| Keyword: text |
Elaboration: “Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication: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). |
| Keyword: story |
Elaboration: 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. |
|
| Content |
Language features, structures, and conventions- elements of style
- usage and conventions
- citation techniques
- literary elements and devices
|
Composition 12 |
No CCG |
| Keyword: elements of style |
Elaboration: stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone |
| 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, capitalization, quoting, and Canadian spelling |
| Keyword: literary elements and devices |
Elaboration: Texts use various literary devices, including figurative language, according to purpose and audience. |
|
| Content |
Strategies and processes- multimodal writing strategies
- metacognitive strategies
- writing processes
- reading strategies
- oral language strategies
|
Composition 12 |
No CCG |
| Keyword: metacognitive strategies |
Elaboration: thinking about one’s own thinking, and reflecting on one’s 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. |
| 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: includes speaking with expression, connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing |
|
| Content |
Text features and structures - form, function, and genre of texts
- narrative structures found in First Peoples texts
- protocols related to the ownership of First Peoples oral texts
|
Composition 12 |
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 |
Composition 12 |
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 |
Transform ideas and information to create original texts, using various genres, forms, structures, and styles |
Composition 12 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use acknowledgements and citations to recognize intellectual property rights |
Composition 12 |
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 |
Composition 12 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Evaluate and refine texts to improve clarity, effectiveness, and impact |
Composition 12 |
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 make 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 to achieve purpose |
Composition 12 |
Create and communicate (writing, speaking, representing) |
|