| Big Ideas |
Texts are socially, culturally, geographically, and historically constructed. |
Composition 10 |
No CCG |
|
| Big Ideas |
The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world. |
Composition 10 |
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. |
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| Content |
Language features, structures, and conventions- language features
- elements of style
- exploration of voice
- usage and conventions
- literary elements and devices
- citation techniques
|
Composition 10 |
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: voice |
Elaboration: point of viewhumour, irony, satire, witperspective (e.g., persona) |
| 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
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reading strategies
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oral language strategies
-
metacognitive strategies
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writing processes
|
Composition 10 |
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: includes 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 found in First Peoples texts
- protocols related to ownership of First Peoples oral texts
|
Composition 10 |
No CCG |
| Keyword: Text features |
Elaboration: elements of the text that are not considered the main body. These may include typography (bold, italics, underlined font), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes. |
| Keyword: narrative structures found in First Peoples texts |
Elaboration: (e.g., circular, iterative, cyclical) |
| Keyword: protocols related to 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 10 |
No CCG |
| 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) and narrative structures: circular, iterative, cyclical |
|
| Curricular Competency |
Transform ideas and information to create original texts |
Composition 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use acknowledgements and citations to recognize intellectual property rights |
Composition 10 |
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 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Express and support an opinion with evidence |
Composition 10 |
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 |
Composition 10 |
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 |
Composition 10 |
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 |
|
| Curricular Competency |
Assess and refine texts to improve clarity and impact |
Composition 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: refine texts to improve clarity and impact |
Elaboration: creatively and critically manipulating language for a desired effectusing 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, and varying sentence types |
|
| Curricular Competency |
Respond to text in personal, creative, and critical ways |
Composition 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking |
Composition 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: exchange ideas and viewpoints |
Elaboration: use active listening strategies (e.g., making eye contact, using open body language, paraphrasing for understanding, taking turns) |
| Keyword: build shared understanding and extend thinking |
Elaboration: listening to and receptively responding to feedbackresponding to others’ work with constructive feedbackbeing open-minded to divergent viewpoints and perspectivesasking questions to promote discussioninviting others to share their ideasbeing willing to support personal perspectivesbeing willing to shift perspective |
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