| Content |
Common themes in First Peoples texts |
Spoken Language 10 |
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 |
Text forms and genres |
Spoken Language 10 |
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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| Curricular Competency |
Assess and refine oral and other texts to improve clarity and impact |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: refine oral and other 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 typesfor oral texts, consciously using 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 a variety of techniques to engage meaningful texts for a variety of purposes and audiences. |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use writing and other creative processes to plan, develop, and create engaging and meaningful oral and other texts for a variety of purposes and audiences |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: writing and other creative processes |
Elaboration: There are various writing and creative 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. Creative processes may also include conception, rehearsing, revising, and delivering/performing. |
| Keyword: audiences |
Elaboration: Students expand their understanding 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 |
Recognize intellectual property rights and community protocols and apply them as necessary |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Express an opinion and support it with evidence |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use the conventions of First Peoples and other Canadian spelling, syntax, and diction proficiently and as appropriate to the context |
Spoken Language 10 |
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 |
Spoken Language 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 |
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| Curricular Competency |
Respond to text in personal, creative, and critical ways |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking |
Spoken Language 10 |
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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| Curricular Competency |
Recognize the influence of land/place in First Peoples oral texts |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Explain the role of oral traditions in First Peoples cultures, in historical and contemporary contexts |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: oral traditions |
Elaboration: 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 provide 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 systems. They continue to endure in contemporary contexts. |
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| Curricular Competency |
Examine how literary elements, techniques, and devices enhance and shape meaning and impact |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Recognize how language constructs and reflects personal and cultural identities |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: how language constructs and reflects personal 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; and linguistic background (English as first or additional language) |
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