| Content |
communication strategies:- active listening
- clarification
- explanation
- consideration of other people’s perspectives
|
Français langue seconde - immersion 6 |
No CCG |
| Keyword: active listening |
Elaboration: the recipient is physically and intellectually engaged, and reacts to what is heard |
|
| Curricular Competency |
Revise one’s own work by referring to the spelling and grammar rules learned |
Français langue seconde - immersion 6 |
Creating and Communicating |
|
| Curricular Competency |
Organize and draft a coherent, well-structured text |
Français langue seconde - immersion 6 |
Creating and Communicating |
| Keyword: draft a coherent, well-structured text |
Elaboration: recognize the role and purpose that verb tenses have in a text and be able to use them correctly in one’s creations |
|
| Curricular Competency |
Develop imagination through creative writing |
Français langue seconde - immersion 6 |
Creating and Communicating |
|
| Curricular Competency |
Reformulate the main idea in a text |
Français langue seconde - immersion 6 |
Creating and Communicating |
| Keyword: Reformulate |
Elaboration: put in one’s own words |
| Keyword: text |
Elaboration: oral, written, visual |
|
| Curricular Competency |
Express views in a manner that recognizes the value of other people’s viewpoints, in order to broaden one’s own perspective and that of peers |
Français langue seconde - immersion 6 |
Creating and Communicating |
|
| Curricular Competency |
Identify the different ways of telling a story and how this affects the audience |
Français langue seconde - immersion 6 |
Exploring and Reflecting |
|
| Curricular Competency |
Identify spatial and temporal indicators in a text in order to imagine the setting of the action and explain the events depicted |
Français langue seconde - immersion 6 |
Exploring and Reflecting |
| Keyword: text |
Elaboration: oral, written, visual |
| Keyword: setting |
Elaboration: time and place |
|
| Curricular Competency |
Distinguish between what is real and what is fictitious in the genres under study in order to highlight the imaginary elements |
Français langue seconde - immersion 6 |
Exploring and Reflecting |
|
| Curricular Competency |
Formulate hypotheses with respect to a text, and adjust these hypotheses |
Français langue seconde - immersion 6 |
Exploring and Reflecting |
| Keyword: text |
Elaboration: oral, written, visual |
|
| Curricular Competency |
Identify cultural and historical elements in Francophone and Aboriginal texts, and compare these with one’s own cultural and historical reference points |
Français langue seconde - immersion 6 |
Exploring and Reflecting |
| Keyword: texts |
Elaboration: oral, written, visual |
|
| Curricular Competency |
Interpret and respond to a text independently |
Français langue seconde - immersion 6 |
Exploring and Reflecting |
| Keyword: text |
Elaboration: oral, written, visual |
|
| Big Ideas |
The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. |
Science 9 |
No CCG |
| Keyword: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them |
Elaboration: Sample questions to support inquiry with students:How do Earth’s major spheres interact?How do matter and energy move through ecosystems?How do First Peoples view the cycling of matter and energy? |
|
| Big Ideas |
Electric current is the flow of electric charge. |
Science 9 |
No CCG |
| Keyword: Electric current is the flow of electric charge |
Elaboration: Sample questions to support inquiry with students:Why do electrons flow in a circuit?How does increasing current impact your personal safety with electricity? |
|
| Big Ideas |
The electron arrangement of atoms impacts their chemical nature. |
Science 9 |
No CCG |
| Keyword: The electron arrangement of atoms impacts their chemical nature |
Elaboration: Sample questions to support inquiry with students:Which patterns are shown on the periodic table?How can the periodic table be represented in a different form? |
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