| Content |
Language features, structures, and conventions- features of oral language
- multi-paragraphing
- language change
- elements of style
- usage
- syntax and sentence fluency
- conventions
- presentation techniques
- rhetorical devices
- connotation and denotation
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English Language Arts 9 |
No CCG |
| Keyword: features of oral language |
Elaboration: such as tone, volume, inflection, pace, gestures |
| Keyword: multi-paragraphing |
Elaboration: developing multi-paragraph compositions that are characterized by unity, development, and coherence |
| Keyword: language change |
Elaboration: Languages change slowly but continually (e.g., Old English to Modern English): |
| Keyword: elements of style |
Elaboration: diction, figurative language, tone, inclusive language, and degree of formality |
| Keyword: usage |
Elaboration: such as avoiding double negatives, mixed metaphors, malapropisms, word misuse |
| Keyword: syntax and sentence fluency |
Elaboration: use of a mix of simple, compound, and complex sentences; correct pronoun use; subject-verb agreement; use of transitional words; awareness of run-on sentences and sentence fragments |
| Keyword: conventions |
Elaboration: common practices in all standard punctuation use, in capitalization, in quoting, and in Canadian spelling |
| Keyword: presentation techniques |
Elaboration: Any presentation (in written, oral, or digital form) should reflect an appropriate choice of medium for the purpose and the audience, and demonstrate thought and care in organization. |
| Keyword: rhetorical devices |
Elaboration: figurative language, parallelism, repetition, irony, humour, exaggeration, emotional language, logic, direct address, rhetorical questions, and allusion |
|
| Content |
Strategies and processes- reading strategies
- oral language strategies
- metacognitive strategies
- writing processes
|
English Language Arts 9 |
No CCG |
| Keyword: reading strategies |
Elaboration: using contextual clues; using phonics and word structure; visualizing; questioning; predicting; previewing text; summarizing; making inferences |
| Keyword: oral language strategies |
Elaboration: focusing on the speaker, asking questions to clarify, listening for specifics, expressing opinions, speaking with expression, staying on topic, taking turns |
| Keyword: metacognitive strategies |
Elaboration: talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop awareness of self as a reader and as a writer |
| Keyword: writing processes |
Elaboration: may include revising, editing, considering audience |
|
| Content |
Story/text- forms, functions, and genres of text
- text features
- literary elements
- literary devices
- elements of visual/graphic texts
|
English Language Arts 9 |
No CCG |
| Keyword: forms |
Elaboration: such as narrative, exposition, report |
| Keyword: functions |
Elaboration: purposes of text |
| Keyword: genres |
Elaboration: literary or thematic categories such as fantasy, humour, adventure, biography |
| Keyword: text |
Elaboration: Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
| Keyword: text features |
Elaboration: how text and visuals are displayed |
| Keyword: literary elements |
Elaboration: characterization, narrative structures, setting |
| Keyword: literary devices |
Elaboration: sensory detail (e.g., imagery, sound devices); figurative language (e.g., metaphor, simile, hyperbole); irony, paradox, oxymoron |
| Keyword: elements of visual/graphic texts |
Elaboration: layout, infographics, emoticons, icons, symbols, interactive visuals, hypertext, colour; illustration style (realism, cartoon, sketch, outline) |
|
| Curricular Competency |
Express an opinion and support it with credible evidence |
English Language Arts 9 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Transform ideas and information to create original texts |
English Language Arts 9 |
Create and communicate (writing, speaking, representing) |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Select and use appropriate features, forms, and genres according to audience, purpose, and message |
English Language Arts 9 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use and experiment with oral storytelling processes |
English Language Arts 9 |
Create and communicate (writing, speaking, representing) |
| Keyword: oral storytelling processes |
Elaboration: creating an original story or finding an existing story (with permission), sharing the story from memory with others, using vocal expression to clarify the meaning of the text, using non-verbal communication expressively to clarify the meaning, attending to stage presence, differentiating the storyteller’s natural voice from the characters’ voices, presenting the story efficiently, keeping the listener’s interest throughout, using an expanding repertoire of techniques to enhance audience experience |
|
| Curricular Competency |
Use an increasing repertoire of conventions of Canadian spelling, grammar, and punctuation |
English Language Arts 9 |
Create and communicate (writing, speaking, representing) |
| Keyword: spelling |
Elaboration: focus is on Canadian spelling (e.g., -our, -re, and –ize endings; doubled consonants in words such as counselled and travelled; words such as grey, licence) |
|
| Curricular Competency |
Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message |
English Language Arts 9 |
Create and communicate (writing, speaking, representing) |
| Keyword: refine texts |
Elaboration: using techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, using active instead of passive voice, maintaining parallelism, adding modifiers, replacing be verbs with stronger verbs, varying sentence types, using precise diction, eliminating wordiness |
| Keyword: audience |
Elaboration: Students at this level expand their understanding of the range of audiences to include children, peers, authorities, and technical and business audiences, and are introduced to evidence-based writing for a variety of audiences. |
|
| Curricular Competency |
Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences |
English Language Arts 9 |
Create and communicate (writing, speaking, representing) |
| Keyword: literary and informational texts |
Elaboration: Students should be supported in planning, drafting, and editing multimedia and multimodal texts, such as paragraph compositions that include a theme (subject and author’s opinion) and TAG (title, author, genre); other examples of texts include opinion pieces, poetry, short stories, narratives, slams, spoken word texts, storyboards and comic strips, and masks |
| Keyword: audiences |
Elaboration: Students at this level expand their understanding of the range of audiences to include children, peers, authorities, and technical and business audiences, and are introduced to evidence-based writing for a variety of audiences. |
|
| Curricular Competency |
Exchange ideas and viewpoints to build shared understanding and extend thinking |
English Language Arts 9 |
Create and communicate (writing, speaking, representing) |
| Keyword: Exchange ideas and viewpoints |
Elaboration: collaborating in large and small groups through activities such as think-pair-share, debates, four corners, quiet conversation, and lit circles (in which students take on new roles); using active listening skills and receptive body language; paraphrasing and building on others’ ideas; disagreeing respectfully; extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments) |
|
| Curricular Competency |
Recognize the influence of place in First Peoples and other Canadian texts |
English Language Arts 9 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Develop an awareness of the diversity within and across First Peoples societies represented in texts |
English Language Arts 9 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: diversity within and across First Peoples societies |
Elaboration: variety of worldviews and perspectives, diverse traditions, range of historical experiences, wealth of human experiences |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view |
English Language Arts 9 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: story |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, 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. |
|
| Curricular Competency |
Recognize an increasing range of text structures and how they contribute to meaning |
English Language Arts 9 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: text |
Elaboration: Text and texts are generic terms referring to all forms of oral, written, visual, and digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
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