| Content |
Story/text- forms, functions, and genres of text
- text features
- literary elements
- literary devices
- techniques of persuasion
|
English Language Arts 6 |
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: narrative structures, characterization, and setting |
| Keyword: literary devices |
Elaboration: sensory detail (e.g., imagery, sound devices), and figurative language (e.g., metaphor, simile) |
| Keyword: techniques of persuasion |
Elaboration: the use of emotional and logical appeals to persuade |
|
| Curricular Competency |
Transform ideas and information to create original texts |
English Language Arts 6 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Select and use appropriate features, forms, and genres according to audience, purpose, and message |
English Language Arts 6 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use and experiment with oral storytelling processes |
English Language Arts 6 |
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 |
|
| Curricular Competency |
Use an increasing repertoire of conventions of Canadian spelling, grammar, and punctuation |
English Language Arts 6 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message |
English Language Arts 6 |
Create and communicate (writing, speaking, representing) |
| Keyword: refine texts |
Elaboration: using techniques such as using verbs effectively, using repetition and substitution for effect, adding modifiers, varying sentence types, using precise diction |
| Keyword: audience |
Elaboration: students at this level expand their understanding of the range of audiences to include peers and authorities, and use formal and informal language according to audience |
|
| 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 6 |
Create and communicate (writing, speaking, representing) |
| Keyword: literary and informational texts |
Elaboration: may include opinion pieces; poetry; short stories; narrative; slams; spoken word; storyboards and comic strips; masks; multimedia and multimodal forms. |
| Keyword: audiences |
Elaboration: students at this level expand their understanding of the range of audiences to include peers and authorities, and use formal and informal language according to audience |
|
| Curricular Competency |
Exchange ideas and viewpoints to build shared understanding and extend thinking |
English Language Arts 6 |
Create and communicate (writing, speaking, representing) |
|
| 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 6 |
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. |
| Keyword: oral tradition |
Elaboration: the means by which culture is transmitted over generations other than through written recordsAmong First Peoples, oral tradition may consist of told stories, songs, and 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., by symbol and metaphor), it provides a record of literal truth (e.g., about events and situations).The oral tradition was once integrated into every facet of life of First Peoples and was the basis of the education system. |
|
| Curricular Competency |
Recognize an increasing range of text structures and how they contribute to meaning |
English Language Arts 6 |
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). |
|
| Curricular Competency |
Understand how literary elements, techniques, and devices enhance and shape meaning |
English Language Arts 6 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: literary elements, techniques, and devices |
Elaboration: may include characterization, mood, foreshadowing, conflict, protagonist/antagonist, theme, imagery, sound devices |
|
| Curricular Competency |
Respond to text in personal, creative, and critical ways |
English Language Arts 6 |
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). |
| Keyword: personal, creative, and critical ways |
Elaboration: Students should be prompted to analyze their personal connection to text, explain their responses (rational and emotional), and consider texts from different points of view. |
|
| Curricular Competency |
Construct meaningful personal connections between self, text, and world |
English Language Arts 6 |
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). |
|
| Curricular Competency |
Recognize how language constructs personal, social, and cultural identity |
English Language Arts 6 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: how language constructs personal, social, and cultural identity |
Elaboration: Our sense of individuality and belonging is a product of, for example, the language we use; oral tradition, story, and recorded history; cultural aspects; and formal and informal language use. Students should be prompted to consider the impact of language in their lives. |
|
| Curricular Competency |
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts |
English Language Arts 6 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: personal, social, and cultural contexts, values, and perspectives |
Elaboration: Students should be prompted to consider the influence of family, friends, activities, religion, gender, and place on texts, and the relationship between text and context. |
| 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). |
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