| Compétences disciplinaires |
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts |
Literary Studies 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Construct meaningful personal connections between self, text, and world |
Literary Studies 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: meaningful personal connections between self, text, and world |
Elaboration: Writing can be a reflective and reflexive process, connecting individuals to others. |
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| Compétences disciplinaires |
Apply appropriate strategies in a variety of contexts to guide inquiry, extend thinking, and comprehend texts |
Literary Studies 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: strategies |
Elaboration: Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions. |
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| Compétences disciplinaires |
Recognize and appreciate the diversity within and across First Peoples societies as represented in texts |
Literary Studies 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view |
Literary Studies 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Transform ideas and information to create original texts |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Use acknowledgements and citations to recognize intellectual property rights |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
| 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 |
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| Compétences disciplinaires |
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Express and support an opinion with evidence |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Use writing and design processes to plan, develop, and create spoken language and other texts for a variety of purposes and audiences |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
| 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. |
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| Compétences disciplinaires |
Explore appropriate spoken language formats for intended purposes |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: speaking and listening |
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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| Compétences disciplinaires |
Assess and refine texts to improve clarity and impact |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
| 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 |
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| Compétences disciplinaires |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking |
Spoken Language 10 |
Créer et communiquer (écrire, parler, représenter) |
| 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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| Compétences disciplinaires |
Identify bias, contradictions, and distortions |
Spoken Language 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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