| Compétences disciplinaires |
Construct meaningful personal connections between self, text, and world |
Spoken Language 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Explore how language constructs personal and cultural identities |
Spoken Language 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Explore the role of personal and social contexts, values, and perspectives in texts |
Spoken Language 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts |
Spoken Language 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact |
Spoken Language 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
| 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: formats |
Elaboration: refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour |
| Keyword: structures |
Elaboration: refers to the way the author organizes text (e.g., cause/effect, compare/contrast, order of importance, chronological sequence, problem/solution, circular or cyclical) |
| Keyword: features of texts |
Elaboration: elements of the text that are not considered the main body, including: navigational aids (e.g., table of contents, index, glossary, bibliography, hyperlinks, titles, headings and subheadings, prologue and epilogue, preface or foreword, captions, footnotes and endnotes)illustrations (e.g., inlays, sidebars, photographs, graphs, charts, timelines, maps) |
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| Compétences disciplinaires |
Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts |
Spoken Language 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. |
| Keyword: multimodal texts |
Elaboration: texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via a variety of media or technologies (e.g., music video, graphic novel, postmodern picture book, close-captioned film) |
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| Compétences disciplinaires |
Access information for diverse purposes and from a variety of sourcesto inform writing |
Spoken Language 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and appreciate the diversity among First Peoples cultures, as represented in oral and other texts |
Spoken Language 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 |
Spoken Language 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Transform ideas and information to create original texts |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Use acknowledgements and citations to recognize intellectual property rights |
New Media 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 |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Express and support an opinion with evidence |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Use digital media to collaborate and communicate both within the classroom and beyond its walls |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences |
New Media 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 through locally and globally connected digital conversations. These can include children, peers, community members, professionals, and local and globally connected digital conversations. |
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