| Compétences disciplinaires |
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: speaking and listening skills |
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: a 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 |
New Media 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 |
Respond to text in personal, creative, and critical ways |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking |
New Media 10 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: to 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 |
New Media 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Construct meaningful personal connections between self, text, and world |
New Media 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Explore how language constructs personal and social identities |
New Media 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 |
New Media 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 |
New Media 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 |
New Media 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 |
Explore the relevance, accuracy, and reliability of texts |
New Media 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Access information for diverse purposes and from a variety of sources to inform writing |
New Media 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Explore diversity among First Peoples cultures, as represented in new media and other texts |
New Media 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Explore the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view |
New Media 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Read for enjoyment and to achieve personal goals |
New Media 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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