| Compétences disciplinaires |
Recognize the complexities of digital citizenship |
New Media 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: digital citizenship |
Elaboration: self-monitored habits and actions of participation and membership in digital communities |
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| Compétences disciplinaires |
Transform ideas and information to create original texts. |
Creative Writing 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Use acknowledgements and citations to recognize intellectual property rights |
Creative Writing 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 |
Creative Writing 10 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Express and support an opinion with evidence |
Creative Writing 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 |
Creative Writing 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 |
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
Creative Writing 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: 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 |
Creative Writing 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 |
Creative Writing 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 |
Creative Writing 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 |
Creative Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Construct meaningful personal connections between self, text, and world |
Creative Writing 10 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Explore how language constructs personal and cultural identities |
Creative Writing 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 |
Creative Writing 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 |
Creative Writing 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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