| Compétences disciplinaires |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking |
Literary Studies 11 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: Respectfully exchange ideas and viewpoints |
Elaboration: using active listening skills and receptive body language, paraphrasing and building on others’ ideas, disagreeing respectfully, extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments), collaborating in large and small groups |
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| Compétences disciplinaires |
Identify bias, contradictions, distortions, and omissions |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Discern nuances in the meanings of words, considering social, political, historical, and literary contexts |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Evaluate how text structures, literary elements, techniques, and devices enhance and shape meaning and impact |
Literary Studies 11 |
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 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and understand how language constructs personal, social, and cultural identities |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and understand personal, social, and cultural contexts, values, and perspectives in texts, including culture, gender, sexual orientation, and socio-economic factors |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: personal, social, and cultural contexts, values, and perspectives in texts, including culture, gender, sexual orientation, and socio-economic factors |
Elaboration: Students should be prompted to understand the influence of family, friends, community, education, spirituality/religion, gender identity, age, sexual orientation, land/place, settlement patterns, economic factors, political events (local and beyond), and colonial policies; to understand that authors write from a perspective influenced by such factors; and to understand the relationship between text and context. |
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| Compétences disciplinaires |
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and understand how different forms, formats, structures, and features of texts enhance and shape meaning and impact |
Literary Studies 11 |
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 narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter. |
| 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 |
| Keyword: features of texts |
Elaboration: elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/textboxes. |
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| Compétences disciplinaires |
Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to extend thinking |
Literary Studies 11 |
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, digital presentation tools, graphic novel, closed-captioned film) |
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| Compétences disciplinaires |
Evaluate the relevance, accuracy, and reliability of texts |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: relevance |
Elaboration: Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience. |
| Keyword: reliability |
Elaboration: Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented. |
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| Compétences disciplinaires |
Access information for diverse purposes and from a variety of sources |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Understand the influence of land/place in First Peoples and other Canadian texts |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: land/place |
Elaboration: refers to the land and other aspects of physical environment on which people interact to learn, create memory, reflect on history, connect with culture, and establish identity |
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| Compétences disciplinaires |
Recognize and understand the diversity within and across First Peoples societies as represented in texts |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Recognize and understand the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view |
Literary Studies 11 |
Comprendre et faire des liens (lire, écouter, visionner) |
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