quick activities to identify thinking) to explore ideas within, between, and beyond texts Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives (Students should be prompted to consider the influence of family, friends, activities, religion, gender, and place on texts, and the relationship between text and context.) in texts Recognize how language constructs personal, social, and cultural identity (Our sense of individuality and belonging is a product of, for example, the language we use; oral tradition, story, and recorded history; cultural aspects; and formal and informal language use. Students should be prompted to consider the impact of language in their lives.) Construct meaningful personal connections between self, text, and world Respond to text in personal, creative and critical ways (Students should be prompted to analyze their personal connection to text, explain their responses (rational and emotional), and consider texts from different points of view.) Understand how literary elements, techniques, and devices enhance and shape meaning (metaphor brings a fresh perspective to the common; diction influences emotional response, persuasiveness, and meaning; hyperbole exaggerates for emphasis; sound devices can add to or disrupt the aesthetics of a text; imagery evokes sensory experiences in response to text) perspectives extends our thinking. Developing our understanding of how language works allows us to use it purposefully. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. varieties (texting versus essay writing) syntax and sentence fluency (use of a mix of simple, compound, and complex sentences; correct pronoun use; subject-verb agreement; use of transitional words; and awareness of run-on sentences and sentence fragments) conventions (common practices in all standard punctuation use, in capitalization, and in Canadian spelling) Presentation techniques (Any presentation (in written, oral, or digital form) should reflect an appropriate choice of medium for the purpose and the audience, and demonstrate thought and care in organization.) Evidence of Experience (Show)
Recognize an increasing range of text structures and how they contribute to meaning Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view Recognize the validity of First Peoples oral tradition (Students should be prompted to recognize the similarities and differences between oral and written records, and to understand that oral tradition has the same validity, importance, and permanence for First Peoples as written texts do for other cultures.) for a range of purposes Create and communicate (writing, speaking, representing) Exchange ideas and viewpoints (collaborating in large and small groups through activities such as think-pair-share, debates, four corners, quiet conversation, and lit circles (in which students take on new roles); using active listening skills and receptive body language; paraphrasing and building on others’ ideas; disagreeing respectfully; and extending thinking (shifting, changing) to broader contexts (social media, digital environments)) to build shared understanding and extend thinking Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts (opinion pieces; poetry; short stories; narrative; slams; spoken word; storyboards and comic strips; masks; multimedia and multimodal forms.) for a variety of purposes and audiences (range of audiences BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Questions to support students: Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Questions to support students: Evidence of Experience (Show)