Alberta

1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

• 1.1 Discover possibilities

  • 1.1.1 Form tentative understandings, interpretations and positions

    • 1.1.1.a experiment with strategies that contribute to the formation of tentative understandings, interpretations and positions; e.g., pose questions, discuss, keep an open mind, reread, review and recognize that texts may be inaccurate or misleading

      • Distinguish facts from opinions (10-H.1)

    • 1.1.1.b form and communicate tentative understandings, interpretations and positions on ideas and information presented in print and nonprint texts through discussion or by using various communication technologies; e.g., telephone and e-mail

  • 1.1.2 Experiment with language, image and structure

    • 1.1.2.a experiment with language, image and structure to create different effects for specific purposes and audiences; e.g., when creating components of a career portfolio, preparing a visual representation or completing workplace tasks

      • Which text is most formal? (10-B.1)
      • Identify audience and purpose (10-B.3)

    • 1.1.2.b experiment with a variety of strategies, activities and resources to explore ideas, observations, opinions, experiences and emotions; e.g., exploratory talk; keep a journal; take part in a sharing circle; interview a member of the community, a local employer or a coworker

• 1.2 Extend awareness

  • 1.2.1 Consider new perspectives

    • 1.2.1.a examine personal responses to new perspectives and identify factors that have influenced responses

      • Identify appeals to ethos, pathos and logos in advertisements (10-I.1)

    • 1.2.1.b consider the ideas, perspectives and interpretations of others to broaden understandings

  • 1.2.2 Express preferences and expand interests

    • 1.2.2.a identify and examine the personal text preferences and other factors influencing personal preferences; e.g., purpose, interest, peers, family, heritage, advertisements and technology

      • Identify audience and purpose (10-B.3)
      • Identify appeals to ethos, pathos and logos in advertisements (10-I.1)

    • 1.2.2.b apply strategies to expand their interests in print and nonprint texts and text creators; e.g., sharing reading/viewing/listening inventories, discuss the role marketing plays in shaping popular culture, visit a museum or a community cultural or art centre

    • 1.2.2.c select and apply strategies to expand their interests in various text creations, e.g., Web sites, advertising and promotional texts, workplace manuals, CD-ROMs, movies and music videos, including the use of language, image, sound and structure

    • 1.2.2.d explore and assess a range of print and nonprint texts to expand their interests, including those used in the community and the workplace; e.g., newspapers, live drama, workplace/community health information manuals and product promotional materials

  • 1.2.3 Set personal goals for language growth

    • 1.2.3.a use guided peer and/or self-evaluation to assess their strengths and areas needing improvement, using a variety of strategies; e.g., checklists, skills inventories and discussion

    • 1.2.3.b investigate and evaluate the language skills required to achieve attainable secondary, post-secondary and career goals, using appropriate strategies and resources; e.g., Web sites such as the Alberta Learning Information Service (ALIS) and the National Occupational Classification (NOC) system

    • 1.2.3.c create a plan to enhance language learning based on their personal goals and in relation to everyday home, community and workplace communication

    • 1.2.3.d apply strategies to increase their personal potential; e.g., set short- and long-term goals, create an action plan and build a career portfolio

    • 1.2.3.e demonstrate a willingness to continuously learn and grow as effective communicators

2 Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms and respond personally, critically and creatively.

• 2.1 Construct meaning from text and context

  • 2.1.1 Discern and examine context

    • 2.1.1.a examine a variety of texts and identify their audience and purpose for creation to inform, persuade, entertain or inspire; e.g., advertisements, instruction manuals, newspapers, magazines, Web sites, CD-ROMs, music lyrics and documentary dramas

      • Identify audience and purpose (10-B.3)

    • 2.1.1.b identify the key messages and features of a text that provide information about the creator's purpose and intended audience; e.g., the use of jargon, idioms, specialized workplace terminology and illustrations

      • Which text is most formal? (10-B.1)
      • Compare passages for tone (10-B.4)
      • Interpret the meaning of an allusion from its source (10-C.2)
      • Recall the source of an allusion (10-C.3)
      • Interpret figures of speech (10-C.4)
      • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (10-C.5)
      • Classify figures of speech: review (10-C.6)
      • Organize information by main idea (10-F.2)
      • Choose the topic sentence that best captures the main idea (10-G.1)
      • Identify appeals to ethos, pathos and logos in advertisements (10-I.1)

    • 2.1.1.c recognize that a variety of factors influence the creation of texts; e.g., constraints of time and space, audience, culture, societal norms and historical background

    • 2.1.1.d use references to gain the historical and societal background and to enhance their understanding of specific texts; e.g., personal experiences, community leaders, teachers and Elders

    • 2.1.1.e recognize the impact that personal contexts, e.g., experience and prior knowledge, have on the construction of meaning in a text

  • 2.1.2 Understand and interpret content

    • 2.1.2.a use a variety of appropriate reading strategies to enhance their comprehension of print texts; e.g., skim; read out loud; reread; form questions; make predictions; use contextual clues, graphic organizers and summarization

      • Use context as a clue to the meanings of foreign expressions (10-R.2)
      • Determine the meaning of words using synonyms in context (10-U.1)
      • Determine the meaning of words using antonyms in context (10-U.2)
      • Use context to identify the meaning of a word (10-U.3)

    • 2.1.2.b summarize the controlling idea, supporting ideas, details and conflicts in a text to enhance understanding

      • Organize information by main idea (10-F.2)
      • Choose the topic sentence that best captures the main idea (10-G.1)
      • Identify thesis statements (10-G.2)
      • Choose the best evidence to support a claim (10-H.3)
      • Identify supporting evidence in a text (10-H.4)
      • Choose the analysis that logically connects the evidence to the claim (10-H.6)

    • 2.1.2.c categorize parts of a plot using a variety of strategies, e.g., graphic organizers and technology as appropriate, including introduction, characters, setting, initial incident, rising action, climax, falling action and resolution, and assess the effectiveness of those strategies in relation to the purpose and audience

    • 2.1.2.d recognize the relationships among plot, setting, character and conflict by relating to prior knowledge, personal experience and new ideas

    • 2.1.2.e identify and examine change in a character as a result of an event within a plot by examining elements of character, e.g., personality traits, motivation, relationships, attitudes, values, consistency of behaviour and plausibility of change, and relate a character's behaviour to their own personal experience, as appropriate

    • 2.1.2.f apply appropriate vocabulary strategies to enhance their comprehension of oral, print and multimedia texts; e.g., word attack skills, contextual clues and dictionary skills

      • Words with pre- (10-O.3)
      • Words with re- (10-O.4)
      • Words with sub- (10-O.5)
      • Words with mis- (10-O.6)
      • Words with un-, dis-, in-, im- and non- (10-O.7)
      • Words with -ful (10-O.8)
      • Words with -less (10-O.9)
      • Words with -able and -ible (10-O.10)
      • Sort words by shared Greek or Latin roots (10-P.1)
      • Use Greek and Latin roots as clues to the meanings of words (10-P.2)
      • Use words as clues to the meanings of Greek and Latin roots (10-P.3)
      • Determine the meanings of Greek and Latin roots (10-P.4)
      • Determine the meanings of words with Greek and Latin roots (10-P.5)
      • Use etymologies to determine the meanings of words (10-R.1)
      • Use context as a clue to the meanings of foreign expressions (10-R.2)
      • Replace words using a thesaurus (10-S.3)
      • Determine the meaning of words using synonyms in context (10-U.1)
      • Determine the meaning of words using antonyms in context (10-U.2)
      • Use context to identify the meaning of a word (10-U.3)
      • Use dictionary entries (10-V.1)
      • Use dictionary definitions (10-V.2)
      • Use dictionary entries to determine correct usage (10-V.3)
      • Use thesaurus entries (10-V.4)

    • 2.1.2.g paraphrase directions or messages to enhance their comprehension and complete tasks; e.g., oral directions at the workplace, assignments, manuals, diagrams, forms, lists and labels

    • 2.1.2.h determine a speaker's intent by identifying mood indicators; e.g., volume, tone, irony and sarcasm

      • Identify audience and purpose (10-B.3)
      • Compare passages for tone (10-B.4)

    • 2.1.2.i identify nonverbal cues that support a speaker's intent; e.g., gestures and facial expressions

    • 2.1.2.j differentiate between literal and figurative statements and/or representations, describe images developed in texts, recognize imagery in a variety of texts, e.g., advertising, comic strips, comedy in television and movies, popular music, and recognize the meaning and purpose of these statements, representations and images

      • Interpret the meaning of an allusion from its source (10-C.2)
      • Interpret figures of speech (10-C.4)
      • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (10-C.5)
      • Classify figures of speech: review (10-C.6)
      • Identify appeals to ethos, pathos and logos in advertisements (10-I.1)

    • 2.1.2.k identify visual elements, e.g., graphics, lists, graphs and charts, and the use of sound, e.g., music, sound effects and silence, and examine their contribution to the meaning of texts; e.g., the use of symbols and music in advertising by sports teams and food outlets

  • 2.1.3 Engage prior knowledge

    • 2.1.3.a relate their previous knowledge and experiences to enhance their understanding of new texts

    • 2.1.3.b recognize that past experiences influence their understandings and interpretations of texts

  • 2.1.4 Use reference strategies and reference technologies

    • 2.1.4.a record information sources in a bibliography or footnotes, accurately and completely, using a consistent and appropriate style

      • Understand a Works Cited entry (MLA 8th–9th editions) (10-N.1)
      • Recognize the parts of a Works Cited entry (MLA 8th edition) (10-N.2)
      • Use in-text citations (MLA 8th–9th editions) (10-N.3)

    • 2.1.4.b use a variety of reference strategies and technologies to aid their understanding and create their own reference materials; e.g., take notes; use library catalogues; create a personalized dictionary, telephone/address books and a World Wide Web/URL address list

      • Understand a Works Cited entry (MLA 8th–9th editions) (10-N.1)
      • Recognize the parts of a Works Cited entry (MLA 8th edition) (10-N.2)
      • Use in-text citations (MLA 8th–9th editions) (10-N.3)
      • Use dictionary entries (10-V.1)
      • Use dictionary definitions (10-V.2)
      • Use dictionary entries to determine correct usage (10-V.3)
      • Use thesaurus entries (10-V.4)

• 2.2 Understand and appreciate textual forms, elements and techniques

  • 2.2.1 Relate form, structure and medium to purpose, audience and content

    • 2.2.1.a identify common text forms and their purposes, including communication forms, e.g., letters, e-mail messages and memoranda, and literary forms; e.g., poems, narratives, dramatizations and oral stories

      • Identify audience and purpose (10-B.3)

    • 2.2.1.b recognize that audience factors, e.g., gender and culture, influence form, structure and media

      • Identify audience and purpose (10-B.3)

    • 2.2.1.c recognize that some forms, structures and media are more appropriate than others in achieving a particular purpose with an intended audience; e.g., television and radio programs and advertisements use short time segments and pacing to gain and retain audience attention

    • 2.2.1.d identify organizational patterns and structural features that contribute to the purpose and content in common texts; e.g., headlines in newspapers; photographs in menus; text organizers such as tables of contents, indexes, headings and italic and boldface formatting

  • 2.2.2 Relate elements, devices and techniques to created effects

    • 2.2.2.a recognize the use of irony, humour, simile, metaphor, personification and symbols to contribute to a theme and to create a specific effect on the audience

      • Interpret figures of speech (10-C.4)
      • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (10-C.5)
      • Classify figures of speech: review (10-C.6)
      • Use personification (10-J.1)

    • 2.2.2.b recognize the use of narrative hooks, foreshadowing, flashbacks, suspense and surprise endings to contribute to the effectiveness of plot development

    • 2.2.2.c recognize that elements of effective oral, visual and multimedia presentations, e.g., music, colour, lighting, movement, gesture, space and shape, are used to create specific effects

    • 2.2.2.d identify and examine reasons for, and effectiveness of, the elements, devices and techniques used in a variety of print and nonprint texts; e.g., advertisements, music videos, films, workplace documents and Web pages

      • Interpret the meaning of an allusion from its source (10-C.2)
      • Interpret figures of speech (10-C.4)
      • Identify appeals to ethos, pathos and logos in advertisements (10-I.1)

• 2.3 Respond to a variety of print and nonprint texts

  • 2.3.1 Connect themselves, text, culture and environment

    • 2.3.1.a identify and consider personal moral, ethical and cultural perspectives when studying texts and reflect on how perspectives may change as a result of interpretation and discussion

    • 2.3.1.b compare the choices and motives of characters/people portrayed in print and nonprint texts with themselves and others and recognize that the choices and motives presented in texts may provide insight into the behaviours of themselves and others

    • 2.3.1.c recognize Canadian content and portrayals of Canadian culture and society in print and nonprint texts

  • 2.3.2 Evaluate the relationship to realism and the appropriateness and significance of print and nonprint texts

    • 2.3.2.a assess the appropriateness of their own and others' understandings and interpretations of texts by referring to specific evidence

      • Distinguish facts from opinions (10-H.1)
      • Choose the best evidence to support a claim (10-H.3)
      • Identify supporting evidence in a text (10-H.4)
      • Choose the analysis that logically connects the evidence to the claim (10-H.6)

    • 2.3.2.b assess the settings and plots of texts in terms of created reality and plausibility

    • 2.3.2.c examine the images in print and nonprint texts in terms of created reality and appropriateness to purpose; e.g., sensationalizing portrayals of everyday life; representation of age/gender; use of pace, music and camera angles

  • 2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts

    • 2.3.3.a examine and appreciate the effectiveness and artistry of techniques used in texts to present emotions, ideas and information and evoke response

      • Which text is most formal? (10-B.1)
      • Compare passages for tone (10-B.4)
      • Interpret the meaning of an allusion from its source (10-C.2)
      • Interpret figures of speech (10-C.4)
      • Identify thesis statements (10-G.2)
      • Transition logically between claims, evidence, analysis and counterclaims (10-H.7)
      • Identify appeals to ethos, pathos and logos in advertisements (10-I.1)
      • Identify sentences with parallel structure (10-K.3)

    • 2.3.3.b examine and appreciate how graphic design techniques, e.g., graphic quality, colour, sound, camera angle, lighting, composition and perspective, create and/or manipulate emotion, mood and point of view

3 Students will listen, speak, read, write, view and represent to manage ideas and information.

• 3.1 Determine inquiry or research requirements

  • 3.1.1 Focus on purpose and presentation form

    • 3.1.1.a identify topics for research through a variety of strategies, e.g., discussion, brainstorms and webs, considering the audience, e.g., scope and potential presentation form, and the purpose; e.g., to inform, make decisions and persuade

    • 3.1.1.b establish a focus for text creation and determine the scope by identifying an effective, controlling idea, issue or question

      • Identify thesis statements (10-G.2)

    • 3.1.1.c create categories or questions to guide an inquiry

    • 3.1.1.d refine the scope and direction of an inquiry by identifying the breadth and depth of the topic and the limitations, time availability, purpose, audience and form of presentation

      • Order topics from broadest to narrowest (10-F.1)

  • 3.1.2 Plan an inquiry or research process and identify information needs and sources

    • 3.1.2.a create an inquiry or research plan, considering a variety of factors; e.g., breadth and depth of prior knowledge, information gaps, appropriate collection tools and format, sources of information, purpose, audience, time and potential presentation form

    • 3.1.2.b use questions, discussion, reflection and other appropriate strategies to guide and monitor an inquiry or research plan

    • 3.1.2.c identify potential strategies and technologies for gathering, generating and recording information; e.g., Web sites; encyclopedias; interviews; skim and scan; outlines; webs; identify key words, phrases and relevant information; take notes in point form

      • Order topics from broadest to narrowest (10-F.1)
      • Organize information by main idea (10-F.2)
      • Understand a Works Cited entry (MLA 8th–9th editions) (10-N.1)
      • Recognize the parts of a Works Cited entry (MLA 8th edition) (10-N.2)
      • Use in-text citations (MLA 8th–9th editions) (10-N.3)
      • Identify plagiarism (10-N.4)

• 3.2 Follow a plan of inquiry

  • 3.2.1 Select, record and organize information

    • 3.2.1.a select information and support materials appropriate to the purpose from a variety of print and nonprint sources, e.g., museums, government agencies, Elders, business people, periodicals, the Internet, CD-ROMs, television, radio and surveys, using a variety of strategies; e.g., skim and scan, view, question and interview

      • Choose the best evidence to support a claim (10-H.3)
      • Identify supporting evidence in a text (10-H.4)

    • 3.2.1.b use a variety of strategies to organize and record information; e.g., take notes in point form, outlines, webs, categorize and guide questions

      • Order topics from broadest to narrowest (10-F.1)
      • Organize information by main idea (10-F.2)

    • 3.2.1.c identify and/or develop appropriate details to support the focus of an inquiry, using a variety of strategies; e.g., map/webs, graphic organizers and outlines

      • Organize information by main idea (10-F.2)
      • Choose the best evidence to support a claim (10-H.3)
      • Identify supporting evidence in a text (10-H.4)

    • 3.2.1.d use and manage a variety of oral, print, visual and multimedia resources appropriate to a topic; e.g., textbooks, books, encyclopedias, graphs, diagrams, posters, pictures, films, databases, CD-ROMs, Web sites and the Internet

    • 3.2.1.e record information accurately and completely, using a consistent and appropriate style

      • Understand a Works Cited entry (MLA 8th–9th editions) (10-N.1)
      • Recognize the parts of a Works Cited entry (MLA 8th edition) (10-N.2)
      • Use in-text citations (MLA 8th–9th editions) (10-N.3)
      • Identify plagiarism (10-N.4)

    • 3.2.1.f apply guidelines for Internet use; e.g., confidentiality, respect copyright and use rules for citing sources

      • Understand a Works Cited entry (MLA 8th–9th editions) (10-N.1)
      • Recognize the parts of a Works Cited entry (MLA 8th edition) (10-N.2)
      • Use in-text citations (MLA 8th–9th editions) (10-N.3)
      • Identify plagiarism (10-N.4)

  • 3.2.2 Evaluate sources and assess information

    • 3.2.2.a assess whether information sources are credible and appropriate to the purpose, audience and form of the presentation

    • 3.2.2.b assess whether the information gathered is reliable, complete, current and significant to determine its usefulness to the overall purpose, audience and form of the presentation

      • Identify audience and purpose (10-B.3)
      • Distinguish facts from opinions (10-H.1)
      • Identify appeals to ethos, pathos and logos in advertisements (10-I.1)

    • 3.2.2.c identify multiple viewpoints and evaluate the relevancy, quality, credibility and bias of sources and information

      • Distinguish facts from opinions (10-H.1)

  • 3.2.3 Form generalizations and conclusions

    • 3.2.3.a form generalizations by integrating new information with prior knowledge

    • 3.2.3.b distinguish between support and generalization and provide evidence for generalizations and conclusions

      • Choose the best evidence to support a claim (10-H.3)
      • Identify supporting evidence in a text (10-H.4)

    • 3.2.3.c draw conclusions that are appropriate to their findings, reflect their own understandings and are consistent with the topic, purpose and situation

    • 3.2.3.d use appropriate strategies, e.g., cause and effect, pros and cons, plus/minus/interesting (PMI), storyboards and Venn diagrams, when analyzing, synthesizing and evaluating information to draw conclusions or form generalizations

  • 3.2.4 Review inquiry or research process and findings

    • 3.2.4.a evaluate the effectiveness of the strategies used to guide the research process and identify strategies to improve future research

    • 3.2.4.b review the appropriateness, accuracy and significance of findings, conclusions and generalizations

    • 3.2.4.c develop a plan to enhance the craftsmanship and accuracy of current and future work and celebrate and take pride in their efforts and accomplishments

4 Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts and enhance the clarity and artistry of communication.

• 4.1 Develop and present a variety of print and nonprint texts

  • 4.1.1 Assess text creation context

    • 4.1.1.a determine the purpose for text creation; e.g., to inform, explain, persuade, build relationships or entertain

      • Identify audience and purpose (10-B.3)

    • 4.1.1.b consider the audience factors that affect text creation; e.g., age, gender, audience size and proximity, culture and positions of authority

      • Identify audience and purpose (10-B.3)

    • 4.1.1.c identify the expectations and constraints of a communication; e.g., format, standards of quality, availability of resources and time

    • 4.1.1.d recognize that the depth and breadth of content will affect the format, structure and medium

  • 4.1.2 Consider and address form, structure and medium

    • 4.1.2.a select a text form consistent with the purpose and content; e.g., photo essay in their career portfolio that includes work experience and other community partnerships

    • 4.1.2.b use structures consistent with the form, content and purpose; e.g., chronological order when creating a resume, narrative or historical timeline; videotape an interview with a member of the business community or an employer

    • 4.1.2.c use a medium appropriate to the content and context; e.g., television advertisement targeting specific audiences such as youth, men or women

    • 4.1.2.d apply common conventions when creating oral, print, visual and multimedia texts; e.g., volume of a multimedia presentation; format of letters, memorandums and e-mail messages; structure of a resume

  • 4.1.3 Develop content

    • 4.1.3.a take ownership of their text creation by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

    • 4.1.3.b create content appropriate to the purpose, audience, situation and medium and incorporate appropriate examples from their personal experience

      • Identify audience and purpose (10-B.3)
      • Choose the best evidence to support a claim (10-H.3)
      • Identify supporting evidence in a text (10-H.4)
      • Choose the analysis that logically connects the evidence to the claim (10-H.6)
      • Use appeals to ethos, pathos and logos in persuasive writing (10-I.2)

    • 4.1.3.c apply appropriate prewriting strategies, e.g., graphic organizers and technology, as appropriate, discussion, brainstorms, webs, outlines, journals and notes, to explore, develop and support their own and new ideas, opinions and points of view

    • 4.1.3.d create a variety of print, oral, visual and/or multimedia texts that reflect a controlling idea, focus, purpose and audience, including:

      • 4.1.3.d.1 functional writing, e.g., an advertisement for a newspaper, resume, cover letter, business letter, using electronic templates as appropriate

      • 4.1.3.d.2 real and/or sample home- and work-related forms using a variety of resources; e.g., Social Insurance Number (SIN) form, template on Human Resources Development Canada (HRDC) Web site, job application, bank account application and income tax template

      • 4.1.3.d.3 computer-generated and/or other presentations to demonstrate the interview process, workplace task(s) and/or to provide other information

      • 4.1.3.d.4 narrative, descriptive, persuasive and expository paragraphs and three- to five-paragraph essays appropriate to language growth for home, community and workplace applications

  • 4.1.4 Use production, publication and presentation strategies and technologies consistent with context

    • 4.1.4.a create presentations and select strategies and technologies appropriate to the environment, purpose, audience and form and recognize the need for preparedness in effective communication

    • 4.1.4.b create presentations by integrating information gathered from various sources; e.g., use various audio and visual technologies and a variety of software, applying appropriate common conventions

    • 4.1.4.c develop and deliver oral, visual and multimedia presentations, using voice production factors, nonverbal factors, e.g., tone, volume, eye contact, gestures and posture, and visual production factors, e.g., colour, contrast and movement, appropriate to the purpose, audience and situation

    • 4.1.4.d control aspects of style, e.g., font, size, style, colour, spacing of text, image placement, sound and video links, within the presentation form or product for consistency and/or to convey meaning

    • 4.1.4.e demonstrate appropriate keyboarding techniques, e.g., use proper fingering when using alphabet and punctuation keys, and use a variety of strategies to increase keyboarding speed and accuracy

    • 4.1.4.f demonstrate a moral and ethical approach in the use of graphics, text and multimedia in presentations by citing sources as appropriate

      • Understand a Works Cited entry (MLA 8th–9th editions) (10-N.1)
      • Recognize the parts of a Works Cited entry (MLA 8th edition) (10-N.2)
      • Use in-text citations (MLA 8th–9th editions) (10-N.3)
      • Identify plagiarism (10-N.4)

    • 4.1.4.g use a consistent style when crediting sources of information in a bibliography and in footnotes

• 4.2 Improve thoughtfulness, effectiveness and correctness of communication

  • 4.2.1 Enhance thought, understanding, support and detail

    • 4.2.1.a confirm the controlling idea or desired unifying effect of a text

      • Choose the topic sentence that best captures the main idea (10-G.1)
      • Identify thesis statements (10-G.2)

    • 4.2.1.b review the accuracy and specificity of details, events, images, facts and other data intended to support a focus, controlling idea or issue and add information to support/develop as needed

      • Choose the best evidence to support a claim (10-H.3)
      • Choose the analysis that logically connects the evidence to the claim (10-H.6)
      • Transition logically between claims, evidence, analysis and counterclaims (10-H.7)

    • 4.2.1.c demonstrate responsibility for following appropriate security and safety measures when using technology and the Internet; e.g., use appropriate language and etiquette, apply ergonomics to promote personal health and well-being and respect the products and privacy of others

    • 4.2.1.d create, enhance and evaluate the effectiveness of a variety of presentation forms; e.g., written/oral reports, posters, multimedia presentations, charts, collages, cartoons and Web pages

  • 4.2.2 Enhance organization

    • 4.2.2.a assess the beginning of a text in progress and revise as needed to consider the plan, purpose, audience and medium

      • Identify thesis statements (10-G.2)

    • 4.2.2.b review the organizational components of a text in progress to strengthen the effectiveness of the components as units of thought or experience; e.g., paragraphs in a letter of application, components of a resume or sections/slides in a multimedia presentation

      • Transition logically between claims, evidence, analysis and counterclaims (10-H.7)

    • 4.2.2.c assess the closing of a text in progress and revise as needed to consider plan, purpose, audience and medium and to ensure an appropriate conclusion

    • 4.2.2.d manipulate graphics and text to effectively communicate a topic

      • Transition logically between claims, evidence, analysis and counterclaims (10-H.7)
      • Transitions with conjunctive adverbs (10-K.1)

  • 4.2.3 Consider and address matters of choice

    • 4.2.3.a select and use the effective techniques, elements and matters of choice appropriate to the purpose, audience and medium; e.g., vocabulary, expressions, sentence patterns and structures, illustrations, artwork and Internet links

      • Interpret figures of speech (10-C.4)
      • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (10-C.5)
      • Classify figures of speech: review (10-C.6)
      • Use appeals to ethos, pathos and logos in persuasive writing (10-I.2)
      • Avoid double, illogical and unclear comparisons (10-K.2)
      • Use parallel structure (10-K.4)
      • Remove redundant words or phrases (10-K.5)
      • Use the correct frequently confused word (10-M.1)
      • Identify and correct errors with frequently confused words (10-M.2)
      • Identify and correct errors with frequently confused pronouns and contractions (10-M.3)
      • Correct errors with signs (10-M.5)
      • Correct errors in everyday use (10-M.6)
      • Use the correct homophone (10-Q.1)
      • Identify and correct errors with homophones (10-Q.2)
      • Use the correct foreign expression (10-R.3)
      • Choose the word whose connotation and denotation best match the sentence (10-S.1)
      • Use words accurately and precisely (10-S.2)
      • Replace words using a thesaurus (10-S.3)
      • Explore words with new or contested usages (10-S.4)
      • Use dictionary entries to determine correct usage (10-V.3)
      • Identify dependent and independent clauses (10-X.4)
      • Is the sentence simple, compound, complex or compound-complex? (10-X.5)
      • Combine sentences using relative clauses (10-X.6)
      • Misplaced modifiers with pictures (10-FF.1)
      • Select the misplaced or dangling modifier (10-FF.2)
      • Are the modifiers used correctly? (10-FF.3)

    • 4.2.3.b demonstrate self-direction, self-discipline and the ability to work independently and effectively to improve products and/or presentations

  • 4.2.4 Edit text for matters of correctness

    • 4.2.4.a use appropriate tools to assist in creating and revising text; e.g., handbooks, exemplars, models, dictionaries and spell checks/grammar checks on word processors

      • Replace words using a thesaurus (10-S.3)
      • Use dictionary entries (10-V.1)
      • Use dictionary definitions (10-V.2)
      • Use dictionary entries to determine correct usage (10-V.3)
      • Use thesaurus entries (10-V.4)

    • 4.2.4.b revise texts to ensure clarity and coherence; e.g., editing for punctuation, spelling, usage, grammar, sentence structure, paragraph transitions, transitional devices, style and vocabulary

      • Identify and correct errors with frequently confused words (10-M.2)
      • Identify and correct errors with frequently confused pronouns and contractions (10-M.3)
      • Correct errors with commonly misspelled words (10-M.4)
      • Correct errors with signs (10-M.5)
      • Correct errors in everyday use (10-M.6)
      • Identify and correct errors with homophones (10-Q.2)
      • Identify and correct errors with subject and object pronouns (10-Z.1)
      • Identify and correct pronoun errors with "who" (10-Z.4)
      • Identify and correct errors with subject-verb agreement (10-BB.1)
      • Identify and correct errors with indefinite pronoun-verb agreement (10-BB.2)
      • Identify and correct verb agreement with compound subjects (10-BB.3)
      • Identify and correct inappropriate shifts in verb tense (10-CC.3)
      • Identify and correct errors with plural and possessive nouns (10-KK.1)
      • Identify and correct errors with compound and joint possession (10-KK.2)
      • Correct capitalization errors (10-LL.1)

    • 4.2.4.c apply basic capitalization, punctuation and spelling conventions, using appropriate tools; e.g., dictionaries, handbooks and spelling software/technology

      • Correct errors with commonly misspelled words (10-M.4)
      • Correct errors with signs (10-M.5)
      • Correct errors in everyday use (10-M.6)
      • Use the correct homophone (10-Q.1)
      • Identify and correct errors with homophones (10-Q.2)
      • Choose punctuation to avoid fragments and run-ons (10-W.4)
      • What does the punctuation suggest? (10-GG.1)
      • Commas with nonrestrictive elements (10-GG.2)
      • Commas with direct addresses, introductory words, interjections, interrupters and antithetical phrases (10-HH.1)
      • Commas with compound and complex sentences (10-HH.2)
      • Commas with coordinate adjectives (10-HH.3)
      • Use semicolons and commas to separate clauses (10-II.1)
      • Use semicolons, colons and commas with lists (10-II.2)
      • Semicolons, colons and commas: review (10-II.3)
      • Use dashes (10-JJ.1)
      • Use hyphens in compound adjectives (10-JJ.2)
      • Decide whether ellipses are used appropriately (10-JJ.3)
      • Identify and correct errors with plural and possessive nouns (10-KK.1)
      • Identify and correct errors with compound and joint possession (10-KK.2)
      • Correct capitalization errors (10-LL.1)
      • Formatting quotations and dialogue (10-MM.1)

    • 4.2.4.d identify parts of sentences and common sentence structures, e.g., simple, compound and complex, and use transitional devices, as appropriate, to correct common errors in sentences; e.g., run-on sentences and fragments

      • Transition logically between claims, evidence, analysis and counterclaims (10-H.7)
      • Transitions with conjunctive adverbs (10-K.1)
      • Choose punctuation to avoid fragments and run-ons (10-W.4)
      • Is it a phrase or a clause? (10-X.1)
      • Identify prepositional phrases (10-X.2)
      • Identify appositives and appositive phrases (10-X.3)
      • Identify dependent and independent clauses (10-X.4)
      • Is the sentence simple, compound, complex or compound-complex? (10-X.5)
      • Identify transitive and intransitive verbs (10-AA.1)
      • Identify linking verbs, predicate adjectives and predicate nouns (10-AA.2)
      • Identify participles and what they modify (10-AA.3)
      • Identify gerunds and their functions (10-AA.4)
      • Identify infinitives and infinitive phrases (10-AA.5)
      • Commas with compound and complex sentences (10-HH.2)
      • Use semicolons and commas to separate clauses (10-II.1)

    • 4.2.4.e identify the parts of speech in their own and others' texts, e.g., nouns, pronouns, verbs, adjectives and adverbs, to ensure correct subject-verb agreement, pronoun use and sentence structure

      • Identify and correct errors with subject and object pronouns (10-Z.1)
      • Subject and object pronouns review (10-Z.2)
      • Pronouns after "than" and "as" (10-Z.3)
      • Identify and correct pronoun errors with "who" (10-Z.4)
      • Use relative pronouns: who and whom (10-Z.5)
      • Use relative pronouns: who, whom, whose, which and that (10-Z.6)
      • Identify vague pronoun references (10-Z.7)
      • Identify all of the possible antecedents (10-Z.8)
      • Identify transitive and intransitive verbs (10-AA.1)
      • Identify linking verbs, predicate adjectives and predicate nouns (10-AA.2)
      • Identify and correct errors with subject-verb agreement (10-BB.1)
      • Identify and correct errors with indefinite pronoun-verb agreement (10-BB.2)
      • Identify and correct verb agreement with compound subjects (10-BB.3)
      • Identify and correct inappropriate shifts in verb tense (10-CC.3)
      • Commas with direct addresses, introductory words, interjections, interrupters and antithetical phrases (10-HH.1)
      • Commas with coordinate adjectives (10-HH.3)
      • Use hyphens in compound adjectives (10-JJ.2)

    • 4.2.4.f recognize that certain communication situations demand particular attention to correctness of punctuation, spelling, grammar, usage and sentence construction; e.g., resumes, application forms and letters, job interviews

5 Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

• 5.1 Respect themselves and others and strengthen community

  • 5.1.1 Use language and image to show respect and consideration

    • 5.1.1.a use inclusive language and behaviour and communicate or create texts in ways that demonstrate respect for people of different heritage, cultures, genders, ages, abilities, opinions and communities, including aboriginal people and communities

    • 5.1.1.b recognize positive and negative portrayals of persons in life and characters in literature and demonstrate sensitivity to the feelings of others

    • 5.1.1.c differentiate between constructive criticism and ridicule, and between irony and sarcasm, and use appropriate strategies to show respect

    • 5.1.1.d monitor the use of verbal and nonverbal communication to convey inclusion, respect and consideration

  • 5.1.2 Appreciate diversity of expression, opinion and perspective

    • 5.1.2.a recognize and demonstrate respect for diversity, individual differences and perspectives

    • 5.1.2.b demonstrate an appreciation for diversity of thought and expression and select, monitor and modify, as needed, appropriate strategies for appreciating diversity

    • 5.1.2.c examine the ways in which selected works of literature, and other print and nonprint texts, influence individual and group values and behaviours

  • 5.1.3 Recognize accomplishments and events

    • 5.1.3.a use language and image to honour and/or recognize their own and others' accomplishments; e.g., construct e-mail and other messages conveying congratulations, thank-you notes

    • 5.1.3.b identify the formal and informal ways in which language and image are used appropriately to honour and/or recognize people and celebrate events; e.g., a toast, eulogy, poster and thank-you card

• 5.2 Work within a group

  • 5.2.1 Cooperate with others and contribute to group processes

    • 5.2.1.a set appropriate personal goals for participation in a group, e.g., demonstrate respect and be open to and supportive of the thoughts, opinions and contributions of others, and share personal knowledge, expertise and perspectives, as appropriate

    • 5.2.1.b demonstrate respect for, and assess and defend, individual rights and differences in themselves and others, within a group or a community, in a positive and constructive manner; e.g., be fair and honest, demonstrate integrity and personal ethics

    • 5.2.1.c interact and communicate with others in a positive manner, by considering appropriate dress, space and conversational skills; e.g., when in a job interview, when communicating with a customer or coworker

    • 5.2.1.d participate effectively as a group member to facilitate the completion of group goals; e.g., generate ideas, access resources, contribute abilities and interests, monitor progress and share responsibility for completion

    • 5.2.1.e use an appropriate conflict-resolution model to identify and clarify the conflict, recognize different points of view, generate solutions, implement the best solution and assess the results

    • 5.2.1.f demonstrate listening and other appropriate behaviours within a group; e.g., listen without interrupting, focus on the speaker, contribute to be heard, disagree courteously, accept conflicting opinions, show respect for the rights and values of others

  • 5.2.2 Understand and evaluate group processes

    • 5.2.2.a recognize the various roles and responsibilities of group members, e.g., recorder, chair, Elder and coworker, and appreciate the contribution that these roles make to the group process

    • 5.2.2.b identify and apply appropriate leadership styles to motivate a group; e.g., be cooperative and supportive and use appropriate problem-solving strategies

    • 5.2.2.c engage in effective evaluations by realizing the importance of tact, honesty and specificity in peer and self-evaluation

    • 5.2.2.d use appropriate criteria and teamwork tools to assess and monitor group processes; e.g., checklists, role descriptors, flow charts, discussion and questions

    • 5.2.2.e demonstrate appropriate strategies to provide feedback that is a positive reflection of a presentation and/or encourages the presenter and audience to consider other ideas and additional information; e.g., I like it when you said …, you may want to consider …