Northwest Territories

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

• 2.1 Use Strategies and Cues

  • make connections between previous experiences, prior knowledge, and a variety of texts, and apply them to new contexts

  • use a variety of comprehension strategies [such as adjusting reading rate, summarizing main ideas, examining structured overviews, checking with peers...] to make sense of familiar and unfamiliar texts and remember ideas

  • use textual cues [such as the structures and elements of specific genres...] to construct and confirm meaning and interpret texts

  • use syntactic, semantic, graphophonic, and pragmatic cueing systems [such as word order; sentence structure; context clues; structural analysis to identify foreign roots, prefixes, suffixes...] to construct and confirm meaning and interpret texts [including meaning of specialized and technical vocabulary]

    • Words with pre- (8-P.1)
    • Words with re- (8-P.2)
    • Words with sub- (8-P.3)
    • Words with mis- (8-P.4)
    • Words with un-, dis-, in-, im- and non- (8-P.5)
    • Words with -ful (8-P.6)
    • Words with -less (8-P.7)
    • Words with -able and -ible (8-P.8)
    • Use Greek and Latin roots as clues to the meanings of words (8-Q.1)
    • Use words as clues to the meanings of Greek and Latin roots (8-Q.2)
    • Determine the meanings of Greek and Latin roots (8-Q.3)
    • Determine the meanings of words with Greek and Latin roots (8-Q.4)
    • Describe the difference between related words (8-S.1)
    • Positive and negative connotation (8-S.2)
    • Determine the meaning of words using synonyms in context (8-V.2)
    • Determine the meaning of words using antonyms in context (8-V.3)
    • Use context to identify the meaning of a word (8-V.4)
    • Is the sentence declarative, interrogative, imperative or exclamatory? (8-Y.1)
    • Is the sentence simple, compound, complex or compound-complex? (8-Z.4)

• 2.2 Respond to Texts

  • experience texts from a variety of genres [such as magazine articles, diaries, drama, advertisements...] and cultural traditions; compare own interests in a variety of texts to those of others

  • discuss how similar ideas, people, experiences, and traditions are conveyed in a variety of oral, print, and other media texts

  • identify and describe techniques used to create mood in oral, print, and other media texts

    • Which sentence is more formal? (8-C.2)
    • Positive and negative connotation (8-S.2)

• 2.3 Understand Forms and Techniques

  • demonstrate appreciation for the appropriate use of various genres of oral, print, and other media texts according to content, audience, and purpose

  • identify a variety of techniques [such as characterization, word choice, framing, angle...] used to create particular effects or to portray various cultures in oral, print, and other media texts

    • Which sentence is more formal? (8-C.2)
    • Recall the source of an allusion (8-E.2)
    • Classify figures of speech (8-E.4)
    • Use personification (8-L.1)
    • Describe the difference between related words (8-S.1)
    • Positive and negative connotation (8-S.2)

  • explore factors [such as history, social trends, geographic isolation...] that influence word families and the evolution of language

    • Use etymologies to determine the meanings of words (9-R.1)

  • identify creative uses of language in popular culture [such as commercials, advertisements, rock videos...]; explain how imagery and figures of speech create tone and mood in texts

    • Interpret the meaning of an allusion from its source (8-E.1)
    • Recall the source of an allusion (8-E.2)
    • Interpret figures of speech (8-E.3)
    • Classify figures of speech (8-E.4)
    • Use personification (8-L.1)

  • create original texts [such as descriptions, panel discussions, impersonations, collages, timelines, documentary videos, journals or diaries...] to communicate and demonstrate understanding of forms and techniques

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

• 3.1 Plan and Focus

  • determine personal knowledge of a topic to generate possible areas of inquiry or research

  • formulate relevant main and subordinate questions on a topic to establish a purpose for gathering information

  • contribute ideas, knowledge, and strategies to help identify group information needs and sources

  • prepare and use a plan to access, gather, and record in own words relevant information

• 3.2 Select and Process

  • access, record, and appraise personal and peer knowledge and understanding of a topic to establish an information base for inquiry or research

  • distinguish between fact and opinion when inquiring or researching using a variety of information sources [such as artifacts, debates, forums, biographies, autobiographies...]

    • Distinguish facts from opinions (9-H.1)

  • develop and use criteria for evaluating information sources for a particular inquiry or research plan

  • recall, expand, and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources [such as subtitles, marginal notes and key words, electronic searches, previews and reviews, visual effects, sound effects...]

  • construct meaning from oral, print, and other media texts using direct statements, implied meaning, and inferences; adjust reading and viewing rates according to purpose, topic, density of information, and organizational patterns of texts

    • Interpret the meaning of an allusion from its source (8-E.1)
    • Interpret figures of speech (8-E.3)
    • Use context to identify the meaning of a word (8-V.4)

• 3.3 Organize, Record, and Evaluate

  • organize information and ideas in order of priority according to topic and task requirements

  • make notes in point form, summarizing major ideas and supporting details; reference sources

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

  • set aside personal bias to evaluate the relevance and importance of information collected; address information gaps for particular forms, audiences, and purposes

  • incorporate new information with prior knowledge and experiences; adjust inquiry and research strategies to accommodate changing perspectives and availability of pertinent information

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

• 4.1 Generate and Focus

  • experiment with several ways to generate ideas and focus a topic

    • Order topics from broadest to narrowest (9-F.1)
    • Organize information by main idea (9-F.2)
    • Choose the topic sentence that best captures the main idea (9-G.1)
    • Identify thesis statements (9-G.2)

  • compose using specific forms [such as biographies, letters to the editor, newspaper articles, audio-visual presentations...] appropriate for content, audience, and purpose

    • Which text is most formal? (9-B.1)
    • Identify audience and purpose (9-B.2)

  • identify and use a variety of organizational patterns [such as comparison and contrast, rising action, pyramid structure...] in own oral, written, and visual texts; compose effective introductions and conclusions

• 4.2 Enhance and Improve

  • share own work in a variety of ways; appraise particular aspects [such as word choice, description, language usage, organization, audience appeal...] of own and others' work using pre-established criteria

  • revise to enhance meaning and effect according to audience and purpose

    • Which sentence is more formal? (8-C.2)
    • Positive and negative connotation (8-S.2)
    • Identify audience and purpose (9-B.2)

  • format for legibility and emphasis when composing and revising; enhance the coherence and impact of documents using electronic editing functions [such as cut, paste, copy, insert...]

  • prepare compositions, reports, presentations, and inquiry or research projects using a variety of organizers [such as chapters, table of contents...]

• 4.3 Attend to Conventions

  • edit for sentence variety, word choice, and tone appropriate to audience and purpose, and to eliminate misplaced modifiers

    • Which sentence is more formal? (8-C.2)
    • Transitions with conjunctive adverbs (8-J.3)
    • Use parallel structure (8-N.1)
    • Remove redundant words or phrases (8-N.2)
    • Use the correct frequently confused word (8-N.3)
    • Correct errors with frequently confused words (8-N.4)
    • Choose the synonym (8-R.1)
    • Choose the antonym (8-R.2)
    • Describe the difference between related words (8-S.1)
    • Positive and negative connotation (8-S.2)
    • Use the correct homophone (8-T.1)
    • Is the sentence simple, compound, complex or compound-complex? (8-Z.4)
    • Combine sentences using relative clauses (8-Z.5)
    • Use the pronoun that agrees with the antecedent (8-BB.2)
    • Choose between adjectives and adverbs (8-GG.4)
    • Use the correct pair of correlative conjunctions (8-JJ.1)
    • Misplaced modifiers with pictures (8-KK.1)
    • Select the misplaced or dangling modifier (8-KK.2)
    • Are the modifiers used correctly? (8-KK.3)

  • know Canadian spelling conventions and apply them to familiar and unfamiliar words; use appropriate resources when editing and proofreading

    • Alphabetical order (8-X.1)
    • Use guide words (8-X.2)
    • Use dictionary entries (8-X.3)

  • know and apply capitalization and punctuation conventions consistently in a variety of sentence structures and written forms when editing and proofreading

    • Combine sentences using relative clauses (8-Z.5)
    • What does the punctuation suggest? (8-LL.1)
    • Commas with nonrestrictive elements (8-LL.2)
    • Commas with compound and complex sentences (8-MM.1)
    • Commas with direct addresses, introductory words, interjections and interrupters (8-MM.2)
    • Commas with coordinate adjectives (8-MM.3)
    • Use semicolons and commas to separate clauses (8-NN.1)
    • Use semicolons, colons and commas with lists (8-NN.2)
    • Use dashes (8-OO.1)
    • Decide whether ellipses are used appropriately (8-OO.3)
    • Correct capitalization errors (8-PP.1)
    • Capitalizing titles (8-PP.2)
    • Formatting titles (8-QQ.1)
    • Formatting and capitalizing titles: review (8-QQ.2)
    • Formatting quotations and dialogue (8-QQ.3)

• 4.4 Present and Share

  • plan and facilitate small-group activities and short, whole-class sessions to share information on a topic using a variety of engaging methods [such as mini-lessons, role-plays, visual aids...]

  • explain, share, and present orally using conventions of public speaking in a variety of settings [such as small-group and whole-class presentations...]; use visual aids to enhance the effectiveness of oral presentations

  • demonstrate critical listening and viewing behaviours [such as activating prior knowledge, integrating new information, evaluating the effectiveness of the introduction and conclusion...] and show respect for the presenter