Quebec

1 Uses language/talk to communicate and to learn

• Establishes a repertoire of resources for communicating and learning in specific contexts

  • Investigates the affordances of spoken language as a mode of communication

  • Examines some of the aesthetic qualities of spoken language

  • Develops rhetorical strategies to achieve specific purposes

    • Which text is most formal? (11-B.1)
    • Compare passages for subjective and objective tone (11-B.2)
    • Identify audience and purpose (11-B.3)
    • Compare passages for tone (11-B.4)
    • Analyze rhetorical strategies in historical texts: set 1 (11-E.5)
    • Analyze rhetorical strategies in historical texts: set 2 (11-E.6)
    • Identify appeals to ethos, pathos and logos in advertisements (11-I.1)
    • Use appeals to ethos, pathos and logos in persuasive writing (11-I.2)

  • Examines the affordances of genres

  • Extends the range of strategies for collecting the data needed for use in specific genres

• Participates in the social practices of the classroom and community in specific contexts

  • Investigates the uses of spoken language in the school and community

  • Plans and carries out independent units of study

  • Conducts exploratory ethnographic research

  • Organizes and maintains an Integrated Profile of work over the cycle

  • Engages in a process of self-evaluation and reflection

  • Confers with the teacher in regular and ongoing evaluation conferences

• Interacts with peers and teacher in specific contexts

  • Collaborates with peers to construct knowledge about how things are done

  • Participates in collaborative action research groups using an inquiry process

  • Applies procedural and meaning-making strategies to achieve a purpose

  • Contributes to team efforts as an interactive and critical listener

2 Reads and listens to written, spoken and media texts

• Integrates reading profile, stance and strategies to make sense of a text in a specific context

  • Reads for pleasure and to learn

  • Draws on prior experience and the features of a genre to make sense of a text

  • Adjusts reading strategies and stance to the context

    • Determine the main idea of a passage (11-A.1)
    • Which text is most formal? (11-B.1)
    • Compare passages for subjective and objective tone (11-B.2)
    • Identify audience and purpose (11-B.3)
    • Compare passages for tone (11-B.4)
    • Identify the narrative point of view (11-C.1)
    • Interpret the meaning of an allusion from its source (11-C.2)
    • Recall the source of an allusion (11-C.3)
    • Interpret the figure of speech (11-C.4)
    • Classify the figure of speech: euphemism, hyperbole, oxymoron, paradox (11-C.5)
    • Classify the figure of speech: anaphora, antithesis, apostrophe, assonance, chiasmus, understatement (11-C.6)
    • Classify the figure of speech: review (11-C.7)
    • Analyze the effects of figures of speech on meaning and tone (11-C.8)
    • Trace an argument: set 1 (11-E.3)
    • Trace an argument: set 2 (11-E.4)
    • Analyze rhetorical strategies in historical texts: set 1 (11-E.5)
    • Analyze rhetorical strategies in historical texts: set 2 (11-E.6)
    • Identify appeals to ethos, pathos and logos in advertisements (11-I.1)
    • Use appeals to ethos, pathos and logos in persuasive writing (11-I.2)
    • Prefixes (11-M.1)
    • Suffixes (11-M.2)
    • Word pattern analogies (11-M.3)
    • Word pattern sentences (11-M.4)
    • Sort words by shared Greek or Latin roots (11-N.1)
    • Use Greek and Latin roots as clues to the meanings of words (11-N.2)
    • Use words as clues to the meanings of Greek and Latin roots (11-N.3)
    • Determine the meanings of Greek and Latin roots (11-N.4)
    • Determine the meanings of words with Greek and Latin roots (11-N.5)
    • Use etymologies to determine the meanings of words (11-P.1)
    • Use context as a clue to the meanings of foreign expressions (11-P.2)
    • Determine the meaning of words using synonyms in context (11-S.1)
    • Determine the meaning of words using antonyms in context (11-S.2)
    • Domain-specific vocabulary in context: science and technical subjects (11-S.4)

  • Develops research and organizational strategies for working with information

• Talks about own response to a text within a classroom community

  • Deepens own meaning(s) of a text in discussions with other readers

  • Situates meanings within own experiences and the world of the text, in order to transform initial readings into more conscious interpretations

  • Considers possible reasons for own responses and the responses of others to clarify and reshape the relationship between self as reader and the text

  • Shares Integrated Profile in teacher-student conferences

• Interprets the relationship(s) between reader, text and context in light of own response(s)

  • Explains the impact of a text on self as reader by returning to its social functions, as well as the way meanings and messages are constructed

  • Draws on own reading profile, including knowledge of textual structures and features, to locate textual details that support own interpretations

  • Constructs interpretations that embody both own world and the world of the text

3 Produces texts for personal and social purposes

• Extends repertoire of resources for producing texts

  • Immerses self in texts to learn how they are constructed

  • Investigates the codes and conventions of various genres

    • Which text is most formal? (11-B.1)
    • Compare passages for subjective and objective tone (11-B.2)
    • Identify audience and purpose (11-B.3)
    • Compare passages for tone (11-B.4)
    • Identify thesis statements (11-G.2)
    • Distinguish facts from opinions (11-H.1)
    • Identify stronger and weaker evidence to support a claim (11-H.2)
    • Choose the best evidence to support a claim (11-H.3)
    • Identify supporting evidence in a text (11-H.4)
    • Evaluate counterclaims (11-H.5)
    • Choose the analysis that logically connects the evidence to the claim (11-H.6)
    • Transition logically between claims, evidence, analysis and counterclaims (11-H.7)
    • Identify appeals to ethos, pathos and logos in advertisements (11-I.1)
    • Use appeals to ethos, pathos and logos in persuasive writing (11-I.2)

  • Creates criteria for what makes text(s) effective

  • Examines the affordances of different modes and genres to make production decisions

  • Uses models of different texts to apply chosen features in own work

  • Applies codes and conventions of written and media language

    • Which text is most formal? (11-B.1)
    • Compare passages for subjective and objective tone (11-B.2)
    • Identify audience and purpose (11-B.3)
    • Compare passages for tone (11-B.4)
    • Identify thesis statements (11-G.2)
    • Distinguish facts from opinions (11-H.1)
    • Identify stronger and weaker evidence to support a claim (11-H.2)
    • Choose the best evidence to support a claim (11-H.3)
    • Identify supporting evidence in a text (11-H.4)
    • Evaluate counterclaims (11-H.5)
    • Choose the analysis that logically connects the evidence to the claim (11-H.6)
    • Transition logically between claims, evidence, analysis and counterclaims (11-H.7)
    • Identify appeals to ethos, pathos and logos in advertisements (11-I.1)
    • Use appeals to ethos, pathos and logos in persuasive writing (11-I.2)

  • Compares own style in relation to other writers/producers

  • Develops standards for using language responsibly to represent people, events and ideas

• Constructs a relationship between writer/producer, text and context

  • Understands that all texts are constructed in specific contexts for specific audiences and purposes

    • Identify audience and purpose (11-B.3)

  • Researches as a writer/producer to become more informed, to create authentic contexts and to characterize an audience

  • Assumes various roles in own productions

  • Analyzes the elements of the context and shapes the text accordingly

  • Examines the differences between producing texts for public and private spaces.

• Adapts a process to produce texts in specific contexts

  • Participates both individually and collaboratively in different recursive phases of the production process

  • Confers regularly with peers and teacher throughout the production process

  • Uses feedback strategies to improve own productions and support peers

    • Suggest appropriate revisions (11-K.7)

  • Reflects on own development as a writer/producer over time

  • Monitors own learning

  • Cultivates a variety of media and writerly practices

  • Explores a variety of avenues for wider publication