CC Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
CC 20.1 Create a range of visual, multimedia, oral, and written texts to explore:
identity (e.g., Relationships with Family and Others);
social responsibility (e.g., Evolving Roles and Responsibilities); and
social action (agency)(e.g., The Past and the Present).
a Connect ideas, observations, opinions, and emotions to respond to and create texts.
b Create spoken, written, multimedia, and other representations that include:
incorporates appropriate original graphics and multimedia
is engaging and promotes positive user action.
CC 20.2 Create visual or multimedia presentations using dramatization or roleplay, including a presentation of an interview of a literary character (or author or historical or contemporary person) from a First Nations, Métis, Saskatchewan, Canadian, or international text.
a Create and present visual and multimedia presentations that:
exhibit logical structures appropriate to audience, purpose, and context
use a variety of forms and technologies such as sound, photographs, graphics, models, and understand how ideas are communicated through elements of design such as colour, shape, line, texture, and principles of design, including proximity, alignment, repetition, and contrast
provide logical and convincing conclusions.
b Select, use, and evaluate critically a variety of before (page 23), during (page 24), and after (page 25) strategies to construct and communicate meaning when representing.
c Understand and apply the language cues and conventions (page 17) to construct and communicate meaning when representing.
h Enhance presentations with graphics, charts, diagrams, audio, models, dramatizations, or mnemonic devices (i.e., story bags).
i Apply and adapt the principles of composition that vary among cultures and traditions to create coherent media products that have effective images, text, graphics, music, and/or sound effects, and present a particular point of view on the topic using a particular medium (e.g., presentation software, video).
j Create a before and after representation or visual using photos, print text, and other forms of media.
CC 20.3 Speak to present ideas and information appropriately in informal (including discussions and collaborative work) and formal (including an interview, a dramatic reading, and introducing and thanking a speaker) situations.
a Demonstrate flexibility in assuming a variety of group roles and take responsibility for tasks that achieve group goals including:
sticking to topic or focus and posing relevant questions
listening to the ideas of others and thinking about what they are saying
extracting essential information from others' input
building on the ideas of others and contributing relevant information and ideas in group discussions
getting the floor in respectful ways including the sharing circle
using questioning and paraphrasing to invite all group members into the discussion
defining individuals' roles and responsibilities and setting clear goals
acknowledging the ideas and contributions of individuals in the group
understanding the purpose of the team project and ground rules for decision making
maintaining independence of judgment and offering dissent courteously
selecting a leader/spokesperson when necessary
interacting purposefully, confidentially, and ethically in a variety of situations
evaluating and adjusting own roles to align with the group's purpose.
b Select, use, and evaluate critically a variety of before (page 23), during (page 24), and after (page 25) strategies to construct and communicate meaning when speaking.
c Understand and apply the language cues and conventions (page 17) to construct and communicate meaning when speaking.
d Prepare and present oral presentations that:
exhibit a structure appropriate to the context, audience, and purpose
group related ideas and maintain a consistent focus
include smooth transitions
support judgments with sound evidence and well-chosen details
make skillful use of rhetorical devices
provide a coherent conclusion
employ appropriate eye contact (cognizant of cultural variations and norms), speaking rate, volume, enunciation, inflection and gestures to communicate ideas effectively.
e Prepare and present an interview (real or imagined) with an important person from history (First Nations, Métis, Saskatchewan, Canadian, or international) that:
shows evidence of background research before the interview
includes evidence of pre-planning (including thoughtful questions) about how to begin the interview, the purpose, facts that will be used in middle, and what might be used to conclude the interview
asks open-ended questions that require more than yes/no answers
asks about the person's place in history, as well as his/her successes and failures
lets the character speak in his/her true voice.
f Introduce and thank a speaker and:
tell who was speaking and why
include a sketch of the speaker's life, activities, interests, and job/occupation as they relate to the speech topic
provide appropriate information in a clearly organized manner
mention particular talents or experiences that would be of interest to the audience
turn to the speaker to invite him/her to the podium by repeating the speaker's name
establish goodwill toward the speaker
show sincerity and enthusiasm
use suitable language, clarity, tone, and volume, and maintain effective postures.
g Present a dramatic reading and:
understand the text and prepare carefully
introduce the text by telling the title, the type of text, who wrote it, and when, as well as something about the life and times of the author
make a brief statement of the theme and why the text was chosen
bring the text to life and convey what the author intended to convey when the text was written
deliver with expression and vigour, using vocal interpretation and appropriate gestures, to make the meaning, feeling, or mood clear.
h Use oral language that is respectful and inclusive to help establish and maintain relationships within the classroom, to collaborate to get things done, and to value and support others.
i Adapt oral presentations and the discussion to best suit the audience and style.
j Demonstrate an understanding of, and appreciation for, the role of language in the organization and celebration of special events.
k Give spoken instruction to help others perform specific tasks.
CC 20.4 Create a variety of written informational (including an essay of explanation of a process, an application letter and résumé, and an argumentative or a persuasive essay) and literary (including a reflective or personal essay and an analysis of a literary text) communications.
a Create a variety of written communications using various elements of discourse (e.g., purpose, speaker, audience, form), in narrative, expository, persuasive, information, and/or descriptive texts that:
address audience needs, the stated purpose, and context
invites the recipient to read because of a clean, visually appealing appearance
uses a format appropriate for the position or job
includes specific and necessary information (e.g., dates, names, organizations, schools, special achievements, or merits) and categories (e.g., name, address, and telephone number; a summary of work experience, with the most recent first; a summary of education in reverse chronological order; other skills, training, awards, and interests; and at least three references)
demonstrates knowledge of the organization and company, and targets the résumé to the specific position
presents most relevant accomplishments, qualifications, and strengths that help ensure he/she stands out from other candidates.
f Write an essay of argument/persuasion (or an editorial) that:
states clearly a position about the current issue or problem