Yukon

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

  • apply personal experiences and prior knowledge of language and texts to develop understanding and interpretations of a variety of texts

  • select, describe, and use comprehension strategies [such as inferring, visualizing, summarizing, recalling, replaying, reviewing...] to monitor understanding and develop interpretations of a variety of texts

  • use textual cues [such as transitional phrases in print texts, introductions in speeches, stage directions in plays, opening scenes in films...] and prominent organizational patterns [such as compare and contrast...] to construct and confirm meaning and interpret texts

  • use syntactic, semantic, graphophonic, and pragmatic cueing systems [such as word order and sentence patterns; connotations, word analysis, social context...] to construct and confirm meaning and interpret texts

    • Which text is most formal? (10-B.1)
    • 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)
    • Use the correct foreign expression (10-R.3)
    • Choose the word whose connotation and denotation best match the sentence (10-S.1)
    • 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)

• 2.2 Respond to Texts

  • experience texts from a variety of genres and cultural traditions [such as talking circles, legends, human interest stories, situation comedies...]; explore others' responses to texts

  • respond personally and critically to individuals, events, and ideas presented in a variety of Canadian and international texts

  • explore how language and stylistic choices in oral, print, and other media texts affect mood, meaning, and audience

    • Which text is most formal? (10-B.1)
    • Identify audience and purpose (10-B.3)
    • Compare passages for tone (10-B.4)
    • Identify appeals to ethos, pathos and logos in advertisements (10-I.1)

• 2.3 Understand Forms and Techniques

  • recognize the appropriateness of various forms and genres [such as oral presentations, pamphlets, posters...] for various audiences and purposes

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

  • explain how various techniques and elements [such as sentence variety, sentence order, point of view, anecdotes, fade or dissolve...] are used in oral, print, and other media texts to create particular effects

    • Compare passages for tone (10-B.4)
    • Identify the narrative point of view (10-C.1)
    • 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)
    • Is the sentence simple, compound, complex or compound-complex? (10-X.5)

  • recognize that vocabulary and idiom are influenced by various factors [such as cultures, languages, science, media, technology...]; select and use register appropriate for context

    • Which text is most formal? (10-B.1)
    • Interpret the meaning of an allusion from its source (10-C.2)
    • Recall the source of an allusion (10-C.3)
    • Classify figures of speech: review (10-C.6)
    • Explore words with new or contested usages (10-S.4)

  • experiment with language, visuals, and sounds to create effects for particular audiences, purposes, and contexts

    • Which text is most formal? (10-B.1)
    • Use appeals to ethos, pathos and logos in persuasive writing (10-I.2)
    • 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)

  • create original texts [such as editorials, compact disc covers, displays, essays, photographs, multimedia presentations...] to communicate ideas and enhance 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 inquiry or research focus based on personal knowledge and interests and on others' expertise

  • formulate questions to focus and guide inquiry or research

  • collaborate to determine group knowledge base and to define research or inquiry purpose and parameters

  • develop and use an inquiry or research plan to access relevant ideas and information from a variety of sources

• 3.2 Select and Process

  • select relevant personal and peer knowledge, experiences, and perspectives related to inquiry or research topic

  • identify and discuss the purpose and usefulness of specialized information sources [such as magazines, documentaries, hobby or sports materials, multimedia resources...] relevant to particular inquiry or research needs

  • determine the credibility, accuracy, and completeness of a variety of information sources for a particular inquiry or research plan

  • access information using a variety of tools and sources [such as electronic networks, libraries, taped oral histories...]

    • Use dictionary entries (10-V.1)
    • Use dictionary definitions (10-V.2)
    • Use thesaurus entries (10-V.4)

  • identify and use text cues and organizational patterns to understand main ideas and their relationships in extended texts; adjust reading and viewing rates according to purpose, content, and context

    • Organize information by main idea (10-F.2)
    • Choose the topic sentence that best captures the main idea (10-G.1)

• 3.3 Organize, Record, and Evaluate

  • organize information using appropriate forms [such as charts, diagrams, outlines, electronic databases and filing systems, notes...] for specific purposes

  • select and record important information and ideas using an organizational structure appropriate for purpose and information source; document sources accurately

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

  • evaluate information for completeness, accuracy, usefulness, and relevance

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

  • integrate new information with prior knowledge to draw logical conclusions and to refine understanding; consider alternative ways of reaching inquiry or research goals

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

• 4.1 Generate and Focus

  • generate and combine ideas from personal experiences and other sources to focus a topic appropriate for audience and purpose

    • Identify audience and purpose (10-B.3)
    • Order topics from broadest to narrowest (10-F.1)

  • experiment with a variety of forms [such as reports, resumes, cover letters, dramatizations, visual representations, short stories...] appropriate for content, audience, and purpose

  • select organizational structures and techniques to create oral, written, and visual texts; use effective introduction, well-organized body, and effective conclusion to engage and sustain audience interest

    • Order topics from broadest to narrowest (10-F.1)
    • Organize information by main idea (10-F.2)
    • Choose the topic sentence that best captures the main idea (10-G.1)

• 4.2 Enhance and Improve

  • appraise drafts of own work and respond to others' drafts with constructive suggestions on content, language use, and form

    • Suggest appropriate revisions (11-K.7)

  • analyze and revise drafts to ensure appropriate content, accuracy, clarity, and completeness

    • 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)
    • Transitions with conjunctive adverbs (10-K.1)
    • Avoid double, illogical and unclear comparisons (10-K.2)
    • Remove redundant words or phrases (10-K.5)
    • Choose the word whose connotation and denotation best match the sentence (10-S.1)
    • Use words accurately and precisely (10-S.2)
    • Use the correct pair of correlative conjunctions (10-EE.1)
    • Are the modifiers used correctly? (10-FF.3)

  • use appropriate text features [such as underlining, indentation, spacing, margins, left and right justification...] to enhance legibility for particular audiences, purposes, and contexts

  • use an appropriate variety of sentence patterns, visuals, sounds, and figurative language to create a desired effect

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

  • experiment with strategies and devices [such as diagrams, sound effects, demonstrations...] to enhance the clarity of presentations

• 4.3 Attend to Conventions

  • select appropriate words, grammatical structures, and register [such as formal or informal vocabulary, varied sentence patterns, active voice, colloquial or formal language...] to achieve clarity and desired effect

    • Which text is most formal? (10-B.1)
    • Compare passages for tone (10-B.4)
    • Transitions with conjunctive adverbs (10-K.1)
    • Avoid double, illogical and unclear comparisons (10-K.2)
    • Identify sentences with parallel structure (10-K.3)
    • Use parallel structure (10-K.4)
    • Remove redundant words or phrases (10-K.5)
    • Identify active and passive voice (10-L.1)
    • Rewrite the sentence in active voice (10-L.2)
    • 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)
    • Combine sentences using relative clauses (10-X.6)
    • Form and use plurals: review (10-Y.1)
    • Form and use plurals of compound nouns (10-Y.2)
    • 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 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)
    • Form the progressive verb tenses (10-CC.1)
    • Form the perfect verb tenses (10-CC.2)
    • Identify and correct inappropriate shifts in verb tense (10-CC.3)
    • Form and use comparative and superlative adjectives (10-DD.1)
    • Good, better, best, bad, worse and worst (10-DD.2)
    • Form and use comparative and superlative adverbs (10-DD.3)
    • Well, better, best, badly, worse and worst (10-DD.4)
    • Use the correct pair of correlative conjunctions (10-EE.1)
    • Misplaced modifiers with pictures (10-FF.1)
    • Select the misplaced or dangling modifier (10-FF.2)
    • Are the modifiers used correctly? (10-FF.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)

  • know and apply Canadian spelling conventions for familiar and new vocabulary; monitor for correctness in editing and proofreading using appropriate resources

    • 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)
    • Use dictionary entries (10-V.1)
    • Use dictionary entries to determine correct usage (10-V.3)

  • know and apply capitalization and punctuation conventions to clarify intended meaning, using appropriate resources as required

    • Use dictionary entries (10-V.1)
    • 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)
    • Correct capitalization errors (10-LL.1)
    • Formatting quotations and dialogue (10-MM.1)

• 4.4 Present and Share

  • present ideas and information using a variety of print and other resources and interactive approaches [such as dramatizations, multimedia presentations, photographs and slides, audiotapes...]

  • use appropriate voice production factors [such as pitch, tone, pauses...] and non-verbal cues [such as gestures, stance, eye contact...] to clarify intent in personal and public communication

  • demonstrate active listening and viewing behaviours [such as observing gender portrayals, inclusion and exclusion, stereotyping, respectful and disrespectful portrayals...] to understand and respond to presentations using a variety of means [such as small-group discussion, personal writing...]