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

  • analyze and explain connections between previous experiences, prior knowledge, and a variety of texts

  • use comprehension strategies [such as recognizing main ideas and significant supporting details, paraphrasing ideas...] appropriate to the type of text and purpose; enhance understanding by rereading and discussing relevant passages

    • Organize information by main idea (9-F.2)
    • Identify supporting evidence in a text (9-H.4)

  • use textual cues [such as common literary, expository, and media text structures...] and prominent organizational patterns [such as chronology, cause and effect, comparison and contrast, problem and solution...] to construct and confirm meaning and interpret texts

  • use syntactic, semantic, graphophonic, and pragmatic cueing systems [such as 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- (9-O.3)
    • Words with re- (9-O.4)
    • Words with sub- (9-O.5)
    • Words with mis- (9-O.6)
    • Words with un-, dis-, in-, im- and non- (9-O.7)
    • Words with -ful (9-O.8)
    • Words with -less (9-O.9)
    • Words with -able and -ible (9-O.10)
    • Sort words by shared Greek or Latin roots (9-P.1)
    • Use Greek and Latin roots as clues to the meanings of words (9-P.2)
    • Use words as clues to the meanings of Greek and Latin roots (9-P.3)
    • Determine the meanings of Greek and Latin roots (9-P.4)
    • Determine the meanings of words with Greek and Latin roots (9-P.5)
    • Use etymologies to determine the meanings of words (9-R.1)
    • Use context as a clue to the meanings of foreign expressions (9-R.2)
    • Explore words with new or contested usages (9-S.4)
    • Determine the meaning of words using synonyms in context (9-U.1)
    • Determine the meaning of words using antonyms in context (9-U.2)
    • Use context to identify the meaning of a word (9-U.3)

• 2.2 Respond to Texts

  • experience texts from a variety of genres [such as essays, broadcast advertisements, romances, westerns...] and cultural traditions; explain various interpretations of the same text

  • examine how personal experiences, community traditions, and Canadian perspectives are presented in a variety of oral, print, and other media texts

  • discuss how word choice and supporting details in oral, print, and other media texts [including drama and oral presentations] affect purpose and audience

• 2.3 Understand Forms and Techniques

  • explain preferences for particular genres of oral, print, and other media texts

  • examine the use of a variety of techniques [such as establishing setting, character portrayal, stereotyping...] to portray gender, cultures, and socio-economic groups in oral, print, and other media texts

  • appreciate variations in language, accent, and dialect in Canadian communities and regions; recognize the derivation and use of words, phrases, and jargon

  • examine creative uses of language in popular culture [such as advertisements, magazines...]; recognize how figurative language and techniques create a dominant impression, mood, tone, and style

    • Which text is most formal? (9-B.1)
    • Compare passages for tone (9-B.4)
    • Interpret the meaning of an allusion from its source (9-C.2)
    • Recall the source of an allusion (9-C.3)
    • Interpret figures of speech (9-C.4)
    • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (9-C.5)
    • Classify figures of speech: review (9-C.6)
    • Identify appeals to ethos, pathos and logos in advertisements (9-I.1)
    • Use appeals to ethos, pathos and logos in persuasive writing (9-I.2)
    • Use personification (9-J.1)

  • create original texts [such as readers' theatre, video scripts, debates, editorials, audiotapes with voice and music, advertisements...] 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 depth and breadth of personal knowledge of a topic to identify possible areas of inquiry or research

  • develop focused questions to establish a purpose for reading, listening, and viewing information sources

  • generate and access ideas in a group and use a variety of methods to focus and clarify inquiry or research topic

  • prepare and use a plan to access, gather, and evaluate ideas and information from a variety of human, print, and electronic sources

    • Use dictionary entries (9-V.1)
    • Use dictionary definitions (9-V.2)
    • Use thesaurus entries (9-V.4)

• 3.2 Select and Process

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

  • obtain information and varied perspectives when inquiring or researching using a range of information sources [such as expository essays, radio and television transcripts, charts, tables, graphs, diagrams...]

  • evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan

  • expand and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources [such as on-line catalogues, periodical indices, broadcast guides, film libraries, electronic databases...]

    • Use dictionary entries (9-V.1)
    • Use dictionary definitions (9-V.2)
    • Use thesaurus entries (9-V.4)

  • identify a variety of factors [such as organizational patterns of texts, page layouts, fonts, colour, voice-over, camera angles...] that affect meaning of oral, print, and other media texts; scan to locate specific information quickly; summarize, report, and record main ideas of extended texts

• 3.3 Organize, Record, and Evaluate

  • organize information and ideas by developing and selecting appropriate categories and organizational structures

  • summarize and record information in a variety of forms in own words, paraphrasing and/or quoting relevant facts and opinions; 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)

  • distinguish between fact and theory and between main and supporting information to evaluate usefulness, relevance, and completeness; address information gaps for particular forms, audiences, and purposes

    • Which text is most formal? (9-B.1)
    • Identify audience and purpose (9-B.2)
    • Compare passages for tone (9-B.4)
    • Order topics from broadest to narrowest (9-F.1)
    • Organize information by main idea (9-F.2)
    • Distinguish facts from opinions (9-H.1)
    • Identify supporting evidence in a text (9-H.4)

  • reflect on new knowledge and its value to self and the wider community; determine personal inquiry and research strengths and learning goals

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

• 4.1 Generate and Focus

  • use a variety of techniques to generate and select ideas for oral, print, and other media texts

  • adapt specific forms [such as book and film reviews, editorials, multimedia presentations, newscasts...] appropriate for content, audience, and purpose

    • Identify audience and purpose (9-B.2)

  • identify and use a variety of organizational patterns [such as problem and solution, flashbacks...] in own oral, written, and visual texts; use effective transitions

    • 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)
    • Choose the best evidence to support a claim (9-H.3)
    • Identify supporting evidence in a text (9-H.4)
    • Choose the analysis that logically connects the evidence to the claim (9-H.6)
    • Transition logically between claims, evidence, analysis and counterclaims (9-H.7)
    • Transitions with conjunctive adverbs (9-K.1)

• 4.2 Enhance and Improve

  • share and discuss particular qualities of samples from own collection of work; accept and provide constructive suggestions for revising own and others' work

  • review previous draft and revise to refine communication and enhance self-expression

    • Choose the analysis that logically connects the evidence to the claim (9-H.6)
    • Transition logically between claims, evidence, analysis and counterclaims (9-H.7)
    • Use appeals to ethos, pathos and logos in persuasive writing (9-I.2)
    • Transitions with conjunctive adverbs (9-K.1)
    • Avoid double, illogical and unclear comparisons (9-K.2)
    • Remove redundant words or phrases (9-K.5)
    • Choose the word whose connotation and denotation best match the sentence (9-S.1)
    • Use words accurately and precisely (9-S.2)
    • Replace words using a thesaurus (9-S.3)
    • Use dictionary entries to determine correct usage (9-V.3)
    • Are the modifiers used correctly? (9-FF.3)

  • format for legibility and use word processing effectively and efficiently when composing and revising; use electronic design elements to combine print and visuals

  • experiment with a variety of sentence patterns and figurative language; use supporting details when revising to enhance clarity and artistry

    • Classify figures of speech: euphemism, hyperbole, oxymoron, paradox (9-C.5)
    • Classify figures of speech: review (9-C.6)
    • Choose the best evidence to support a claim (9-H.3)
    • Identify supporting evidence in a text (9-H.4)
    • Choose the analysis that logically connects the evidence to the claim (9-H.6)
    • Use personification (9-J.1)
    • Is the sentence simple, compound, complex or compound-complex? (9-X.5)
    • Combine sentences using relative clauses (9-X.6)

  • prepare compositions, presentations, reports, essays, and inquiry or research projects in a meaningful order and with adequate detail for audience understanding

• 4.3 Attend to Conventions

  • edit for parallel structure, use of transitional devices, and clarity

    • Transitions with conjunctive adverbs (9-K.1)
    • Avoid double, illogical and unclear comparisons (9-K.2)
    • Identify sentences with parallel structure (9-K.3)
    • Use parallel structure (9-K.4)
    • Remove redundant words or phrases (9-K.5)
    • Use the correct frequently confused word (9-M.1)
    • Identify and correct errors with frequently confused words (9-M.2)
    • Identify and correct errors with frequently confused pronouns and contractions (9-M.3)
    • Correct errors with signs (9-M.5)
    • Correct errors in everyday use (9-M.6)
    • Use the correct homophone (9-Q.1)
    • Identify and correct errors with homophones (9-Q.2)
    • Choose the word whose connotation and denotation best match the sentence (9-S.1)
    • Use words accurately and precisely (9-S.2)
    • Replace words using a thesaurus (9-S.3)
    • Explore words with new or contested usages (9-S.4)
    • Use dictionary entries to determine correct usage (9-V.3)
    • Identify vague pronoun references (9-Z.7)
    • Identify all of the possible antecedents (9-Z.8)
    • Use the correct pair of correlative conjunctions (9-EE.1)
    • Misplaced modifiers with pictures (9-FF.1)
    • Select the misplaced or dangling modifier (9-FF.2)
    • Are the modifiers used correctly? (9-FF.3)

  • know and apply a repertoire of Canadian spelling conventions when editing and proofreading; use a variety of resources when editing and proofreading

    • Correct errors with commonly misspelled words (9-M.4)
    • Use dictionary entries (9-V.1)

  • know and apply capitalization and punctuation conventions in dialogues, quotations, footnotes, endnotes, and references when editing and proofreading

    • 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)
    • Choose punctuation to avoid fragments and run-ons (9-W.4)
    • What does the punctuation suggest? (9-GG.1)
    • Commas with nonrestrictive elements (9-GG.2)
    • Commas with direct addresses, introductory words, interjections, interrupters and antithetical phrases (9-HH.1)
    • Commas with compound and complex sentences (9-HH.2)
    • Commas with coordinate adjectives (9-HH.3)
    • Use semicolons and commas to separate clauses (9-II.1)
    • Use semicolons, colons and commas with lists (9-II.2)
    • Semicolons, colons and commas: review (9-II.3)
    • Use dashes (9-JJ.1)
    • Use hyphens in compound adjectives (9-JJ.2)
    • Decide whether ellipses are used appropriately (9-JJ.3)
    • Identify and correct errors with plural and possessive nouns (9-KK.1)
    • Identify and correct errors with compound and joint possession (9-KK.2)
    • Correct capitalization errors (9-LL.1)
    • Formatting quotations and dialogue (9-MM.1)
    • Capitalizing titles (9-MM.2)
    • Formatting titles (9-MM.3)
    • Formatting and capitalizing titles: review (9-MM.4)

• 4.4 Present and Share

  • plan and conduct peer-involved class activities to share individual inquiry or research and understanding on a topic

  • choose vocabulary, voice production factors, and nonverbal cues to communicate effectively to a variety of audiences; use a variety of media and display techniques to enhance the effectiveness of oral presentations

  • demonstrate critical listening and viewing behaviours [such as following the train of thought, noting main points and details, evaluating presentation techniques...] and show respect for the presenter