Curriculum Writing Grade 10

Subject: 
Writing
Grade: 
Grade 10
Big Ideas: 
The exploration of text and story deepens understanding of one’s identity, others, and the world.
Texts are socially, culturally, geographically, and historically constructed.
Self-representation through authentic First Peoples text is a means to foster justice.
First Peoples texts play a role within the process of Reconciliation.
 
Big Ideas Elaborations: 
  • text: any type of oral, written, visual, or digital expression or communication:
    • Visual texts include gestural and spatial components (as in dance) as well as images (some examples are posters, photographs, paintings, carvings, totems, textiles, regalia, and masks).
    • Digital texts include electronic forms of oral, written, and visual expression.
    • Multimodal texts include any combination of oral, written, visual, and/or digital elements and can be delivered via different media or technologies (some examples are dramatic presentations, web pages, music videos, online presentations, graphic novels, and close-captioned films).
  • story: a narrative text that shares ideas about human nature, motivation, behaviour, and experience. Stories can record history, reflect a personal journey, or explore identity. Stories can be oral, written, or visual, and used to instruct, inspire, and/or entertain listeners and readers.
  • authentic First Peoples text: a written, oral, visual, digital, or multimodal text that:
    • presents authentic First Peoples voices (i.e., historical or contemporary texts created by First Peoples, or created through the substantial contributions of First Peoples)
    • depicts themes and issues important to First Peoples cultures (e.g., loss of identity and affirmation of identity, tradition, healing, role of family, importance of Elders, connection to the land, the nature and place of spirituality as an aspect of wisdom, the relationships between individual and community, the importance of oral tradition, the experience of colonization and decolonization)
    • incorporates First Peoples storytelling techniques and features as applicable (e.g., circular structure, repetition, weaving in of spirituality, humour)
    • includes respectful portrayals or representation of First Peoples and their traditions and beliefs
  • Reconciliation: the movement to heal the relationship between First Peoples and Canada that was damaged by colonial policies such as the Indian residential school system
Curricular Competencies: 
Comprehend and connect (reading, listening, viewing)
  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
  • Recognize and appreciate the diversity within and across First Peoples societies as represented in texts
  • Construct meaningful personal connections between self, text, and world
  • Apply appropriate strategies in a variety of contexts to guide inquiry, extend thinking, and comprehend texts
  • Access information for diverse purposes and from a variety of sources to inform writing
  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
  • Recognize and appreciate how different forms, structures, and features of texts reflect diverse purposes, audiences, and messages
  • Explore how language reflects personal and cultural identities
  • Examine how literary elements, techniques, and devices enhance and shape meaning and impact
  • Identify bias, contradictions, and distortions
Create and communicate (writing, speaking, representing)
  • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking
  • Respond to text in personal, creative, and critical ways
  • Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
  • Use the conventions of First Peoples and other Canadian spelling, syntax, and diction proficiently and as appropriate to the context
  • Express and support an opinion with evidence
  • Recognize intellectual property rights and community protocols and apply them as necessary
  • Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences
  • Assess and refine texts to improve clarity and impact
Curricular Competencies Elaborations: 
  • meaningful personal connections between self, text, and world: Writing can be a reflective and reflexive process, connecting individuals to others.
  • strategies: Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.
  • how language reflects personal and cultural identities: A person’s sense of identity is a product of linguistic factors or constructs, including oral tradition, story, recorded history, and social media; voice; cultural aspects; literacy history; and linguistic background (English as first or additional language).
  • exchange ideas and viewpoints:
    • using active listening skills and receptive body language (e.g., paraphrasing and building on others’ ideas)
    • disagreeing respectfully
    • extending thinking (e.g., shifting, changing) to broader contexts (e.g., social media, digital environments)
    • collaborating in large and small groups
  • speaking and listening skills:
    • Strategies associated with speaking skills may include the conscious use of emotion, pauses, inflection, silence, and emphasis according to context.
    • Strategies associated with listening skills may include receptive body language, eye contact, paraphrasing building on others’ ideas, asking clarifying questions, and disagreeing respectfully.
  • range of purposes: may include to understand, to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to provoke, to problem solve, and to entertain
  • writing and design processes: There are various writing and/or design processes, depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising and/or editing, and selecting appropriate format and layout.
  • audiences: Students expand their understanding of the range of real-world audiences. These can include children, peers, and community members, as well as technical, academic, and business audiences.
  • refine texts to improve clarity and impact:
    • creatively and critically manipulating language for a desired effect
    • using techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, maintaining parallelism, adding modifiers, and varying sentence types
Concepts and Content: 
  • Text forms and genres
  • Common themes in First Peoples texts
  • Reconciliation in Canada
  • First Peoples oral traditions
    • purposes of First Peoples oral texts
  • Protocols
    • protocols related to ownership and use of First Peoples oral texts
  •  Text features and structures
    • narrative structures, including those found in First Peoples texts
    • form, function, and genre of texts
  •  Strategies and processes
    • reading strategies
    • metacognitive strategies
    • writing processes
    • oral language strategies
  •  Language features, structures, and conventions
    • elements of style
    • usage and conventions
    • citations and acknowledgements
    • literary elements and devices
Concepts and Content Elaborations: 
  • forms: Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narratives; journals; procedural, expository, and explanatory documents; news articles; e-mails; blogs; advertisements; poetry; novels; and letters.
  • genres: literary or thematic categories (e.g., science fiction, biography, satire, memoir, poem, visual essay, personal narrative, speech, oral history)
  • Common themes in First Peoples texts:
    • connection to the land
    • the nature and place of spirituality as an aspect of wisdom
    • the relationships between individual and community
    • the importance of oral tradition
    • the experience of colonization and decolonization
    • loss of identity and affirmation of identity
    • tradition
    • healing
    • role of family
    • importance of Elders
  • First Peoples oral traditions: Oral traditions are the means by which cultural transmission occurs over generations, other than through written records. Among First Peoples, oral traditions may consist of told stories, songs, and/or other types of distilled wisdom or information, often complemented by dance or various forms of visual representation such as carvings or masks. In addition to expressing spiritual and emotional truth (e.g., via symbol and metaphor), these traditions provide a record of literal truth (e.g., regarding events and/or situations). They were integrated into every facet of life and were the basis of First Peoples education systems. They continue to endure in contemporary contexts.
  • Protocols:
    • Protocols are rules governing behaviour or interactions.
    • Protocols can be general and apply to many First Peoples cultures, or specific to individual First Nations.
  •  ownership and use of First Peoples oral texts: Stories often have protocols for when and where they can be shared, who owns them, and who can share them.
  • Text features: attributes or elements of the text such as typography (bold, italics, underlining, font choice), guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes
  • structures: how text is organized
  • in First Peoples texts: for example, circular, iterative, cyclical
  • function: the intended purpose of a text
  • reading strategies: There are many strategies that readers use when making sense of text. Students consider what strategies they need to use to “unpack” text. They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but may not be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections, summarizing, identifying big ideas, synthesizing, and reflecting.
  •  metacognitive strategies:
    • thinking about our own thinking, and reflecting on our processes and determining strengths and challenges
    • Students employ metacognitive strategies to gain increasing independence in learning.
  • writing processes:There are various writing processes, depending on context. These may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. Writing is an iterative process.
  • oral language strategies: includes speaking with expression, connecting with listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
  • elements of style: stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone
  • usage: avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)
  • conventions: common practices of standard punctuation in capitalization, quoting, and spelling of Canadian and First Peoples words
  • acknowledgements: formal acknowledgements of another person’s work, idea, or intellectual property
  • literary elements and devices: Texts use various literary devices, including figurative language, according to purpose and audience.
Status: 
Update and Regenerate Nodes
Big Ideas FR: 
The exploration of text and story deepens understanding of one’s identity, others, and the world.
Texts are socially, culturally, geographically, and historically constructed.
Self-representation through authentic First Peoples text is a means to foster justice.
First Peoples texts play a role within the process of Reconciliation.
 
Big Ideas Elaborations FR: 
  • text: any type of oral, written, visual, or digital expression or communication:
    • Visual texts include gestural and spatial components (as in dance) as well as images (some examples are posters, photographs, paintings, carvings, totems, textiles, regalia, and masks).
    • Digital texts include electronic forms of oral, written, and visual expression.
    • Multimodal texts include any combination of oral, written, visual, and/or digital elements and can be delivered via different media or technologies (some examples are dramatic presentations, web pages, music videos, online presentations, graphic novels, and close-captioned films).
  • story: a narrative text that shares ideas about human nature, motivation, behaviour, and experience. Stories can record history, reflect a personal journey, or explore identity. Stories can be oral, written, or visual, and used to instruct, inspire, and/or entertain listeners and readers.
  • authentic First Peoples text: a written, oral, visual, digital, or multimodal text that:
    • presents authentic First Peoples voices (i.e., historical or contemporary texts created by First Peoples, or created through the substantial contributions of First Peoples)
    • depicts themes and issues important to First Peoples cultures (e.g., loss of identity and affirmation of identity, tradition, healing, role of family, importance of Elders, connection to the land, the nature and place of spirituality as an aspect of wisdom, the relationships between individual and community, the importance of oral tradition, the experience of colonization and decolonization)
    • incorporates First Peoples storytelling techniques and features as applicable (e.g., circular structure, repetition, weaving in of spirituality, humour)
    • includes respectful portrayals or representation of First Peoples and their traditions and beliefs
  • Reconciliation: the movement to heal the relationship between First Peoples and Canada that was damaged by colonial policies such as the Indian residential school system
competencies_fr: 
Comprehend and connect (reading, listening, viewing)
  • Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
  • Recognize and appreciate the diversity within and across First Peoples societies as represented in texts
  • Construct meaningful personal connections between self, text, and world
  • Apply appropriate strategies in a variety of contexts to guide inquiry, extend thinking, and comprehend texts
  • Access information for diverse purposes and from a variety of sources to inform writing
  • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
  • Recognize and appreciate how different forms, structures, and features of texts reflect diverse purposes, audiences, and messages
  • Explore how language reflects personal and cultural identities
  • Examine how literary elements, techniques, and devices enhance and shape meaning and impact
  • Identify bias, contradictions, and distortions
Create and communicate (writing, speaking, representing)
  • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking
  • Respond to text in personal, creative, and critical ways
  • Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
  • Use the conventions of First Peoples and other Canadian spelling, syntax, and diction proficiently and as appropriate to the context
  • Express and support an opinion with evidence
  • Recognize intellectual property rights and community protocols and apply them as necessary
  • Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences
  • Assess and refine texts to improve clarity and impact
Curricular Competencies Elaborations FR: 
  • meaningful personal connections between self, text, and world: Writing can be a reflective and reflexive process, connecting individuals to others.
  • strategies: Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.
  • how language reflects personal and cultural identities: A person’s sense of identity is a product of linguistic factors or constructs, including oral tradition, story, recorded history, and social media; voice; cultural aspects; literacy history; and linguistic background (English as first or additional language).
  • exchange ideas and viewpoints:
    • using active listening skills and receptive body language (e.g., paraphrasing and building on others’ ideas)
    • disagreeing respectfully
    • extending thinking (e.g., shifting, changing) to broader contexts (e.g., social media, digital environments)
    • collaborating in large and small groups
  • speaking and listening skills:
    • Strategies associated with speaking skills may include the conscious use of emotion, pauses, inflection, silence, and emphasis according to context.
    • Strategies associated with listening skills may include receptive body language, eye contact, paraphrasing building on others’ ideas, asking clarifying questions, and disagreeing respectfully.
  • range of purposes: may include to understand, to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to provoke, to problem solve, and to entertain
  • writing and design processes: There are various writing and/or design processes, depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising and/or editing, and selecting appropriate format and layout.
  • audiences: Students expand their understanding of the range of real-world audiences. These can include children, peers, and community members, as well as technical, academic, and business audiences.
  • refine texts to improve clarity and impact:
    • creatively and critically manipulating language for a desired effect
    • using techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, maintaining parallelism, adding modifiers, and varying sentence types
content_fr: 
  • Text forms and genres
  • Common themes in First Peoples texts
  • Reconciliation in Canada
  • First Peoples oral traditions
    • purposes of First Peoples oral texts
  • Protocols
    • protocols related to ownership and use of First Peoples oral texts
  •  Text features and structures
    • narrative structures, including those found in First Peoples texts
    • form, function, and genre of texts
  •  Strategies and processes
    • reading strategies
    • metacognitive strategies
    • writing processes
    • oral language strategies
  •  Language features, structures, and conventions
    • elements of style
    • usage and conventions
    • citations and acknowledgements
    • literary elements and devices
content elaborations fr: 
  • forms: Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narratives; journals; procedural, expository, and explanatory documents; news articles; e-mails; blogs; advertisements; poetry; novels; and letters.
  • genres: literary or thematic categories (e.g., science fiction, biography, satire, memoir, poem, visual essay, personal narrative, speech, oral history)
  • Common themes in First Peoples texts:
    • connection to the land
    • the nature and place of spirituality as an aspect of wisdom
    • the relationships between individual and community
    • the importance of oral tradition
    • the experience of colonization and decolonization
    • loss of identity and affirmation of identity
    • tradition
    • healing
    • role of family
    • importance of Elders
  • First Peoples oral traditions: Oral traditions are the means by which cultural transmission occurs over generations, other than through written records. Among First Peoples, oral traditions may consist of told stories, songs, and/or other types of distilled wisdom or information, often complemented by dance or various forms of visual representation such as carvings or masks. In addition to expressing spiritual and emotional truth (e.g., via symbol and metaphor), these traditions provide a record of literal truth (e.g., regarding events and/or situations). They were integrated into every facet of life and were the basis of First Peoples education systems. They continue to endure in contemporary contexts.
  • Protocols:
    • Protocols are rules governing behaviour or interactions.
    • Protocols can be general and apply to many First Peoples cultures, or specific to individual First Nations.
  •  ownership and use of First Peoples oral texts: Stories often have protocols for when and where they can be shared, who owns them, and who can share them.
  • Text features: attributes or elements of the text such as typography (bold, italics, underlining, font choice), guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes
  • structures: how text is organized
  • in First Peoples texts: for example, circular, iterative, cyclical
  • function: the intended purpose of a text
  • reading strategies: There are many strategies that readers use when making sense of text. Students consider what strategies they need to use to “unpack” text. They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but may not be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections, summarizing, identifying big ideas, synthesizing, and reflecting.
  •  metacognitive strategies:
    • thinking about our own thinking, and reflecting on our processes and determining strengths and challenges
    • Students employ metacognitive strategies to gain increasing independence in learning.
  • writing processes:There are various writing processes, depending on context. These may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. Writing is an iterative process.
  • oral language strategies: includes speaking with expression, connecting with listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
  • elements of style: stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone
  • usage: avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)
  • conventions: common practices of standard punctuation in capitalization, quoting, and spelling of Canadian and First Peoples words
  • acknowledgements: formal acknowledgements of another person’s work, idea, or intellectual property
  • literary elements and devices: Texts use various literary devices, including figurative language, according to purpose and audience.
PDF Only: 
Yes
Curriculum Status: 
2018/19
Has French Translation: 
No