Creative Writing 10

English Language Arts K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Creative Writing Grade 10
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

The exploration of text
text
“Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
  • Oral texts include speeches, poems, plays, oral stories, and songs.
  • Written texts include novels, articles, and short stories.
  • Visual texts include posters, photographs, and other images.
  • Digital texts include electronic forms of all of the above.
  • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
 
and story
story
narrative texts, whether real or imagined, that teach us about human nature, motivation, behaviour, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual and used to instruct, inspire, and entertain listeners and readers. 
deepens our understanding of diverse, complex ideas about identity, others, and the world.
Texts are socially, culturally, geographically, and historically constructed.
Language shapes ideas and influences others.
Creative writers take risks and persevere.
Creative writers are observant of the world.

Learning Standards

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Curricular Competencies

Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:

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 the diversity within and across First Peoples societies as represented in texts
Access information for diverse purposes and from a variety of sources to inform writing
Apply appropriate strategies
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. 
to comprehend written, oral, visual, and multimodal texts
multimodal texts
texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via a variety of media or technologies (e.g., music video, graphic novel, postmodern picture book, close-captioned film) 
Recognize and appreciate how different forms
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. 
, formats
formats
refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour 
, structures
structures
refers to the way the author organizes text (e.g., cause/effect, compare/contrast, order of importance, chronological sequence, problem/solution, circular or cyclical) 
, and features of texts
features of texts
elements of the text that are not considered the main body, including:
  • navigational aids (e.g., table of contents, index, glossary, bibliography, hyperlinks, titles, headings and subheadings, prologue and epilogue, preface or foreword, captions, footnotes and endnotes)
  • illustrations (e.g., inlays, sidebars, photographs, graphs, charts, timelines, maps)
 
enhance and shape meaning and impact
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
Explore how language constructs personal and cultural identities
Construct meaningful personal connections between self, text, and world
Identify bias, contradictions, and distortions

Create and communicate (writing, speaking, representing)

Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking
build shared understanding and extend thinking
  • listening to and receptively responding to feedback
  • responding to others’ work with constructive feedback
  • being open-minded to divergent viewpoints and perspectives
  • asking questions to promote discussion
  • inviting others to share their ideas
  • being willing to support personal perspectives
  • being willing to shift perspective
 
Respond to text in personal, creative, and critical ways
Assess and refine texts to improve clarity and impact
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
 
Demonstrate speaking and listening skills
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.
 
in a variety of formal and informal contexts for a range of purposes
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 
Use writing and design processes
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. 
to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences
audiences
Students expand their understanding of the range of real-world audiences. These can include children, peers, community members, professionals, and local and globally connected digital conversations. 
Express and support an opinion with evidence
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context
Use acknowledgements and citations
acknowledgements and citations
includes citing sources in appropriate ways to understand and avoid plagiarism and understanding protocols that guide use of First Peoples oral texts and other knowledge 
to recognize intellectual property rights
Transform ideas and information to create original texts.

Content

Students are expected to know the following:
Text forms and text genres
genres
literary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book, science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech) 
Text features
Text features
elements of the text that are not considered the main body. These may include typography (bold, italics, underlined font), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes. 
and structures
Strategies and processes
  • reading strategies
    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. 
  • oral language strategies
    oral language strategies
    includes speaking with expression, connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing 
  • metacognitive strategies
    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
    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. 

Language features, structures, and conventions

  • language features
  • elements of style
    elements of style
    stylistic choices that make one specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone. 
  • exploration of voice
    voice
    • point of view
    • humour, irony, satire, wit
    • perspective (e.g., persona)
     
  • usage
    usage
    avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse) 
    and conventions
    conventions
    common practices of standard punctuation, capitalization, quoting, and Canadian spelling 
  • literary elements and devices
    literary elements and devices
    Texts use various literary devices, including figurative language, according to purpose and audience. 
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.