Literary Studies 12

English Language Arts K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Literary Studies Grade 12
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.
People understand 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).
 
differently depending on their worldviews and perspectives.
Texts
Texts
“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).
 
are socially, culturally, geographically, and historically constructed.
Language shapes ideas and influences others.
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.

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)

Read for enjoyment and to achieve personal goals
Understand and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
Understand the diversity within and across First Peoples societies as represented in texts
Understand the influence of land/place
land/place
refers to the land and other aspects of physical environment on which people interact to learn, create memory, reflect on history, connect with culture, and establish identity 
in First Peoples and other Canadian texts
Use information for diverse purposes and from a variety of sources
Evaluate the relevance
relevance
Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience. 
, accuracy, and reliability
reliability
Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented. 
of texts
Select and 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. 
in a variety of contexts
variety of contexts
Distinguish between independent and collaborative settings, and formal and informal situations. 
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, digital presentation tools, graphic novel, closed-captioned film). 
, to guide inquiry, and to transform thinking
Understand and appreciate how different forms, formats, structures, and features of texts
features of texts
elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/textboxes. 
reflect a variety of purposes, audiences, and messages
Think critically, creatively, and reflectively
reflectively
includes metacognitive strategies such as identifying strengths and areas of focus, setting goals, making plans for improvement, and self-assessment 
to analyze ideas within, between, and beyond texts
Recognize and analyze personal, social, cultural contexts, values, and perspectives in texts, including culture, gender, sexual orientation, and socio-economic status
Appreciate and understand how language constructs personal, social, and cultural identities
Construct meaningful personal connections between self, text, and world
Analyze how text structures, literary elements, techniques, and devices enhance and shape meaning and impact
Recognize an increasing range of text structures and understand how they contribute to meaning
Discern nuances in the meanings of words, considering social, political, historical, and literary contexts

Create and communicate (writing, speaking, representing)

Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking
transform thinking
for example, shifting, changing to broader contexts (social media, digital environments), collaborating in large and small groups 
Respond to text in personal, creative, and critical ways
Select and apply appropriate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
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 to achieve purpose
Reflect on, assess, and refine texts to improve clarity, effectiveness, and impact
refine texts to improve clarity, effectiveness, and impact
  • creatively and critically manipulating language for a desired effect
  • consciously and purposefully making intentional, stylistic choices, such as using sentence fragments or inverted syntax for emphasis or impact
  • 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, varying sentence types
 
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, using various genres, forms, structures, and styles

Content

Students are expected to know the following:
Text 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 narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter. 
and 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) 
Appropriation
Appropriation
  • “Appropriation” refers to the act of taking something from another individual or group and using it for one’s own purpose.
  • “Cultural appropriation” refers to the act of taking elements of another culture and using it for one’s own purpose.
  • “Appropriation of voice” in literature can refer to a writer using the voice of another person or group.
 
and reclamation of voice
reclamation of voice
the act of marginalized peoples to assert their voices within a literary domain from which they have been excluded 
The evolution of language
evolution of language
Language is dynamic and changes over time. A variety of factors can lead to shifts in the ways in which words and language structures are used, including social and technological changes, and the impact of other languages. 
Text features
Text features
elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes. 
and structures
structures
how text is organized 
  • form, function, and genre of texts
  • features and structures of First Peoples texts
  • narrative structures found in First Peoples texts
    narrative structures found in First Peoples texts
    for example, circular, iterative, cyclical 
  • protocols related to the ownership of First Peoples oral texts
    protocols related to the ownership of First Peoples oral texts
    First Peoples stories often have protocols for when and where they can be shared, who owns them, and who can share them because they are told by many people and passed down through generations. There are no recognized authors. 
Strategies and processes
  • multimodal writing strategies
  • metacognitive strategies
  • writing processes
  • reading strategies
  • oral language strategies
Language features, structures, and conventions
  • elements of style
  • usage and conventions
  • citation techniques
  • literary elements and devices
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.