Big Ideas
Big Ideas
The choice of verbal and non-verbal language conveys the speaker’s intentions.
Becoming aware of the values conveyed in texts
oral, written, visual
helps us to better understand their cultural content.
Deepening our understanding of a text
oral, written, visual
requires discovering the implicit and explicit information in it.
The communicator, by organizing his or her ideas and relying on various sources, defends his or her point of view and influences the audience.
Literature, when viewed in its context, helps to expand our perception of a society.
Content
Learning Standards
Content
communication strategies:
- verbalintonation, voice, volume, speed, tone, pauses, etc.and non-verbalgestures and mimicrycommunication
- registers of language
- colloquial language: language that does not conform to proper usage, is spoken between friends, and can include slang or popular expressions
- standard language: language that conforms to proper usage and is used in daily life
- formal language: refined or literary language
- examples:
colloquial: “Ché pas où est ton bouquin.”
standard: “Je ne sais pas où est ton livre."
formal: “Je ne sais point où est placé votre ouvrage.”
- defending a position
cultural and historical elements
literary elements:
- characteristics of the legendcharacters, fantasy elements, explanation of phenomena, metaphors and methods of exaggeration
- characteristics of the playsocio-historical setting, hero, supporting character, nemesis, dialogue, time and place, stage direction, implicit meaning, explicit meaning, etc.
- elements of oral traditionoral narratives, songs and circular thinkingin Aboriginal texts
text organization:
- narrative structuresetting, inciting incident, rising action, falling action and resolution
- structure of legendssetting, catalyst, transformation and ending
- structure of informational textsintroduction, development (thematic progression) and conclusion
- structure of argumentative textspoint of view, argument, counter-argument and conclusion
- punctuationsemicolon and quotation marks
language elements:
- structure of relative subordinate clausese.g., Le livre que j’ai lu était passionnant.
- subject/verb and direct object agreement with the verbs être and avoir in the present perfect (“passé compose”) tense
- grammatical functions of complements
- verb moods and tensespresent conditional and simple future tensesassociated with the genres being studied
revision strategies
rereading, consulting reference tools, peer review, use of a revision grid, etc.
Curricular Competency
Learning Standards
Curricular Competency
Exploring and Reflecting
Analyze a text
oral, written, visual
in order to explore its various interpretations
Analyze the fantasy elements in Aboriginal nation and other legends, in order to understand their message
Highlight and compare different perspectives, beliefs and viewpoints in Aboriginal and other texts
oral, written, visual
Situate a play in its socio-historical context to gain a better understanding of its subtleties
Identify the role that non-verbal elements play in supporting verbal meaning in a dramatic work
Distinguish between the explicit and implicit meanings of a text
oral, written, visual
Assess the reliability and accuracy of information in a text
oral, written, visual
by examining and questioning the sources of this information
Creating and Communicating
Respond critically to different types of texts
oral, written, visual
Summarize a text
reformulate and synthesize
by reformulating the main and secondary ideas
Create a character profile based on explicit and implicit elements
Prepare and present arguments and counter-arguments to justify one’s own viewpoint and to understand the viewpoints of others
Select quotations that are relevant to one’s arguments and incorporate them in a text according to style conventions
quotation marks, source, author, year, etc.
Organize ideas logically and fluently in order to write coherent texts
oral, written, visual
that follow a specific structure
Use the most appropriate revision strategies to improve one’s work