Writing 10

Compétences essentielles

Grandes idées

Grandes idées

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.

Contenu

Learning Standards

Contenu

Text 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.
and 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
Reconciliation in Canada
First Peoples oral traditions
  • purposes of First Peoples oral texts
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.
 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
and structures
how text is organized
  • narrative structures, including those found in First Peoples texts
    for example, circular, iterative, cyclical
  • form, function
    the intended purpose of a text
    , and genre of texts
 Strategies and processes
  • 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
 Language features, structures, and conventions
  • 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)
    and conventions
    common practices of standard punctuation in capitalization, quoting, and spelling of Canadian and First Peoples words
  • citations and 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.

Compétences disciplinaires

Learning Standards

Compétences disciplinaires

Comprendre et faire des liens (lire, écouter, visionner)

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
Writing can be a reflective and reflexive process, connecting individuals to others.
Apply appropriate 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 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
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).
Examine how literary elements, techniques, and devices enhance and shape meaning and impact
Identify bias, contradictions, and distortions

Créer et communiquer (écrire, parler, représenter)

Respectfully 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
from diverse perspectives to build shared understandings and extend thinking
Respond to text in personal, creative, and critical ways
Demonstrate 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
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 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
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
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.
Assess and 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