Creative Writing 12

Compétences essentielles

Grandes idées

Grandes idées

The exploration of 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
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
“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.
Creative writers take risks and persevere.
Creative writers are observant of the world.
Writers write for authentic audiences and real-world purposes.

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 narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter.
and 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
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
how text is organized
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.
  • oral language strategies
    includes speaking with expression; connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
  • metacognitive strategies
    • thinking about one’s own thinking, and reflecting on one’s 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.
Language features, structures, and conventions
  • elements of style
    stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, tone
  • exploration of voice
    • point of view
    • humour, irony, satire, wit
    • perspective (e.g., persona)
  • usage
    avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)
    and conventions
    common practices of standard punctuation, capitalization, quoting, and Canadian spelling
  • literary elements and devices
    Texts use various literary devices, including figurative language, according to purpose and audience.
  • literal and inferential meaning

Compétences disciplinaires

Learning Standards

Compétences disciplinaires

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

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
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 to inform writing
Evaluate the relevance, accuracy, and reliability of texts
Understand and appreciate how different forms, formats, structures, and features of texts
  • Students will read a diverse selection of sample works as a framework for their own writing goals and development.
  • Students will develop a digital, print, or multimodal portfolio that demonstrates the breadth of their body of work and growth as a writer.
reflect a variety of purposes, audiences, and messages
Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts
Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts
Understand and appreciate how language constructs personal, social, and cultural identities
Construct meaningful personal connections between self, text, and world
Evaluate how text structures, literary elements, techniques, and devices enhance and shape meaning and impact

Créer et communiquer (écrire, parler, représenter)

Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking
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
Select and apply an appropriate spoken language format for an intended purpose
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
Writers write for authentic purposes and real-world audiences, based on their strengths and passions.
Express and support an opinion with evidence
Assess and refine texts to improve clarity, effectiveness, and impact
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context
Use 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
Manipulate language purposefully
Use figurative as well as literal language
Use the writers’ practices to exemplify skills characteristic of writers