| Compétences disciplinaires |
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences |
Spoken Language 12 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: writing and design processes |
Elaboration: 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. |
| Keyword: audiences |
Elaboration: 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. |
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| Compétences disciplinaires |
Select and apply appropriate spoken language formats for an intended purpose |
Spoken Language 12 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Select and apply speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
Spoken Language 12 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Respond to text in personal, creative, and critical ways |
Spoken Language 12 |
Créer et communiquer (écrire, parler, représenter) |
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| Compétences disciplinaires |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking |
Spoken Language 12 |
Créer et communiquer (écrire, parler, représenter) |
| Keyword: Respectfully exchange ideas and viewpoints |
Elaboration: using active listening skills and receptive body language, paraphrasing and building on others’ ideas; disagreeing respectfully, extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments), collaborating in large and small groups |
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| Compétences disciplinaires |
Evaluate how techniques and devices enhance and shape meaning and impact |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Construct meaningful personal connections between self, text, and world |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Appreciate and understand how language constructs personal, social, and cultural identities |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: reflectively |
Elaboration: includes metacognitive strategies, such as identifying strengths and areas of focus, setting goals, making plans for improvement, and self-assessment |
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| Compétences disciplinaires |
Understand and appreciate how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: forms |
Elaboration: 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. |
| Keyword: formats |
Elaboration: refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour |
| Keyword: structures |
Elaboration: refers to the way the author organizes text |
| Keyword: features of texts |
Elaboration: 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. |
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| Compétences disciplinaires |
Select and apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to transform thinking |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: variety of contexts |
Elaboration: Distinguish between independent and collaborative settings, and formal and informal situations. |
| Keyword: multimodal texts |
Elaboration: texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via different media or technologies (e.g., spoken word/slam poetry, recitation, oral storytelling, readers’ theatre, debate, radio/podcast/social media, YouTube, interviews, voice-overs) |
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| Compétences disciplinaires |
Evaluate the relevance, accuracy, and reliability of texts |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: relevance |
Elaboration: Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience. |
| Keyword: reliability |
Elaboration: Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented. |
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| Compétences disciplinaires |
Use information for diverse purposes and from a variety of sources |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
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| Compétences disciplinaires |
Understand the influence of land/place in First Peoples and other Canadian texts |
Spoken Language 12 |
Comprendre et faire des liens (lire, écouter, visionner) |
| Keyword: land/place |
Elaboration: 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 |
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