English Language Arts 30-1

- Comprehend and respond personally and critically to texts

- Identify a text creator’s purpose (including implicit purpose) and target audience; paraphrase key messages and subtext, judge whether the purpose was achieved, and assess suitability for the audience. - Analyze and explain the relationship between text and context, including elements of the communication situation (e.g., creator’s role, time, culture, audience presence) that influence how a text is created. - Identify textual features (e.g., specialized terminology, jargon, acronyms, idioms) that provide contextual clues about the text and its creators or communities. - Use strategies to build background knowledge (e.g., historical and societal sources; insights from teachers and elders) and reflect on personal context to interpret a text from multiple perspectives.

- Use a range of close-reading strategies to comprehend literature and other texts; paraphrase the controlling idea and show how supporting ideas and details develop it. - Summarize and analyze plot, setting, character, conflict, and atmosphere, and explain how these elements interrelate to develop theme. - Analyze characters’ traits, motivations, values

- Identify common text forms and their purposes. - Analyze how form and structure relate to purpose, content, and audience. - Explain how audience factors influence a creator’s choice of form and medium. - Apply knowledge of organizational patterns and structural features to understand purpose and content, and assess structural effectiveness. - Analyze how medium shapes the message and assess the appropriateness of the chosen medium for the purpose, content, and audience.

- Analyze how textual elements and stylistic and rhetorical devices create clarity, coherence, emphasis, atmosphere, tone, and voice in print and nonprint texts. - Identify and analyze irony and satire, including the language that creates them, and explain their effects on audiences. - Explain how figures of speech, musical devices, and sensory details create effects, and assess their effectiveness across texts. - Recognize motif and symbol, and explain how they contribute to controlling idea and theme. - Analyze elements of effective oral, visual, and multimedia presentations and persuasive techniques, and assess their effects on audiences.

- Explore thoughts, ideas, feelings, and experiences.

- Generate and experiment with strategies to form tentative understandings, interpretations, and positions (e.g., pose questions, suspend prejudgement, recognize that initial views and texts may be incomplete, ambiguous, or misleading). - Form and assess tentative interpretations and positions on ideas and issues in literature and other texts by expressing your own explorations, considering others’, and exploring additional aspects of the texts. - Revise interpretations and positions by weighing the validity of ideas, observations, and opinions, and identify areas for further inquiry or research. - 30-1: Draw from a repertoire of strategies to form tentative understandings, interpretations, and positions; then modify them by assessing validity and identifying areas for further inquiry or research.

- Experiment with language, image, and structure to create different effects for particular situations, purposes, and audiences. - 30-1: Explain how experimenting with language, image, and structure improves personal craft and effectiveness as a text creator. - Experiment with a variety of strategies, activities, and resources to explore ideas, observations, opinions, experiences, and emotions.

- Consider new perspectives a. describe personal responses to new perspectives, appraise whether such responses contribute to or inhibit understanding, and identify influences that have contributed to such responses a. select appropriate strategies to extend awareness and understanding of new perspectives, monitor their effectiveness, and modify them as needed [for example, record new understandings in a learning log - Develop new group perspectives using a fish bowl organization] b. identify own ideas, perspectives and interpretations and evaluate them for depth of explanation, evidence or support - And consider the ideas, perspectives and interpretations of others to broaden own understandings when exploring and responding to texts b. compare own ideas, perspectives and interpretations with those of others, through a variety of means, to expand perceptions and understandings when exploring and responding to texts [for example, pro–con charts, alternative Internet search engines, comparison tables and think–pair–share charts] b. recognize and assess the strengths and limitations of various perspectives on a theme, issue or topic, and identify aspects for further consideration when exploring and responding to texts c. analyze and evaluate how various topics and themes, text forms, text types and text creators influence own and others’ understandings, attitudes and aspirations - 30-1: b. recognize and assess the strengths and limitations of various perspectives on a theme, issue or topic, and identify aspects for further consideration when exploring and responding to texts - Analyze and evaluate how various topics and themes, text forms, text types and text creators influence own and others’ understandings, attitudes and aspirations

- Reflect on personal text preferences, identify influences shaping them, and choose strategies to broaden interests in texts and text creators. - Expand interests across a range of literary genres and other text types and creators. - Explain how the content and style of various texts appeal to audiences with particular interests and preferences. - 30-1: Cultivate appreciation for a variety of genres, texts, text creators, and texts in translation from other countries.

- Set personal goals for language growth. - Assess your strengths and weaknesses as a language user and learner; select appropriate strategies to build strengths and address weaknesses; monitor their effectiveness; and modify them to optimize growth (e.g., use a writing portfolio and reflections). - Set goals and apply strategies for language growth in formal and informal personal communications and community involvement (e.g., working in a group, taking a leadership role, auditioning for a play, volunteering). - Set goals and draw from a repertoire of effective strategies for language growth related to future aspirations (e.g., post-secondary learning and potential careers) (30-1: b.). - Identify and access learning sources and opportunities; assess, weigh, and manage risk; and demonstrate a willingness to continuously learn and grow.

- Engage prior knowledge a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts - And select, monitor and modify strategies as needed b. describe personal expectations for a text to be studied, by recalling prior experiences with and observations about similar contexts, content and text forms b. assess personal expectations for texts to be studied in light of prior experiences with and observations about similar contexts, content and text forms b. assess prior knowledge of contexts, content and text forms - And explain how it contributes to new understandings c. recall prior knowledge of rhetorical devices used in previously studied texts [such as anecdotes and rhetorical questions] and textual elements and structures employed or developed [such as characterization and narrative point of view] to assist in understanding new texts c. use metacognitive strategies to understand how knowledge of rhetorical devices, textual elements and structures used in previously studied texts contributes to understanding new texts c. identify variations and departures from the conventional use of rhetorical devices, textual elements and structures in texts - And describe the purpose and effect of such variations and departures d. classify the genre/form of new texts according to attributes of genres/forms previously studied ........................... - 30-1: b. assess prior knowledge of contexts, content and text forms

- Use a variety of appropriate reference strategies and technologies to aid understanding (e.g., formulate and refine questions, explore works cited, take notes, use library catalogues and Internet search engines). - Create and use personal reference materials to aid understanding (e.g., a personalized dictionary/glossary and a World Wide Web/URL address list).

- Form generalizations and synthesize new ideas by integrating new information with prior knowledge. - Draw conclusions that fit the findings, reflect your understanding, and align with the topic, purpose, and situation. - Distinguish between generalizations and supporting evidence, and support your generalizations and conclusions with relevant, consistent detail.

- Reflect on the effectiveness of inquiry/research strategies (e.g., time use, division of labour). - Identify and monitor strategies to improve future inquiry or research. - Evaluate the appropriateness, accuracy, and significance of findings, conclusions, and generalizations; keep detailed references; plan how to share information; determine next steps. - Seek feedback and use self-reflection to evaluate the entire process; strive for craftsmanship and accuracy; take pride in accomplishments.

- Select or craft a personally meaningful topic, concept, or idea and take ownership of text creation. - Assess and address personal (e.g., experience, prior knowledge) and contextual (e.g., time, resources) variables that influence topic selection. - Establish a clear focus and scope by framing an effective controlling idea or unifying effect. - Develop supporting details using appropriate developmental strategies and organizers. - Develop appropriate, relevant, and sufficient content—tailored to purpose, audience, form, and context—to support the controlling idea or unifying effect, integrating examples, evidence, and findings from personal experience, exploration, inquiry, and research as appropriate.

- Use production, publication and presentation strategies and technologies consistent with context a. meet particular production, publication and display requirements for print texts [for example, adhere to a particular manuscript style when creating a research paper] - And explain requirements in light of purpose, audience and situation b. develop presentation materials - And select strategies and technologies appropriate to purpose, audience and situation [for example, use technologies such as presentation software, videos, CD–ROMs, DVDs, audiotaped interviews and handouts] b. adapt presentation materials, strategies and technologies to suit purpose, audience and situation [for example, increase audience participation in a lecture by providing a note- taking frame] b. adapt presentation strategies to suit changes in purpose, audience and situation [for example, use close physical proximity, eye contact and other body language strategies effectively to regain audience attention following an interruption] c. develop and deliver oral, visual and multimedia presentations, using voice production factors [such as volume, tone and stress], nonverbal factors [such as gestures, posture, distance and eye contact] and visual production factors [such as colour and contrast] appropriate to purpose, audience and situation d. experiment with various strategies to create rapport between the presenter and the audience [for example, ask questions to involve the audience] d. develop a repertoire of effective strategies that can be used to create rapport with an audience [for example, use personal anecdotes and examples] d. create rapport with an audience, by selecting from a repertoire of effective strategies [for example, use humour to open a presentation and set a positive tone with the audience] - 30-1: b. adapt presentation strategies to suit changes in purpose, audience and situation [for example, use close physical proximity, eye contact and other body language strategies effectively to regain audience attention following an interruption] - Create rapport with an audience, by selecting from a repertoire of effective strategies [for example, use humour to open a presentation and set a positive tone with the audience] English Language Arts (Senior High) /49 (2003)

- Respect, support, and collaborate with others

- Monitor your verbal and nonverbal communication to convey respect and consideration. - Analyze and explain how language and images in texts convey respectful or disrespectful perspectives, including stereotyping, parody, and journalistic bias. - Evaluate portrayals of people, be sensitive to others’ feelings, and use inclusive verbal and nonverbal communication aligned with situational expectations. - Distinguish constructive criticism from ridicule and irony from sarcasm, and give and receive constructive feedback appropriately. - Analyze public tolerance for language and images in specific texts, use appropriate language and images, and explain when applicable how these tolerances have changed over time.

- Appreciate diversity of expression, opinion and perspective a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed b. describe the ways in which selected works of literature and other print and nonprint texts influence individual and group values and behaviours b. explain how selected works of literature and other print and nonprint texts convey, shape and, at times, challenge individual and group values and behaviours c. identify the underlying assumptions reflected in the ideas and opinions presented in a text c. analyze the relationship between a text creator’s ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status] c. explain how a text creator’s underlying assumptions influence his or her ideas, opinions and selection of supporting details - 30-1: c. explain how a text creator’s underlying assumptions influence his or her ideas, opinions and selection of supporting details

- Use language and image to honour your own and others’ accomplishments (e.g., celebrate classmates’ work; hold a “portfolio launch”). - Identify formal and informal ways language and image are used to honour people and celebrate events (e.g., eulogy, toast, public service announcement). - Describe ways language and image are used to honour people and celebrate events (e.g., heritage day; wall of honour or photography exhibit; naming ceremonies, religious ceremonies and prayers of First Nations and Aboriginal peoples). - Explain how these uses of language and image help build community.

- Set appropriate personal goals for your participation in the group. - Respect, be open to, and support others’ thoughts, opinions, and contributions; share relevant knowledge, expertise, and perspectives. - Reflect on and describe strategies used; select, monitor, and modify strategies to negotiate, coordinate, and cooperate to accomplish group goals. - Ensure the team’s purpose and objectives are clear.

- Develop and apply criteria to monitor and assess group processes (e.g., division of labour, time management). - Identify and explain group member roles and responsibilities (e.g., researcher, presenter, director, participant, chairperson, recorder, timekeeper; roles of Aboriginal Elders in teaching about the medicine wheel and values of respect, humility, kindness, sharing, honesty, faith, perseverance), analyze how these roles interact, appreciate their contributions, and lead or support to motivate high performance. - Use strategies to facilitate completion of group projects (e.g., establish clear purposes and procedures, monitor progress, modify plans to meet objectives). - Analyze and use teamwork tools (e.g., checklists, role descriptors, timelines, flow charts, whiteboards, electronic list servers, agendas, meeting notes) to work effectively and collaboratively, and manage and resolve conflict to reach solutions. - Identify and analyze the communication needs and working relationships in communications careers (e.g., advertising, public relations, broadcast journalism), and assess collaborative processes in producing literary texts (e.g., author–illustrator–editor–publisher; playwright–actor–producer–director).