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Appendices for Ontario
Appendix 1: Curriculum Expectations
Grade 7 Curriculum Expectations
1.1-Discover & Explore
Extend understanding of ideas and information by finding and exploring oral, print and other media texts on related topics and themes.
3.1-Plan & Focus
Plan and organize data collection based on instructions, explanations and pre-established parameters.
3.2-Select & Process
Obtain information from a variety of sources, such as adults, peers, advertisements, magazines, lyrics, formal interviews, almanacs, broadcasts and videos, to explore research questions.
3.3-Organize, Record, & Evaluate
Connect new information with prior knowledge to build new understanding.
3.4-Share & Review
Communicate ideas and information in a variety of oral, print and other media texts, such as reports, autobiographies, brochures and video presentations.
Use appropriate visual, print and/or other media effectively to inform and engage the audience.
4.3-Present & Share
Clarify and support ideas or opinions with details, visuals or media techniques.
5.1-Respect Others & Strengthen Community
Demonstrate respect for diverse ideas, cultures and traditions portrayed in oral, print and other media texts.
Grade 8 Curriculum Expectations
1.1-Discover & Explore
Seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experiences.
3.1-Plan & Focus
Choose a plan to access, gather and record information, according to self-selected parameters.
3.2-Select & Process
Obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research.
3.3-Organize, Record, & Evaluate
Incorporate new information with prior knowledge and experiences to develop new understanding.
3.4-Share & Review
Communicate ideas and information in a variety of oral, print and other media texts, such as interviews, minilessons and documentaries.
Integrate appropriate visual, print and/or other media to inform and engage the audience.
4.3-Present & Share
Present information to achieve a particular purpose and to appeal to interest and background knowledge of reader or audience.
5.1-Respect Others & Strengthen Community
Use inclusive language and actions that demonstrate respect for people of different races, cultures, genders, ages and abilities.
Grade 9 Curriculum Expectations
1.1-Discover & Explore
Extend understanding by taking different points of view when rereading and reflecting on oral, print and other media text.
3.1-Plan & Focus
Select information sources that will provide effective support, convincing argument or unique perspectives.
3.2-Select & Process
Obtain information reflecting multiple perspectives from a variety of sources, such as expository essays, graphs, diagrams, online catalogues, periodical indices, film libraries, electronic databases and the Internet, when conducting research.
3.3-Organize, Record, & Evaluate
Reflect on new understanding and its value to self and others.
3.4-Share & Review
Communicate ideas and information in a variety of oral, print and other media texts, such as media scripts, multimedia presentations, panel discussions and articles.
Integrate appropriate visual, print and/or other media to reinforce overall impression or point of view and engage the audience.
4.3-Present & Share
Choose appropriate types of evidence and strategies to clarify ideas and information, and to convince various readers and audiences.
5.1-Respect Others & Strengthen Community
Create or use oral, print and other media texts in ways that are respectful of people, opinions, communities and cultures.
Grade 10 Curriculum Expectations
3.1-Determine Inquiry or Research Requirements
3.1.1.a-reflect on and describe strategies to determine the depth and breadth of inquiry or research and to identify the purpose, audience and potential forms of presentation.
3.1.2.d-identify information sources intended to fill gaps between prior knowledge and required information.
3.1.2.e-identify and select potential strategies and technologies for gathering, generating and recording information.
3.2-Follow and Plan of Inquiry
3.2.1.b-select information and other material appropriate to purpose from a variety of print and nonprint source.
4.1 Develop and Present a Variety of Print and Non-Print Texts
4.1.1.b-identify purpose and target audience for text creation, and select strategies to accomplish purpose and engage audience.
4.1.3.f-develop content appropriate to audience and situation.
4.1.4.b-develop presentation materials; and select strategies and technologies appropriate to purpose, audience and situation.
5.1-Respect Others & Strengthen Community
5.1.2.a-appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.
5.1.3.a- use language and image to honour own and others’ accomplishment.
Grade 7 Curriculum Expectations
Comprehend & Connect
- Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
- Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
- Recognize how language constructs personal, social, and cultural identity
- Construct meaningful personal connections between self, text, and world
- Respond to text in personal, creative, and critical ways
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
- Recognize the validity of First Peoples oral tradition for a range of purposes
Create & Communicate
- Exchange ideas and viewpoints to build shared understanding and extend thinking
- Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
- Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
Grade 8 Curriculum Expectations
Comprehend & Connect
- Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
- Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
- Recognize how language constructs personal, social, and cultural identity
- Construct meaningful personal connections between self, text, and world
- Respond to text in personal, creative, and critical ways
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
- Develop an awareness of the protocols and ownership associated with First Peoples texts
Create & Communicate
- Exchange ideas and viewpoints to build shared understanding and extend thinking
- Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
- Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
Grade 9 Curriculum Expectations
Comprehension & Connect
- Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability
- Synthesize ideas from a variety of sources to build understanding
- Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
- Respond to text in personal, creative, and critical ways
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
- Develop an awareness of the diversity within and across First Peoples societies represented in texts
- Recognize the influence of place in First Peoples and other Canadian texts
Create & Communicate
- Exchange ideas and viewpoints to build shared understanding and extend thinking
- Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
- Select and use appropriate features, forms, and genres according to audience, purpose, and message
- Transform ideas and information to create original texts
- Express an opinion and support it with credible evidence
Grade 10 Curriculum Expectations
Composition: Comprehension & Connect
- 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
- Construct meaningful personal connections between self, text, and world
Composition: Create & Communicate
- Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking
- Respond to text in personal, creative, and critical ways
- Use acknowledgements and citations to recognize intellectual property rights
- Transform ideas and information to create original texts
New Media (FN): Comprehension & Connect
- 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 new media and other texts
New Media (FN): Create & Communicate
- Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking
- Use writing and multimedia design processes to plan, develop, and create texts for a variety of purposes and audiences
- Select and use media appropriate to purpose, audience, and context
Grade 7 Curriculum Expectations
1.2.1. Develop Understanding
Recognize and articulate the value of connecting prior and new knowledge and experiences to shape and extend understanding.
2.2.2 Connect Self, Texts, and Culture
Compare own with others’ understanding of people, cultural traditions, and values portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers].
3.1.4 Create and Follow a Plan
Prepare and use a plan to access information and ideas from a variety of sources [such as teachers, peers, print and non-print materials, electronic sources….].
3.3.4 Develop New Understanding
Organize new information and connect it to prior knowledge; reflect on the impact of new information on the inquiry or research process.
4.4.1 Share Ideas and Information
Facilitate small-group activities and short, whole-class sessions to share information on a topic using pre-established active learning strategies [such as role-plays, language games, simulations…].
4.4.2 Effective Oral Communication
Deliver short oral presentations and reports using verbal and non-verbal cues [such as diction, pacing, presence, facial expression, gestures…] to focus audience attention; project emotion appropriate to the subject and point of view.
Grade 8 Curriculum Expectations
1.2.1 Develop Understanding
Discuss the importance of reflecting on prior experiences and knowledge to revise conclusions and understandings.
2.2.2 Connect Self, Texts, and Culture
Discuss how similar ideas, people, experiences, and traditions are conveyed in various oral, literary, and media texts.
[including texts about Canada or by Canadian writers].
3.3.4 Develop New Understanding
Incorporate new information with prior knowledge and experiences; adjust inquiry and research strategies to accommodate changing perspectives and availability of pertinent information.
4.4.1 Share Ideas and Information
Plan and facilitate small-group activities and short, whole-class sessions to share information on a topic using a variety of engaging methods [such as mini-lessons, role-plays, visual aids…].
4.4.2 Effective Oral Communication
Explain, share, and present orally using appropriate conventions of public speaking in a variety of settings [such as small-group and whole-class presentations…]; use visual aids to enhance the effectiveness of oral presentations.
5.1.3 Appreciate Diversity
Interpret the choices and motives of individuals encountered in oral, literary and media texts and examine how they relate to self and others; discuss personal participation and responsibility in communities.
Grade 9 Curriculum Expecations
1.2.1 Develop Understanding
Reflect on new understanding in relation to prior knowledge and identify gaps in personal knowledge
2.2.2 Connect Self, Texts, and Culture
Examine how personal experiences, community traditions, and Canadian perspectives are presented in oral, literary, and media text
3.3.4 Develop New Understanding
Reflect on new knowledge and its value to self and the wider community; determine personal inquiry and research strengths and learning goals
4.4.1 Share Ideas and Information
Plan and conduct peer-involved class activities to share individual inquiry or research and understanding on a topic
4.4.2 Effective Oral Communication
choose vocabulary, voice production factors, and non-verbal cues to communicate effectively to a variety of audiences; use a variety of media and display techniques to enhance the effectiveness of oral presentations
5.1.3 Appreciate Diversity
reflect on ways in which the choices and motives of individuals encountered in oral, literary, and media texts [such as oral stories, novels and poems, magazines and television programs…] provide insight into those of self and others; discuss personal participation and responsibilities in a variety of communities
Grade 10 Curriculum Expecations
1.2.1 Develop Understanding
Clarify and shape understanding by assessing connections between new and prior knowledge, ideas, and experiences
2.2.2 Connect Self, Texts, and Culture
Respond personally and critically to individuals, events, and ideas presented in a variety of Canadian and international texts
3.3.4 Develop New Understanding
Integrate new information with prior knowledge to draw logical conclusions and to refine understanding; consider alternative ways of reaching inquiry or research goals
4.4.1 Share Ideas and Information
Present ideas and information using a variety of print and other resources and interactive approaches [such as dramatizations, multimedia presentations, photographs and slides, audiotapes…]
4.4.2 Effective Oral Communication
use appropriate voice production factors [such as pitch, tone, pauses…] and nonverbal cues [such as gestures, stance, eye contact…] to clarify intent in personal and public communication
5.1.3 Appreciate Diversity
Discuss ways in which texts [such as oral stories and speeches, novels and poems, magazines and television programs…] convey and challenge individual and community values and behaviours
Grade 7 Curriculum Expectations
Speaking & Listening
- SCO 1.3 express clearly and with conviction a personal point of view, and be able to support that position
- SCO 1.4 listen attentively to grasp the essential elements of a message, and recognize and consider supporting details
- SCO 2.2 recognize that different purposes and audiences influence communication choices
- SCO 3.1 demonstrate active speaking and listening skills, such as making eye contact; rephrasing when appropriate; clarifying comments; and extending, refining, and/or summarizing points already made
- SCO 3.2 demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
Reading & Viewing
- SCO 5.2 become increasingly aware of and use periodically the many print and non-print sources (internet, documentaries, interviews) through which information can be accessed and selected
Writing & Representing
- SCO 5.3 use research strategies such as issue mapping and webbing to guide research
- SCO 10.3 acquire some exposure to the various technologies used for communicating to a variety of audiences for a range of purposes
- SCO 10.5 collect information from several sources (interviews, film, texts) and combine idea in communication
Grade 8 Curriculum Expectations
Speaking & Listening
- SCO 1.4 listen carefully to identify key points in oral presentations, and evaluate the relevancy of supporting details
- SCO 3.1 demonstrate active speaking and listening skills, such as making eye contact; rephrasing when appropriate; clarifying comments; and extending, refining, and/or summarizing points already made
Reading & Viewing
- SCO 5.2 experiment with and rely upon a range of print and non-print sources for accessing and selecting information
- SCO 5.3 employ various relevant research strategies
- SCO 6.1 elaborate personal reactions to what is read and viewed by providing some extended explanations, examples, and supporting arguments
- SCO 7.3 expand on earlier abilities to respond critically to a range of texts in various ways; understand how personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts; recognize how and when personal background influences meaning construction, understanding, and textual response; describe how cultures and reality are portrayed in media texts
Writing & Representing
- SCO 10.3 attempt to use various technologies for communicating with a variety of audiences for a range of purposes
- SCO 10.5 gather information from a variety of sources (interviews, film, texts) and integrate ideas in communication
Grade 9 Curriculum Expectations
Speaking & Listening
- SCO 1.3 articulate, advocate, and support points of view, presenting viewpoints in a convincing manner
- SCO 1.4 listen critically to assess the adequacy of evidence speakers give to evaluate the integrity of information presented
- SCO 3.3 demonstrate an awareness of the power of spoken language to influence and manipulate, and to reveal ideas, values, and attitudes
Reading & Viewing
- SCO 5.3 employ various relevant research strategies, such as like generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by their research
- SCO 6.2 express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate evidence
- SCO 7.1 critically evaluate information presented in print and media texts, and assess relevance and reliability of available information to answer their questions
Writing & Representing
- SCO 10.3 experiment with the use of technology in communicating for a range of purposes with a
- variety of audiences
- SCO 10.4 demonstrate a commitment to crafting pieces of writing and representations
- SCO 10.5 integrate information from several sources to construct and communicate meaning
Grade 10 Curriculum Expectations
1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
- present a personal viewpoint to a group of listeners, interpret their responses, and take others’ ideas into account when explaining their positions
2. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically
- recognize that oral communication involves physical qualities and language choices depending on situation, audience, and purpose
3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
- demonstrate active listening and respect for the needs, rights, and feelings of others
4. Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
- view a wide variety of media and visual texts, such as broadcast journalism, film, television, advertising, CDROM, Internet, music videos
5. Students will be expected to interpret, select, and combine information, using a variety of strategies, resources, and technologies.
Grade 7 Curriculum Expectations
Speaking & Listening
Reading & Viewing
Writing & Representing
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Grade 8 Curriculum Expectations
Speaking & Listening
- 1.3 respond to questions to provide accuracy, relevancy, and validity
- 1.4 express a point of view and support it with personal examples and evidence from various sources
- 1.5 use active listening skills to interpret main ideas and the relevancy of supporting details
- 3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others
- 3.3 recognize that values and attitudes such as bias, beliefs, and prejudice can be reflected in oral language
Reading & Viewing
- 5.2 evaluate the reliability of information from various sources
- 5.3 compare information from a variety of sources
- 5.4 use effective inquiry approaches and strategies
- 7.1 recognize that texts can be biased
- 7.3 recognize the tools text creators use to achieve different purposes
Writing & Representing
- 10.3 use various technologies in communicating for a range of purposes with a variety of audiences
- 10.4 demonstrate a commitment to the processes involved in creating texts
Grade 9 Curriculum Expectations
Speaking & Listening
- 1.3 respond to questions to provide reliable qualification for ideas
- 1.4 advocate a point of view and support it with personal examples and evidence from various sources
- 1.5 use active listening skills to assess the relevancy and adequacy of supporting details
- 3.2 express ideas and opinions in a manner that reflects sensitivity and shows respect to others
- 3.3 question ideas, values and attributes in oral language
Reading & Viewing
- 5.2 use a variety of reliable information from various sources
- 5.3 compare information from a variety of sources
- 5.4 use effective inquiry approaches and strategies
- 7.1 recognize that texts can be biased
- 7.3 analyze the tools authors use to achieve different purposes
Writing & Representing
- 10.3 use various technologies in communicating for a range of purposes with a variety of audiences
Grade 10 Curriculum Expectations
Speaking & Listening
- 1.3 respond to questions by providing reliable support for ideas
- 1.4 advocate a point of view using supporting evidence
- 1.5 analyze ideas and information from speaking and listening activities
- 3.2 evaluate how spoken language influences others
- 3.3 analyze the positions of others
- 3.4 use a variety of communication styles Appropriately
Reading & Viewing
- 5.2 analyze appropriate information from a variety of reliable sources
- 5.3 organize information from selected sources
- 5.4 integrate information
- to effectively meet the requirements of a learning task
- 6.1 justify a personal point of view about issues, themes, and situations within texts
- 6.2 analyze their personal points of view about issues, themes, and situations in texts
- 7.3 analyze the impact of literary and media devices on the understanding of a text
Writing & Representing
- 10.3 use information from a variety of sources to construct and communicate meaning
Grade 7 Curriculum Expectations
Comprehend & Respond
- 2.1.1. Make and explain connections between previous experiences, prior knowledge, and texts
- 2.2.1.a. Sets a purpose for reading/listening to/viewing oral print, and other media texts from diverse cultures
- 2.2.2.a. Discuss personal responses to shared and independent listening, reading, and viewing experiences
Plan & Focus
- 3.2.3.c. Uses computer to locate and access information
- 3.2.3.d. Accesses information from reference materials
Clarify & Enhance
- 4.4.1.a. Use a variety of techniques to engage audience and present texts effectively
- 4.4.1.b. Experiments with media to enhance presentations
Celebrate & Build
- 5.2.2.a. Shows respect for others’’ talents, strengths, interests, feelings, and ideas to strengthen the community
- 5.2.2.c. Discusses issues related to, or barriers blocking, the acceptance or honouring of diversity
Grade 8 Curriculum Expectations
Comprehend & Respond
- 2.1.1. Make and explain connections between previous experiences, prior knowledge, and texts
- 2.2.1.a. Sets a purpose for reading/listening to/viewing oral print, and other media texts from diverse cultures
- 2.2.2.a. Explain personal responses to shared and independent listening, reading, and viewing experiences
Plan & Focus
- 3.2.3.c. Uses computer to locate and access information
- 3.2.3.d. Accesses information from reference materials
Clarify & Enhance
- 4.4.1.a. Use a variety of techniques to engage audience and present texts effectively
- 4.4.1.b. Experiments with media to enhance presentations
Celebrate & Build
- 5.2.2.a. Shows respect for others’’ talents, strengths, interests, feelings, and ideas to strengthen the community
- 5.2.2.c. Discusses issues related to, or barriers blocking, the acceptance or honouring of diversity
Grade 9 Curriculum Expectations
Comprehend & Respond
- 2.1.1. Make, explain, and evaluate connections between previous experiences, prior knowledge, and texts
- 2.2.1.a. Sets a purpose for reading/listening to/viewing oral print, and other media texts from diverse cultures
- 2.2.2.a. Explain personal responses to shared and independent listening, reading, and viewing experiences
Plan & Focus
- 3.2.3.c. Uses computer to locate and access information
- 3.2.3.d. Accesses information from reference materials
Clarify & Enhance
- 4.4.1.a. Use a variety of techniques to engage audience and present texts effectively
- 4.4.1.b. Experiments with media to enhance presentations
Celebrate & Build
- 5.2.2.a. Shows respect for others’’ talents, strengths, interests, feelings, and ideas to strengthen the community
- 5.2.2.c. Discusses issues related to, or barriers blocking, the acceptance or honouring of diversity
Grade 10 Curriculum Expectations
3.1-Determine Inquiry or Research Requirements
- 3.1.1.a-reflect on and describe strategies to determine the depth and breadth of inquiry or research and to identify the purpose, audience and potential forms of presentation
- 3.1.2.d-identify information sources intended to fill gaps between prior knowledge and required information
- 3.1.2.e-identify and select potential strategies and technologies for gathering, generating and recording information
- 3.2-Follow and Plan of Inquiry
- 3.2.1.b-select information and other material appropriate to purpose from a variety of print and nonprint source
4.1 Develop and Present a Variety of Print and Non-Print Texts
- 4.1.1.b-identify purpose and target audience for text creation, and select strategies to accomplish purpose and engage audience
- 4.1.3.f-develop content appropriate to audience and situation
- 4.1.4.b-develop presentation materials; and select strategies and technologies appropriate to purpose, audience and situation
5.1-Respect Others & Strengthen Community
- 5.1.2.a-appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed
- 5.1.3.a- use language and image to honour own and others’ accomplishment
Grade 7 Curriculum Expectations
1.3. Express clearly and with conviction, a personal point of view, and able to support that position
3.1 Demonstrate active speaking and listening skills such as making eye contact, rephrasing when appropriate, clarifying comment, extending, refining, and or summarizing points already made
5.2 Become increasingly aware of and use periodically the many print and non-print Avenues and sources through which information can be accessed and selected
6.1 Extend personal responses, either orally or in writing, to print and non-print texts by explaining in some detail initial or basic reactions to those texts
6.2 Make evaluations or judgments about texts and Express Personal point of views
8.1 Experiment with a range of strategies to extend and Explore Learning, to reflect on their own and other ideas, and to identify problems and consider Solutions
9.1 Purdue’s owl range of writing forms, for example, stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, and advertisements
Grade 8 Curriculum Expectations
1.3 State-appointed view in a convincing manner, offering relevant information to support that viewpoint
3.2 Demonstrate respect for others by developing effective ways to Express Personal opinions such that they reflect sensitivity to others including differences in culture and language
5.1 Access appropriate print a non-print sources with increasing Independence and select information to meet specific needs with increasing speed, accuracy, and confidence
5.2 experiment with and rely upon a wide range of print and non-print sources for accessing and selecting information
5.3 employ various relevant research strategies like generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by their research
6.2 State personal points of view about what is red interviewed and justify views with increasing regularity
10.3 Attempt to use various Technologies for communicating to a variety of audiences for a range of purposes
10.5 Gather information from a variety of sources and integrate ideas in communication
Grade 9 Curriculum Expectations
1.3 Articulate, advocate, and support points of view presenting Viewpoint in a convincing manner
2.1 Participate constructively in conversation, small group and whole group discussion, and debate, using a range of strategies that contribute to effective talk
3.1 Demonstrate active listening and respect for the needs, rights, and feelings of others
5.1 Independently access and select specific information to meet personal and learning needs
6.1 Respond to some of the material they read or view by questioning, connecting, evaluating, and extending
6.2 Express and support points of view about texts and about issues, themes, and situations within text, citing appropriate evidence
7.1 critically evaluate information presented in print and media texts
7.3 Respond critically to text of increasing complexity (e.g., explore and reflect on culture and reality as portrayed in media texts)
Grade 10 Curriculum Expectations
1.3 present a personal viewpoint to a group of listeners, interpret their responses, and take others’ ideas into account when explaining their positions
1.4 listen critically to analyze and evaluate ideas and information in order to formulate and refine opinions and ideas
4.5 demonstrate an understanding of impact literary devices and media techniques (editing, symbolism, imagery, figurative language, irony, etc.) have on shaping the understanding of a text
5.1 research, in systematic ways, specific information from a variety of sources
5.2 select appropriate information to meet the requirements of a learning task
6.1 articulate personal responses to text by expressing and supporting a point of view about the issues, themes, and situations within texts, citing appropriate evidence
7.2 make inferences, draw conclusions, and make supported responses to content, form, and structure
7.3 explore the relationships among language, topic, genre, purpose, context, and audience
7.4 recognize the use and impact of specific literary and media devices
10.3 experiment with the use of technology in communicating for a range of purposes
Grade 7 Curriculum Expectations
Overall WRITING expectation:
- Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
Specific expectations:
- 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
- 2.5 identify their point of view and other possible points of view, evaluate other points of view, and find ways to acknowledge other points of view, if appropriate
Overall MEDIA expectation:
- Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques
Specific expectation:
- 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques
Overall ORAL COMMUNICATION expectation:
- Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
Specific expectation:
- 2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience
Grade 8 Curriculum Expectations
Overall WRITING expectation:
- Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
Specific expectations:
- 2.3 regularly use vivid and/or figurative language and innovative expressions in their writing
- 2.5 identify their point of view and other possible points of view, evaluate other points of view, and find ways to respond to other points of view, if appropriate
Overall MEDIA expectation
- Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques
Specific expectation:
- 3.4 produce a variety of media texts of some technical complexity for specific purposes and audiences, using appropriate forms, conventions, and techniques
Overall ORAL COMMUNICATION expectation:
- Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purpose
Specific expectation:
- 2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning effectively and engage the interest of their intended audience
Grade 9 Curriculum Expectations
Overall WRITING expectation:
- Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience
Specific expectations:
- 2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience
- 2.5 explain how their own beliefs, values, and experiences are revealed in their writing
Overall MEDIA expectation:
- Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques
Specific expectation:
- 3.4 produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques
Overall ORAL COMMUNICATION expectation:
- Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Specific expectation:
- 2.2 demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences;
- 2.7 use several different audio-visual aids to support and enhance oral presentations
Grade 10 Curriculum Expectations
Overall WRITING expectation:
- Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience
Specific expectations:
- 2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience
- 2.5 explain how their own beliefs, values, and experiences are revealed in their writing
Overall MEDIA expectation:
- Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques
Specific expectation:
- 3.4 produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and technique
Overall ORAL COMMUNICATION expectation:
- Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Specific expectation:
- 2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
Grade 7 Curriculum Expectations
Speaking & Listening
- SCO 1.3 express clearly and with conviction a personal point of view, and be able to support that position
- SCO 3.2 demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
- SCO 3.3 recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice, and understand how language is used to influence and manipulate
Reading & Viewing
- SCO 5.3 use research strategies such as issue mapping and webbing to guide research
- SCO 6.2 make evaluations or judgments about texts and learn to express personal points of view
- SCO 6.3 while learning to express personal points of view, develop the ability to find evidence and examples in texts to support personal views about themes, issues and situations.
- SCO 7.1 recognize that print and media texts can be biased, and become aware of some of the ways that information is organized and structured to suit a point of view
Writing & Representing
- SCO 10.5 collect information from several sources (interviews, film, texts) and combine idea in communication
Grade 8 Curriculum Expectations
Speaking & Listening
- SCO 1.3 state a point of view in a convincing manner, offering relevant information to support that viewpoint
- SCO 3.2 demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
- SCO 3.3 recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice, and understand how language is used to influence and manipulate
Reading & Viewing
- SCO 5.3 employ various relevant research strategies, such as generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by research
- SCO 6.3 with increasing confidence and flexibility, find evidence in texts to support personal claims and viewpoints about issues, themes, and situations
- SCO 7.1 recognize that texts need to be assessed for bias, and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information when answering questions and inquiries
Writing & Representing
- SCO 10.3 attempt to use various technologies for communicating with a variety of audiences for a range of purposes
Grade 9 Curriculum Expectations
Speaking & Listening
- SCO 1.3 articulate, advocate, and support points of view, presenting viewpoints in a convincing manner
- SCO 3.2 demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
- SCO 3.3 demonstrate an awareness of the power of spoken language to influence and manipulate, and to reveal ideas, values, and attitudes
Reading & Viewing
- SCO 5.3 employ various relevant research strategies, such as like generating questions, drafting an outline, or interviewing peers to determine what questions they would like answered by their research
- SCO 6.3 with increasing confidence and flexibility, find evidence in texts to support personal claims and viewpoints about issues, themes, and situations
- SCO 7.1 critically evaluate information presented in print and media texts, and assess relevance and reliability of available information to answer their questions
Writing & Representing
- SCO 10.3 experiment with the use of technology in communicating for a range of purposes with a variety of audiences
- SCO 10.5 integrate information from several sources to construct and communicate meaning
Grade 10 Curriculum Expectations
peaking & Listening
SCO 2: produce an oral presentation advocating for an idea or cause
- -present a personal viewpoint to an audience
- -use supportive details to enhance argument
- -understand spoken language influences, manipulates, and reveals ideas, values, and attitudes
Reading & Viewing
SCO 6: evaluate how identity and culture are portrayed in a variety of texts
- -analyze identity and culture in a variety of texts
- -pose questions to clarify understanding
- -consider their own and others’ interpretation of a text
- -seek further information to clarify understanding
- -assess reliability of information
Writing & Representing
SCO 7: integrate properly cited information from a variety of reliable sources
- -evaluate and select information from a variety of reliable sources to support an idea
- -synthesize information in support of their idea using direct and indirect quotations texts for a variety of audiences and purposes (narrative, expository, persuasive, poetry/lyrics, visual/multi-media, and research)
SCO 8: construct a range of texts for a variety of audiences and purposes
- -select appropriate form, style, and content for specific audiences and purposes
Grade 7 Curriculum Expectations
Reading Process
- 1.D. Draws on needed background knowledge and experiences related to the social and/or cultural and/or historical context in which the text was produced in order to read critically (e.g. consults other texts written at the same time)
- 2.D.i. Draws inferences about the view of the world presented in the text despite its apparent objectivity (e.g. in a research report that presents only one side of the greenhouse effect).
- 2.D.vi. Analyzes implications and/or impact and/or influence of stereotyping or cliché, false representation, gender bias and/or power relations within a text on the meaning(s)/message(s) communicated
Production Process
- 1.B.i. Uses collaborative strategies as part of a production team
- 1.B.vii. Researches to locate material, resources and/or expertise
- 2.c. Uses knowledge about spoken and/or written and/or media modes and genres to make production decisions that enhance the impact of the text on its intended/target audience (e.g. decides to place a dramatic photograph with a feature news story to move the audience)
- 2.c.iv. Transforms the information from one mode or medium to another (e.g. prepares a slideshow that synthesizes the data from an action research project)
Grade 8 Curriculum Expectations
Reading Process
- 1.D. Draws on needed background knowledge and experiences related to the social and/or cultural and/or historical context in which the text was produced in order to read critically (e.g. consults other texts written at the same time)
- 2.D.i. Draws inferences about the view of the world presented in the text despite its apparent objectivity (e.g. in a research report that presents only one side of the greenhouse effect).
- 2.D.vi. Analyzes implications and/or impact and/or influence of stereotyping or cliché, false representation, gender bias and/or power relations within a text on the meaning(s)/message(s) communicated
Production Process
- 1.B.i. Uses collaborative strategies as part of a production team
- 1.B.vii. Researches to locate material, resources and/or expertise
- 2.c. Uses knowledge about spoken and/or written and/or media modes and genres to make production decisions that enhance the impact of the text on its intended/target audience (e.g. decides to place a dramatic photograph with a feature news story to move the audience)
- 2.c.iv. Transforms the information from one mode or medium to another (e.g. prepares a slideshow that synthesizes the data from an action research project)
Grade 9 Curriculum Expectations
Reading Process
- 1.D. Draws on needed background knowledge and experiences related to the social and/or cultural and/or historical context in which the text was produced in order to read critically (e.g. consults other texts written at the same time)
- 2.D.i. Draws inferences about the view of the world presented in the text despite its apparent objectivity (e.g. in a research report that presents only one side of the greenhouse effect).
- 2.D.vi. Analyzes implications and/or impact and/or influence of stereotyping or cliché, false representation, gender bias and/or power relations within a text on the meaning(s)/message(s) communicated
Production Process
- 1.B.i. Uses collaborative strategies as part of a production team
- 1.B.vii. Researches to locate material, resources and/or expertise
- 2.c. Uses knowledge about spoken and/or written and/or media modes and genres to make production decisions that enhance the impact of the text on its intended/target audience (e.g. decides to place a dramatic photograph with a feature news story to move the audience)
- 2.c.iv. Transforms the information from one mode or medium to another (e.g. prepares a slideshow that synthesizes the data from an action research project)
Grade 10 Curriculum Expectations
Reading Process
- 1.D. Draws on needed background knowledge and experiences related to the social and/or cultural and/or historical context in which the text was produced in order to read critically (e.g. consults other texts written at the same time)
- 2.D.i. Draws inferences about the view of the world presented in the text despite its apparent objectivity (e.g. in a research report that presents only one side of the greenhouse effect).
- 2.D.vi. Analyzes implications and/or impact and/or influence of stereotyping or cliché, false representation, gender bias and/or power relations within a text on the meaning(s)/message(s) communicated
Production Process
- 1.B.i. Uses collaborative strategies as part of a production team
- 1.B.vii. Researches to locate material, resources and/or expertise
- 2.c. Uses knowledge about spoken and/or written and/or media modes and genres to make production decisions that enhance the impact of the text on its intended/target audience (e.g. decides to place a dramatic photograph with a feature news story to move the audience)
- 2.c.iv. Transforms the information from one mode or medium to another (e.g. prepares a slideshow that synthesizes the data from an action research project)
Grade 7 Curriculum Expectations
Comprehend & Respond Focus
- CR7.4 View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features and complex ideas including the visual components of media.
- CR7.5 Listen critically to understand and analyze oral information and ideas from a wide range of texts.
- CR7.7 Read independently and demonstrate comprehension
Compose & Create Focus
- CC7.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity.
- CC7.5 Create and present a variety of representations including visual and multimedia presentations and enhance communication with appropriate graphic organizers, charts, circle graphs, timelines, maps, and sound effects
- CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations
Grade 8 Curriculum Expectations
Comprehend & Respond Focus
- CR8.4 View critically and demonstrate comprehension of a variety of visual and multimedia texts to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.
- CR8.5 Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter’s point of view, values, and biases, stereotypes, or prejudices.
- CR8.7 Read independently and demonstrate comprehension of a variety of information texts including understanding the main ideas and supporting evidence, explaining connections between new ideas and information and previous thoughts, and recognizing any biases or false reasoning.
Compose & Create Focus
- CC8.1 Create various visual, oral, written, and multimedia texts that explore identity.
- CC8.5 Create and present a variety of visual and multimedia presentations including an illustrated report, a role play that ends with a tableau, a dramatization, presentation software, a newscast with adequate detail, clarity, and organization to explain, to persuade, and to entertain.
- CC8.6 Use oral language to interact purposefully, confidently, and respectfully in a variety of situations including one-to-one, small group, and large group discussions.
Grade 9 Curriculum Expectations
Comprehend & Respond Focus
- CR9.1 (a/b) Read, comprehend, and respond to a variety of texts that address identity, social responsibility, and efficacy
- CR9.6 Read and demonstrate comprehension and interpretation of grade-‐level appropriate texts to develop an insightful interpretation and response
Compose & Create Focus
- CC9.1 (a/b) Create various visual and multimedia texts that explore identity, social responsibility, and efficacy.
- CC9.5 Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose
- CC9.8a Write to describe (a profile of a character), to narrate (a narrative essay), to explain and inform (a researched report), and to persuade (a review).
Grade 10 Curriculum Expectations
Comprehend & Respond Focus
- CR A10.2 View, interpret, summarize, and draw conclusions about the ideas and information presented in a variety of illustrations, charts, graphs, and television, film, and video presentations including a documentary or current affairs program
- CR A10.3 Listen to, interpret, summarize, and draw conclusions about the ideas and information presented in a variety of literary and informational texts including group discussions, oral readings, interviews, and prepared talks about a topic being studied.
- CR A10.4 Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and online information) texts.
Compose & Create Focus
- CC A10.1 Compose and create a range of visual, multimedia, oral, and written texts that explore: • identity (e.g., Foundational Stories); • social responsibility (e.g., Destiny and Challenges of Life); and • social action (agency) (e.g., Human Existence).
- CC A10.2 Explain and present to a familiar audience the key ideas and events (actual or based on a text studied) through an appropriate combination of charts, diagrams, sound, models, drama, and print.
Grade 7 Curriculum Expectations
Comprehend & Connect
- Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
- Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
- Recognize how language constructs personal, social, and cultural identity
- Construct meaningful personal connections between self, text, and world
- Respond to text in personal, creative, and critical ways
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
- Recognize the validity of First Peoples oral tradition for a range of purposes
Create & Communicate
- Exchange ideas and viewpoints to build shared understanding and extend thinking
- Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
- Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
Grade 8 Curriculum Expectations
Comprehend & Connect
- Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
- Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts
- Recognize how language constructs personal, social, and cultural identity
- Construct meaningful personal connections between self, text, and world
- Respond to text in personal, creative, and critical ways
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
- Develop an awareness of the protocols and ownership associated with First Peoples texts
Create & Communicate
- Exchange ideas and viewpoints to build shared understanding and extend thinking
- Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
- Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message
Grade 9 Curriculum Expectations
Comprehension & Connect
- Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability
- Synthesize ideas from a variety of sources to build understanding
- Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
- Respond to text in personal, creative, and critical ways
- Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
- Develop an awareness of the diversity within and across First Peoples societies represented in texts
- Recognize the influence of place in First Peoples and other Canadian texts
Create & Communicate
- Exchange ideas and viewpoints to build shared understanding and extend thinking
- Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
- Select and use appropriate features, forms, and genres according to audience, purpose, and message
- Transform ideas and information to create original texts
- Express an opinion and support it with credible evidence
Grade 10 Curriculum Expectations
Composition: Comprehension & Connect
- 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
- Construct meaningful personal connections between self, text, and world
Composition: Create & Communicate
- Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking
- Respond to text in personal, creative, and critical ways
- Use acknowledgements and citations to recognize intellectual property rights
- Transform ideas and information to create original texts
New Media (FN): Comprehension & Connect
- 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 new media and other texts
New Media (FN): Create & Communicate
- Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking
- Use writing and multimedia design processes to plan, develop, and create texts for a variety of purposes and audiences
- Select and use media appropriate to purpose, audience, and context
Appendix 2: Learner Expectations Rubric
Level 1
Content
The culminating product reflects limited understanding and ability to summarize.
Design
The culminating product displays elements of design or structure that are ineffective, inconsistent, and/or inappropriate to the topic and audience.
Preparedness
Presenter is not familiar with the material and it is evident that the presenter did not rehearse.
Presentation
Presenter showed no enthusiasm for the subject matter and encouraged limited audience interest.
Reflection
The response does not relate to the prompt question and reflections include limited insight and connection to the content.
Level 2
Content
The culminating product reflects some understanding and ability to summarize.
Design
The culminating product displays elements of design or structure that are somewhat effective, consistent, and appropriate to the topic and audience.
Preparedness
Presenter is somewhat familiar with the material and shows some evidence that the presentation was rehearsed.
Presentation
Presenter showed little enthusiasm for the subject matter and encouraged some audience interest.
Reflection
The response somewhat relates to the prompt question and reflections include some insight and personal connection to the content.
Level 3
Content
The culminating product reflects understanding and an effective ability to summarize.
Design
The culminating product displays elements of design or structure that are effective, consistent and appropriate to the topic and audience.
Preparedness
Presenter is familiar with the material and shows evidence that the presentation was rehearsed.
Presentation
Presenter showed enthusiasm for the subject matter and encouraged audience interest.
Reflection
The response relates to the prompt question and reflections include insight and personal connection to the content.
Level 4
Content
The culminating product reflects sophisticated understanding and distinguished ability to summarize with personal connections.
Design
The culminating product displays elements of design or structure that are proficient, consistent and appropriate to the topic and audience.
Preparedness
Presenter masters the material and shows evidence that the presentation was thoroughly rehearsed.
Presentation
Presenter showed high enthusiasm for the subject matter and thoroughly engaged audience interest.
Reflection
The response extends beyond the prompt question and reflections include deep insight and personal connection to the content.
Appendix 3: Personal Reflection
Questions designed to allow you to show your understanding and connection to what you what learned in the Toolkit Unit Plan. Students should be asked to use complete and coherent sentences.
Questions
How has your perception changed regarding First Nation peoples?
What more would you like to learn about First Nation peoples?
How will you continue to learn more about First Nations people?
How can we honour First Nations Peoples in our school?
Appendix 4: Classroom Contract
Teachers and students are encouraged to sign a classroom contract to maintain respect and self-care for all learners throughout the unit.
Clauses
I understand that I will be learning about First Nations people their history and how it contributes to their current realities.
As I learn about their difficult truths, I will ensure I take care of my emotional, social, physical, and spiritual well-being and reach out to a school counsellor, the teacher, or close friends when necessary.
My conduct with remain respectful, appropriate, and honourable when visitors are welcomed into the classroom, as they will help me further understand and appreciate the realities of First Nations people.
