Download pdf - LA Grade 10 - DRAFT - The Cave · PDF filea ﬁ lm, interpreting a speech, ... ENGLISH LANGUAGE ARTS GRADE 10 DRAFT 3 INTRODUCTION An Effective English Language Arts Program

DRAFT

2014

Prince Edward Island

Department of Education and

Early Childhood Development

Holman Centre

250 Water Street, Suite 101

Summerside, Prince Edward Island

Canada, C1N 1B6

Tel: (902) 438-4130

Fax: (902) 438-4062

www.gov.pe.ca/eecd/

EEnglish Language Artsnglish Language Arts Grade 10

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEAVELOPMENT: ENGLISH LANGUAGE ARTS GRADE 10 DRAFT i

ACKNOWLEDGEMENTS

The Department of Education and Early Childhood Development acknowledges the contributions of the following in the development of the Language Arts Curriculum Guide Grade 10.

For contributing to the planning, writing, piloting, and implementation stages of the Language Arts Curriculum Guide Grade 10:

Charity Becker Charlottetown Rural High SchoolIan Coffi n Morell Regional High SchoolLyndon Oulton Three Oaks Senior High School

Jane Hastelow English Language School Board

Kendra MacLaren Department of Education and Early Childhood DevelopmentMark Ramsay Department of Education and Early Childhood Development

Michèle Bradley Department of Education and Early Childhood Development

For sharing research, and standards, which has guided the planning and development process for the Language Arts Curriculum Guide Grade 10.

Atlantic Canada English Language Arts Curriculum (Grade 7-9)Atlantic Canada English Language Arts Curriculum (Grade 10-12)Saskatchewan Ministry of Education English Language Arts (Grade 9)New Brunswick Department of Education and Early Childhood Development Reading and Writing Standards (Grade 10)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEAVELOPMENT: ENGLISH LANGUAGE ARTS GRADE 10 DRAFT iii

CONTENTS

IntroductionPurpose of the English Grade 10 Curriculum Guide .......................................................................................1

The Nature of English Language Arts .........................................................................................................1

Comprehension and Metacognition ............................................................................................................2

Definition of Text ....................................................................................................................................2

An Effective English Language Arts Program ...............................................................................................3

Zone of Proximal Development ...............................................................................................................3

Gradual Release of Responsibility ...........................................................................................................4

Curriculum Guide

Principles Underlying the English Language Arts Curriculum ..........................................................................5

Resources ..............................................................................................................................................8

The Cognitive Process Dimension ..............................................................................................................9

Overview of the 10 Specific Curriculum Outcomes (SCOs) ........................................................................... 10

Table of Specifications ........................................................................................................................... 11

Scaffold of the 9-12 Language Arts Curriculum .......................................................................................... 12

Speaking and Listening ....................................................................................................................... 12

Reading and Viewing .......................................................................................................................... 13

Writing and Other Ways of Representing ............................................................................................... 16

Achievement Indicators and Elaborations

SCO 1 ................................................................................................................................................. 20

Achievement Indicators ................................................................................................................... 20

Elaborations................................................................................................................................... 21

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEAVELOPMENT: ENGLISH LANGUAGE ARTS GRADE 10 DRAFT iv

CONTENTS

SCO 2 ................................................................................................................................................. 22


Elaborations................................................................................................................................... 23

SCO 3 ................................................................................................................................................. 24


Elaborations................................................................................................................................... 25

SCO 4 ................................................................................................................................................. 26


Elaborations................................................................................................................................... 27

SCO 5 ................................................................................................................................................. 28


Elaborations................................................................................................................................... 29

SCO 6 ................................................................................................................................................. 30


Elaborations................................................................................................................................... 31

SCO 7 ................................................................................................................................................. 32


Elaborations................................................................................................................................... 33

SCO 8 ................................................................................................................................................. 34


Elaborations................................................................................................................................... 35

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEAVELOPMENT: ENGLISH LANGUAGE ARTS GRADE 10 DRAFT v

CONTENTS

SCO 9 ................................................................................................................................................. 36


Elaborations................................................................................................................................... 37

SCO 10 ............................................................................................................................................... 38


Elaborations................................................................................................................................... 39

Pull-Out Sheet

Overview of the 10 Specific Curriculum Outcomes (SCOs) ........................................................................... 41

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEAVELOPMENT: ENGLISH LANGUAGE ARTS GRADE 10 DRAFT 1

INTRODUCTION

Purpose of the English Grade 10 Curriculum GuideThis guide has been developed to support teachers in the implementation of the English language arts curriculum. It provides a comprehensive framework on which teachers can base decisions concerning learning experiences, instruction, student assessment, resources, and program evaluation.

These guidelines • recognize that language development is part of an ongoing learning process; • refl ect current research, theory, and classroom practice;• place emphasis on the student as a learner;• provide fl exibility for teachers in planning instruction to meet the needs of their students;• suggest experiences and strategies to increase the effi ciency and effectiveness of the learning and teaching

process.

The Nature of English Language ArtsEnglish language arts encompasses the experience, study, and appreciation of language, literature, media, and communication. It involves language processes: speaking, listening, reading, viewing, and writing and other ways of representing.

Language is the principle means through which we formulate thought and the medium through which we communicate thought with others. Thus, language in use underlies the processes of thinking involved in speaking, listening, reading, viewing, writing and other ways of representing. The application of these interrelated language processes is fundamental to the development of language abilities, cultural understanding, and creative and critical thinking.

Language is learned most easily when the various processes are integrated and when skills and strategies are kept within meaningful language contexts. The curriculum guide specifi es that English language arts be taught in an integrated manner so that the interrelationship between and among the language processes will be understood and applied by students. This integrated approach should be based on students’ prior experiences with language and on meaningful activities involving speaking, listening, reading, viewing, writing and other ways of representing.

The English language arts curriculum engages students in a range of experiences and interactions with a variety of texts designed to help them develop increasing control over the language processes, to use and respond to language effectively and purposefully, and to understand why language and literacy are so central to their lives.


INTRODUCTION

Figure 1: The Nature of English Language Arts

Comprehension and MetacognitionWhen students are taught language arts in an integrated fashion, they use the language arts interdependently to comprehend and make meaning. For example, a structured talk may lead to writing, while viewing graphs and images may also lead to writing. Students can make meaning with and from text. Those who monitor their learning, assess their strengths and needs, and set goals for improvement become independent, lifelong learners. By thinking about how they think and learn, students gain personal control over the strategies they use when engaged in literary activities. This control develops through metacognition that is, becoming aware of and more purposeful in using the strategies for self-monitoring, self-correcting, refl ecting, and goal setting to improve learning. Every student can develop metacognitive strategies and skills when teachers explain, model, and help them to practise talking and writing about their thinking.

Defi nition of TextIn this document, the term text is used to describe any language event, whether oral, written, visual, or digital. In this sense, a conversation, a poem, a novel, an online exchange, a poster, a music video, or a multimedia production are all considered texts. The term is an economical way of suggesting the similarity among the many skills involved in viewing a fi lm, interpreting a speech, or responding to an online forum. This expanded concept of text takes into account the diverse range of texts with which people interact and from which they construct meaning.

Thinking

Speaking and Listening

Reading and Viewing

Making Meaning

Writing and Representing

Thinking Thinking


INTRODUCTION

An Effective English Language Arts ProgramEnglish language arts teachers can help all students become competent and confi dent language users. An effective English language arts program

• focuses on grade-specifi c outcomes that specify the skills, knowledge, and attitudes that students are expected to know and be able to demonstrate;

• provides meaningful contexts for students to gain opportunities to speak and listen, read and view, and write and represent;

• encourages inquiry-based learning that builds on students’ sense of curiosity – drawing on their diverse backgrounds, interests, and experiences, and providing them with opportunities to question for deeper understanding;

• encourages students to extend their learning beyond the classroom into the local, national, and international communities;

• focuses on the language arts processes and the associated elements and conventions to enable students to understand, appreciate, and use language in a variety of situations for communication, learning, and personal satisfaction;

• includes a range of text in oral, visual, multimedia, print, and non-print texts to help students achieve the learning outcomes;

• includes resources that are current, relevant, credible, and representative of many viewpoints;• teaches students how to move from teacher-supported and guided lessons to independent learning.

Zone of Proximal DevelopmentIn an effective language arts program, teachers choose their instructional activities to model and scaffold composition, comprehension, and metacognition that is just beyond the student’s independence level. Psychologist Lev Vygotsky refers to this as the zone of proximal development.

The zone of proximal development is where learning can be supported most effectively and extended with instruction. Teachers are able to defi ne a learner’s immediate needs and the shifting developmental status, allowing for what has already been achieved and for what the learner will be able to achieve in the future.

Teachers can recognize when a student is within the zone of proximal development by asking questions and recognizing the learner’s individual learning style. Anything that a student can learn with the assistance and support of a teacher, peers, and the instructional environment is said to lie within the student’s zone of proximal development. With enough assisted practice, the student will internalize the strategies and language for completing this task, supporting the gradual release of responsibility described on the next page.


INTRODUCTION

Gradual Release of Responsibility

Teachers must determine when students can work independently and when they require assistance. In the gradual release of responsibility approach, students move from a high level of teacher support to independent practice, as they become more skilled at applying the new strategies. The teacher models a concept or strategy and makes explicit the thinking he/she engages in when choosing and applying that strategy in a specifi c context. Gradually, students are given more independence, and are empowered to make the comprehension strategies their own. If necessary, the teacher increases the level of support when students need further assistance. Figure 1 below provides a visual representation of this process.

Figure 1: Gradual Release of Responsibility

Guided practice supports student independence. As a student demonstrates success, the teacher gradually decreases his or her support.

MENTOR

(Shared and Guided)

MONITOR

(Independent)

MODEL

(Modelled)

Modelled

“Teacher does…. student watchers”

Independence

“Student does…. teacher watches”

Shared

“Teacher does…. student helps”

Guided

“Student does… teacher helps”


INTRODUCTION

• Language is the primary instrument of thought and the most powerful tool students have for developing ideas and insights, for giving signifi cance to their experiences, and for making sense of both their world and their possibilities within it.

• Language learning is an active process of constructing meaning, drawing on all sources and ways of knowing.• Language learning is personal and intimately connected to individuality. • Language expresses cultural identity. • Language learning develops out of students’ home language and their social and cultural experiences. • Language learning is developmental. Students develop fl exibility and fl uency in their language use over time. • Language is best learned when it is integrated. All the language processes are interrelated and

interdependent. • Language is learned holistically. Students best understand language concepts in context rather than in

isolation. • Students learn language through purposeful and challenging experiences designed around stimulating ideas,

concepts, issues and themes that are meaningful to them. • Students learn best when they are aware of the strategies and processes they use to construct meaning and

to solve information-related problems. • Students need frequent opportunities to assess and evaluate their own learning and performance. • In the process of learning, students need various forms of feedback from peers, teachers and others—at

school, at home, and in the community. • Language learning is continual and multidimensional. It can best be assessed by the use of multiple types of

evidence that refl ect authentic language use over time. • Students must have opportunities to communicate in various modes what they know and are able to do. • Assessment must be an integral and ongoing part of the learning process itself, not limited to fi nal products.

Principles Underlying the English Language Arts Curriculum


INTRODUCTION

What English Language Arts IS What English Language Arts IS NOTUsing visual, multimedia, oral, and written communication competently, appropriately, and effectively for a range of purposes

Using only print resources with a fi ctional emphasis for a limited range of purposes (usually isolated to a school task)

Recognizing the central role of language in communicating, thinking, and learning

Letting literature drive the program

Setting meaningful and relevant contexts for teaching and learning, including connections to students’ experiences, knowledge, and personal and cultural identity

Giving isolated language activities and using unrelated texts

Helping students know what and why they are learning and doing something (sharing outcomes, achievement standards, and exemplars)

Having only teacher awareness of the outcomes and not sharing them with students

Teaching and learning for deep understanding (including using compelling questions as a focus)

Asking and answering solely teacher-directed questions

Making meaning of ideas or information received (when listening, reading, and viewing)

Answering knowledge/ comprehension questions individually, after reading print texts

Creating meaning for students and others (through speaking, writing, and representing)

Using only limited forms of communication, usually writing

Using critical, creative, and metacognitive processes to make sense of ideas, information, and experiences

Accessing and accepting isolated information at face value

Creating, critiquing, and applying knowledge, not just “having” it

Gaining knowledge but not using it

Participating, contributing, and making connections to the world beyond the classroom

Not considering the implications of issues within the broader community

Questioning students’ assumptions about the world and their place in it

Accepting a Eurocentric and complacent view of the world


INTRODUCTION

What English Language Arts IS What English Language Arts IS NOTUsing a variety of strategies (before, during, and after), depending upon the activity

Following only teacher-directed skills and strategies and spending time on isolated skill and drill

Understanding how language really works (e.g., discourse, registers, sociolinguistic features and functions, cues and conventions) and consciously using grammatical conventions for purpose and effect

Learning grammar for grammar’s sake

Engaging in inquiry learning Doing a project or, if time permits, a series of activities to bring closure

Recognizing and respecting a range of world views Not thinking critically about whose world view is presented

Using assessment and evaluation to guide and improve learning and provide students with opportunities to refl ect, monitor, self-assess, and set targets for learning

Not allowing students to refl ect on or analyse their own progress

Showing proof of learning Avoiding any accountability for learning

Allowing students to refl ect on their own learning and literacy

Assuming that the responsibility for learning and literacy lies with the teacher

Developing a disposition to lifelong learning Setting short-term goals for learning (for example, “Is it on the test?”)

Using contemporary technologies to learn and to document understanding

Using limited or inappropriate technology for technology’s sake

This table had been adapted from English Language Arts 9 (Saskatchewan Ministry of Education, 2008). Used with permission of the Saskatchewan Ministry of Education.


RESOURCES

ResourcesThe Prince Edward Island Department of Education and Early Childhood Development has listed a variety of authorized resources in the Senior High Program of Studies and Authorized Materials. The evaluation and selection of these resources includes a thorough process outlined in the guide, Evaluation and Selection of Learning Resources. On some occasions this includes consultation with outside groups such as the Human Rights Commission and the Mikmaq Confederacy of PEI. These titles are not mandatory but should be viewed as suggested resources.

It is important to note that resources are approved for different purposes. Some novels are authorized as a full class or as an independently selected text. Other novels are only authorized as an independently selected text. Independently selected texts are not intended to be used as a full class resource. Students are to select these resources based on their own interests. This may include participation in a book club or independent reading program. This distribution is identifi ed in the Senior High Program of Studies and Authorized Materials.

It is crucial that teachers remain focused on the skills outlined in the curriculum and not misinterpret a student’s ability or inability to master a specifi c resource as a sole indicator of sucess or failure. Students are encouraged to acquire the skills highlighted in the specifi c curriculum outcomes through a variety of complex texts and should receive multiple opportunities throughout the course to improve and fulfi ll the achievements outlined in the corresponding achievement indicators. Elaborations are provided to help explain the depth and breadth of each of the specifi c curriculum outcomes.

A balanced literacy program involves the gradual release of responsibility. The suggested division of modeled, shared and independent texts includes:

• Modeled 25% of the time• Shared 25% of the time• Independent 50% of the time

The purpose of this curriculum is to allow teachers to guide their students to a high level of skill in all three strands of the Language Arts Program: Speaking and Listening, Reading and Viewing, and Writing and Representing. Teachers are encouraged to use their professional judgment when responding to the needs of their students.

If you have questions regarding the curriculum or resources, please contact the Secondary Language Arts Curriculum Specialist at the Department of Education and Early Childhood Development.


THE COGNITIVE PROCESS DIMENSION

The Cognitive Process DimensionThe Knowledge Dimension

Remembering(lower level thinking)

Understanding Applying Analysing Evaluating Creating (higher lever

thinking)

Factual Knowledge(essential facts, terms, details, or elements)

Conceptual Knowledge(principles, generalizations, theories, models)

SCO 5 SCO 4SCO 6

SCO 2

Procedural Knowledge(methods of inquiry, skills, techniques, strategies)

SCO 7 SCO 3SCO 8

Metacognitive Knowledge(awareness of own thinking and processes)

SCO 10 SCO 9

SCO 10


OVERVIEW OF THE 10 SPECIFIC CURRICULUM OUTCOMES (SCOS)

Speaking and ListeningGCO 1: Speak and listen to explore, extend, clarify, and refl ect on their thoughts, ideas, feelings, and experiences.

GCO 2: Communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Interact with sensitivity and respect, considering the situation, audience and purpose.

SCO 1: justify understanding of an idea, issue or text through effective communication

SCO 2: produce an oral presentation advocating for an idea or cause

SCO 3: construct an expository oral text that explains an idea or process

Reading and ViewingGCO 4: Select, read and view with understanding a range of literature, information, media and visual texts.

GCO 5: Interpret, select, and combine information using a variety of strategies, resources, and technologies.

GCO 6: Respond personally to a range of texts.

GCO 7: Respond critically to a range of texts, applying their understanding of language, form, and genre.

SCO 4: evaluate purpose, structure and characteristics of a variety of texts (fi ction, nonfi ction, drama, poetry, and visual/multimedia)

SCO 5: examine the impact of literary devices within literature, media and various forms of representing (imagery, simile, metaphor, alliteration, personifi cation, fl ashback, foreshadowing)

SCO 6: evaluate how identity and culture are portrayed in a variety of texts

SCO 7: integrate properly cited information from a variety of reliable sources

Writing and Other Ways of RepresentingGCO 8: Use writing and other ways of representing to explore, clarify, and refl ect on their thoughts, feelings, experiences, and learning; and to use their imagination.

GCO 9: Create texts collaboratively and independently, using a variety of forms for a range of audiences and purpose.

GCO 10: Use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness.

SCO 8: construct increasingly complex texts using a range of forms to serve their purposes (narrative, expository, persuasive, poetry, visual/multimedia, and research)

SCO 9: provide critical feedback on peer and modeled text

SCO 10: enhance personal text based on peer and teacher critical feedback


TABLE OF SPECIFICATIONS

Table of Specifi cations

Strands Level 1 Level 2 Level 3 % of Curriculum


(20% - 30%)

SCO 1 SCO 2 SCO 3

7% - 10% 7% - 10% 6% - 10%

Reading and Viewing

(35% - 40%)SCO 5

SCO 4 SCO 6 SCO 7

18% - 20% 4% - 5% 4% - 5% 9% - 10%

Writing and Representing

(35% - 40%)

SCO 8SCO 9SCO 10

30% - 34% 3% - 5% 3% - 5%

TOTAL 0% 5% 95% 100%


SCAFFOLD OF GRADE 9-12 ENGLISH LANGUAGE ARTS SPECIFIC CURRICULUM OUTCOMES (SCOS)


GCO 1: Speak and listen to explore, extend, clarify, and refl ect on their thoughts, ideas, feelings, and experiences.



English 9 English 10 English 11 (draft) English 12 (draft)SCO 1.1: examine others’ ideas in discussion to extend their own understanding

SCO 1: justify undertanding of an idea, issue or text through effective communication



SCO 1.3: articulate, advocate, and support points of view, presenting viewpoints in a convincing manner


SCO 2: defend a viewpointto an audience of critics

SCO 2: justify a point ofview or stance whileengaged in a formaldiscussion

SCO 2.3: give and follow instructions and respond to questions and directions of increasing complexity


SCO 3: respond verbally toa variety of complex openended questions

SCO 3: criticaly evaluate their own and others oral text



Reading and Viewing

English 9 English 10 English 11 (draft) English 12 (draft)SCO 4.3: demonstrate an understanding that information texts are constructed for particular purposes

SCO 4.4: use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts

SCO 7.2: demonstrate that print and media texts are constructed for particular purposes and particular audiences: describe how specifi c text and genre characteristics contribute to meaning and effect

SCO 7.3: respond critically to texts of increasing complexity: analyse and evaluate a text in terms of its form, structure, and content; recognize how their own ideas and perceptions are framed by what they read and view; demonstrate an awareness that personal values and points of view infl uence both the creation of text and the reader’s/viewer’s interpretation and response; explore and refl ect on culture and reality as portrayed in media texts; identify the values inherent in a text

SCO 4: evaluate purpose, structure and characteristics of a variety of texts (fi ction, non fi ction, drama, poetry, and visual/multimedia)

SCO 4: evaluate purpose, structure and characteristics of a variety of texts


GCO 4: Select, read and view with understanding a range of literature, information, media and visual texts.




Reading and Viewing Continue .....



English 9 English 10 English 11 (draft) English 12 (draft)SCO 4.4: use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts

SCO 6.2: express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate information


SCO 5: examine the effectiveness of literary devices within literature, media and various forms of representing


SCO 4.4: use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts

SCO 7.3: respond critically to texts of increasing complexity: analyse and evaluate a text in terms of its form, structure, and content; recognize how their own ideas and perceptions are framed by what they read and view; demonstrate an awareness that personal values and points of view infl uence both the creation of text and the reader’s/viewer’s interpretation and response; explore andrefl ect on culture and reality as portrayed in media texts; identify the values inherent in a text


SCO 6: evaluate howgender and socioeconomicstatus are portrayed in avariety of texts

SCO 6: evaluate howidealogies are portrayed in a variety of texts

Reading and Viewing Continue .....

Reading and Viewing



English 9 English 10 English 11 (draft) English 12 (draft)SCO 5.1: independently access and select specifi c information to meet personal and learning needs: select, from a wide range, sources appropriate to their purposes; use the electronic network; employ strategies to conduct their research

SCO 5.2: experiment with and rely upon a range of print and non-print sources for accessing and selecting information

SCO 6.1: respond to some of the material they read or view by questioning, connecting, evaluating, and extending: move beyond initial understanding to more thoughtful interpretations

SCO 6.2: express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate information




Reading and Viewing



English 9 English 10 English 11 (draft) English 12 (draft)SCO 8.1: use a range of strategies in writing and representing: to extend ideas and experiences; explore and refl ect on their feelings, values, and attitudes; consider others’ perspectives; refl ect on problems and responses to problems; describe and evaluate their learning processes and strategies;and refl ect on their growth as language learners and language users

SCO 8.4: make informed choices of language to create a range of interesting effects in imaginative writing and representing

SCO 9.1: demonstrate facility in using a variety of forms of writing to create texts for specifi c purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama) to achieve their purposes

SCO 8: construct increasingly complex texts using a range of forms to serve their purposes(narrative, expository, persuasive, poetry, visual/multimedia, and research)

SCO 8: construct increasingly complex texts using a range of forms to serve their purposes


GCO 8: Use writing and other ways of representing to explore, clarify, and refl ect on their thoughts, feelings, experiences, and learning; and to use their imagination.



Writing and Other Ways of Representing

Writing and Other Ways of Representing Continue .....



English 9 English 10 English 11 (draft) English 12 (draft)SCO 9.4: demonstrate an awareness of the effect of context on writing and representing: make appropriate choices of form, style, and content for specifi c audiences and purposes

SCO 10.2: consistently use the conventions of written language in fi nal products

SCO 8.1: use a range of strategies in writing and representing: to extend ideas and experiences; explore and refl ect on their feelings, values, and attitudes; consider others’ perspectives; refl ect on problems and responses to problems; describe and evaluate their learning processes and strategies;and refl ect on their growth as language learners and language users

SCO 9.3: understand that ideas can be represented in more than one way and used with other forms of representing

SCO 9.4: demonstrate an awareness of the effect of context on writing and representing: make appropriate choices of form, style, and content for specifi c audiences and purposes

SCO 10.2: consistently use the conventions of written language in fi nal products





Writing and Other Ways of Representing Continue .....



English 9 English 10 English 11 (draft) English 12 (draft)SCO 8.1: use a range of strategies in writing and representing: to extend ideas and experiences; explore and refl ect on their feelings, values, and attitudes; consider others’ perspectives; refl ect on problems and responses to problems; describe and evaluate their learning processes and strategies;and refl ect on their growth as language learners and language users

SCO 9.5: analyse and assess responses to their writing and media productions

SCO 10.1: demonstrate an awareness of which pre-writing, drafting, revis-ing, editing, proofreading, and presentation strategies work for them with various writings and representations






EEnglish Language Arts nglish Language Arts Grade 10

Specifi c Curriculum Outcomes (SCOs),Achievements, and Elaborations


Speaking and ListeningStudents will be expected to


Grade 9 Grade 10 Grade 11 (draft)SCO 1.1: examine others’ ideas in discussion to extend their own understanding

SCO 1: justify understanding of an idea, issue or text* through effective communication

SCO 1: justify understanding of an idea, issue or text* through effective communication

Students who have achieved this outcome should be able to

a) identify the roles and responsibilities of an effective speaker and listenerb) recognize that communication involves an exchange of ideas (experiences, information, views)c) recognize that oral communication involves physical qualities (gestures, body language), and language choices

depending on the situation, audience, and purpose or communication mediad) demonstrate active listening skillse) analyse the viewpoints of others (e.g., peer, author, character)f) examine the motivation of others (e.g., peer, author, character)g) refl ect on their own ideash) respect the needs, rights, and responsibilities of othersi) use examples to support their understanding

Achievement Indicators


The purpose of this outcome is to develop oral communication skills.

* The term “text” is used to describe a medium of information and can take many forms, such as print, video, music, electronic conference, photography, or speakers’ words.

For this particular outcome, students must learn how to examine the opinions of others. They must also refl ect on their thinking to formulate opinions. They should be able to give reasonable and specifi c examples to justify their understanding of an idea, issue, or text. This outcome provides students with the opportunity to assess a variety of different ideas, issues, and texts. Students can further develop their ability to discuss their ideas in a professional, mature manner that meets the requirements of the speaking and listening situation.

Teachers are encouraged to “meet students where they are” when facilitating achievement of this outcome. Although the majority of students may demonstrate achievement of this outcome in small group and full class settings, others may need a one on one setting. Teachers are encouraged to use their professional judgment when meeting the needs of each student. Regardless of the context, the integrity of the outcome must be upheld.

Students could demonstrate their learning through• a small group discussion (e.g., Book Club discussion of inquiry questions);• an interview between the student and the teacher (student or teacher driven); • a large group discussion (e.g., teacher guided full class discussion)

Elaboration




Grade 9 Grade 10 Grade 11 (draft)SCO 1.3: articulate, advocate, and support points of view, presenting viewpoints in a convincing manner


SCO 2: defend a viewpoint to an audience of critics


a) present a personal viewpoint to an audience b) use details to attempt to persuade the audiencec) demonstrate an appropriate use of language and communication styles d) adapt delivery to social contexts of different speech events e) adapt the message, language and delivery to connect with the audience f) choose to use technology to enhance presentationg) respond to questions from the audienceh) respect the needs, rights, and responsibilites of others



The purpose of this outcome is to develop students’ ability to use persuasive techniques within oral communication.

This outcome allows students to explore language arts elements (e.g., text features, character, theme) and make cross curricular connections to the real world in science, social studies, math and physical education. Topic selection should be made under the supervision and direction of the teacher.

If the teacher would like to include a research component to this outcome, SCO 7 may be incorporated. Students may advocate for a real life, or fi ctional idea or cause.

Some examples include:• advocating for school uniforms• advocating for school dress code• advocating for a school trip• advocating for the use of genetically modifi ed foods• advocating for a political party• advocating for a change in law or rule• advocating for a character’s rights (e.g., fi ctional monologue, speech)

It will be important for teachers to discuss topic selection with students. It will be key for students to be engaged in their topic.


Students benefi t from multiple experiences with this outcome that gradually increase their interaction with the audience. For example, students may gradually move from small group to full class presentations. Students may also choose to present to a larger audience within their school and community in person or virtually.

Students may choose to use technology to enhance their presentation. For example they may use video or audio recording. They may also choose to rehearse their presentation through video (e.g. pairs using cell phones or web cams).

Elaboration




Grade 9 Grade 10 Grade 11 (draft)SCO 2.3: give and follow instructions and respond to questions and directions of increasing complexity

SCO 3: construct an expository oral text* that explains an idea or process

SCO 3: respond verbally to a variety of complex open ended questions


a) present an idea or a process to an audienceb) use details to enhance explanationc) demonstrate an appropriate use of language and communication stylesd) adapt delivery to social contexts of different speech eventse) adapt the message, language, and delivery to connect with the audiencef) choose to use technology to enhance presentationg) respond to questions from the audienceh) respect the needs, rights, and responsibilities of others



The purpose of this outcome is to develop students’ ability to use expository skills within oral communication.

* In this instance, the term oral text may represent a class presentation, video tape, pod cast, etc.

This outcome allows students to select an idea or process of their choice under the direction and approval of the teacher. This may be a real life or fi ctional idea or process.

It will be important for teachers to discuss topic section with students. It will be key for students to be engaged in their topic. Students will have the opportunity to respond to the audience’s questions. Students may like to test their skills multiple times on a variety of topics to gain profi ciency with this outcome.


Students may choose to use technology to enhance their presentation. For example they may use video or audio recording.

Elaboration

Examples for ideas:• explain the elements of a book (book talk)• explain a favorite poem or song• explain a confl ict in a novel, play or movie• explain habits of mind• explain what is means to be a leader• explain the causes of an event• explain how severe weather systems develop• explain their Life Work Portfolio• explain their Personal Plan for Wellness

Examples for process:• how to survive your fi rst day of high school• how to get into a college/university of your choice• how to effectively solve confl ict • how to ask someone out on a date• how to break up with someone respectfully• how to politely tell someone you’re not interested

in them• how to take a slapshop under pressure• how to kill a zombie• how to slay a dragon


Reading and ViewingStudents will be expected to


Grade 9 Grade 10 Grade 11 (draft)SCO 7.3: evaluate a text in terms of its form, structure, and content

see SCO 4.3, SCO 4.4, and SCO 7.2 on page 13

SCO 4: evaluate purpose, structure and characteristics of a variety of texts (fi ction, non fi ction, drama, poetry, and visual/mutlimedia)



a) read a wide variety of print (fi ction, non-fi ction, drama, poetry) and media texts (e.g., fi lm, journalism, television, advertising, music videos, social media)

b) seek meaning in reading using a variety of strategies such as cuing systems, utilizing prior knowledge, making connections, analyzing, inferring, predicting, synthesizing, and evaluating.

c) identify purpose of texts (main idea, theme)d) identity structure of texts (sentences, language, word complexity, graphics and layout)e) identify characteristics of text:

literary fi ction: setting, confl ict, plot, characterization, point of view; literary non-fi ction: depth of content (i.e., use of primary and secondary sources), presentation of facts

f) explore relationships between topic, genre, purpose, context and audienceg) evaluate purpose ,structure and characteristics of texth) make judgements about purpose, structure, and characteristics of textsi) express and support personal reactions with examples from the text



Students will select and read independently and collaboratively a range of texts (fi ction, nonfi ction, drama, poetry, and visual/multimedia). Students may employ assistive technology to support reading. The purpose of the text is defi ned as the main idea(s) the author is trying to express. Themes may be multidimen-sional and challenging themes or ideas (e.g., relevant and robust themes, exploring, social, moral issues, justice, war, discrimination) that cultivate social awareness, evoke emotional responses and provide insight into the struggles of humanity. Age appropriate characters and information require the reader to interpret and connect information or ideas with other texts and subject areas. There may be multiple levels of meaning.

The structure of the text includes:

• sentences (e.g., complex sentence structure, descriptive sentence structure, and complex inclusion of dialogue);

• language (e.g., challenging language, some implicit and inferred meaning);• word complexity (e.g., long syllabic words, some diffi cult words or technical vocabulary);• graphics (e.g., challenging illustrations, photographs or sophisticated graphics);

• layout (e.g., many lines of print on a page, deliberate visual clues, a range of reader’s tools like a glossary, legend and scale).

The characteristics of the text will vary between reading selections. Topic, genre, context and audience make up the main framework. This is further broken down into more specifi c characteristics depending on the text. For example, when reading literary fi ction, students may examine setting, confl ict, plot, characterization, and point of view. When reading literary non-fi ction, students may examine depth of content (i.e., use of primary and secondary sources), and the presentation of facts.

Students should read widely and experience a range of genres from a variety of eras and cultures which could include Shakespeare’s works to contemporary song lyrics. Teachers are encouraged to have their student’s keep a Reader’s Notebook, and engage in Readings Workshop related activities. Students should be instructed to “read like a writer”.

Parts of this elaboration were taken with permision from the New Brunswick Reading Standard.

Elaboration




Grade 9 Grade 10 Grade 11 (draft)SCO 4.4: use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts

see SCO 6.2 on page 14




a) read a wide variety of print (e.g., fi ction, non-fi ction, drama, poetry) and media texts (e.g., fi lm, journalism, television, advertising, music videos, social media posts)

b) identify specifi c literary devices (imagery, simile, metaphor, alliteration, personifi cation, fl ashback, foreshadowing)

c) analyse the purpose of specifi c literary devices in textd) infer an author’s viewpointe) provide examples from text to support ideas



The purpose of this outcome is for students to examine how literary devices are used in a variety of texts. This outcome provides opportunities for teachers to introduce students to a variety of text forms. Students should be encouraged to further explore familiar text forms and also survey new forms of text. Students should not be expected to be masters of all text forms, but they should be provided opportunities to expand their experiences. Text forms explored in class should include a range of genres from a variety of eras and cultures which could include Shakespeare’s works to contemporary song lyrics.

Students may explore a variety of literary devices in English 10; however, imagery, simile, metaphor, alliteration, personifi cations, fl ashback, and foreshadowing are the focus. Students should have a solid understanding of these devices by the end of English 10. Additional devices will be the focus in following grades.

Elaboration




Grade 9 Grade 10 Grade 11 (draft)

SCO 7.3: explore and refl ect on culture and reality as portrayed in media texts; identify the values inherentin a text

see SCO 4.4 on page 14


SCO 6: evaluate how gender and socioeconomic status are portrayed in a variety of texts


a) identify the author’s portrayal of identity and culture b) analyse identity and culture in a variety of textsc) pose questions to clarify understandingd) consider their own and others’ interpretation of a texte) seek further information to clarify understanding f) assess reliability of informationg) make connections among different texts h) share viewpoints and perspectives with others i) use examples from text to justify viewpoints and perspectivesj) respect the needs, rights and responsibility of others



This outcome should be addressed with sensitivity.

The purpose of this outcome is for students to exert their critical thinking skills by evaluating how texts illustrate identity and culture. In this case, identity is defi ned as the set of characteristics a person uses to determine who they are. Culture* is defi ned as “the ideas, customs, and social behavior of a particular people or society.”

Students should explore their own opinions and judgments toward a variety of texts while demonstrating respect for the needs, rights, and responsibilities of others. It is imperative that students consider others’ points of view while creating their own. They must also exercise their responsibility to present their ideas in a mature, professional manner. This is a sensitive outcome where discussion and refl ective time will be important. Teachers must use their judgment with topic selection as well as the time of year when more sensitive topics are explored. Class composition should infl uence the teacher’s choice of topics.

This outcome provides opportunities for guest speakers (e.g., Human Rights, Newcomers Association) to further educate students about these very important issues. This outcome also provides opportunities to discuss digital etiquette which encompasses cultural awareness when communicating with citizens from other regions of the world.

*Culture. 2014. In Oxforddictionary.com Retrieved on November 25, 2013 from http://www.oxforddictionaries.com/defi nition/english/culture?q=culture)

Elaboration




Grade 9 Grade 10 Grade 11 (draft)SCO 5.1: independently access and select specifi c information to meet personal and learning needs: select, from a wide range, sources appropriate to their purposes; use the electronic network; employ strategies to conduct their research express and support points of view about texts and about issues, themes, and situations within texts, citing appropriate information



SCO 7: integrate properly citedinformation from a variety of reliable sources


a) read texts in relation to their ideab) identify examples of reliable and unreliable sourcesc) select information from a variety of reliable sources to support an idead) integrate information in support of their idea using direct and indirect quotatione) integrate information into speaking or writing and representing (e.g., SCO 2 and SCO 8)f) cite information properly



This is a research based outcome. The purpose of this outcome is for students to enhance their skills of researching, selecting, and integrating information from a variety of sources to support an idea.

It’s important to note that researching, selecting, and integrating information are reading skills; however, these must be demonstrated through speaking or writing and representing. Outside information should be cited properly and appropriately to the speaking or writing and representing activity.

Students should be able to identify this skill in a variety ways (e.g., essay writing, video, audio, animation, poetry).

Students should be exposed to Modern Language Association (MLA) and American Psychological Association (APA) format so they are aware that different disciplines require different formats of citations. The basic skill for acknowledging information sources is the same. The scope of the learning activities will determine the citation format required.

For the purpose of English Language Arts, English 10 teachers should instruct and assess MLA format. If students would like to make cross curricular connections, they will need to be aware of APA format used in other disciplines. Students can access information on APA and MLA format on the web and should be encouraged to use reliable web based tools.

Digital literacy* must be addressed here. Digital literacy refers to “knowing how to learn.” It refers to the development of processing and searching skills to fi nd the data required: addressing information reliability and validity, documenting sources, and avoiding plagiarism.

Plagiarism should be a key area to discuss. Teachers should reinforce the importance of crediting sources of information and also discuss the consequences of plagiarism.

*Digital literacy. 2014. In digitalcitizenship.net Retrieved on January 6, 2014 from http://digitalcitizenship.net/Nine_Elements.html

Elaboration


Writing and Other Ways of RepresentingStudents will be expected to


Grade 9 Grade 10 Grade 11 (draft)SCO 9.1: demonstrate facility in using a variety of forms of writing to create texts for specifi c purposes and audiences, and represent their ideas in other forms (including visual arts, music, drama) to achieve their purposessee SCO 8.1, SCO 8.4, SCO 9.4, and SCO 10.2 on page 16 & 17

SCO 8: construct increasingly complex texts using a range of forms to serve their purposes (narrative, expository, persuasive, poetry, visual/multimedia, and research)



a) use the writing process to develop writing and representing (i.e., pre-writing, drafting, revising, editing, publishing)

b) select appropriate form, style and content for specifi c audiences and purposes (i.e., narrative, expository, persuasive, poetry, visual multimedia, and research)

c) create an organized structure that supports the purpose, audience, and context of textsd) use six writing traits to develop writing (ideas, organization, word choice, voice, sentence structure, conventions) with a strong focus on ideas, organization, and conventionse) choose language that creates interesting and imaginative effectsf) when using outside sources, use direct and indirect quotations to enhance ideas; make connections that

support thesis/purposeg) demonstrate an awareness of their writing style and preferences h) use MLA or APA format; APA may be used when students integrate curriculum from other subject areas



Students must select and write independently and collaboratively for a variety of purposes. Students may employ assistive technology for writing.

The purpose of this outcome is for students to communicate effectively in a variety of text forms. Students must select a topic and then choose the best form and style to support their main ideas. For example, students may select a poem when exploring more intimate issues. They should explore the difference between informal and formal writing and the expectations of each circumstance.

This outcome can be connected to many other outcomes within Speaking and Listening and Reading and Viewing.

Students should experience a range of writing and other ways of representing over the course:• narrative (e.g., realistic fi ction, personal narrative, blog);• expository (e.g., factual account, setting description, essay/report);• persuasive (e.g., documentary, advice column, opinion piece);• poetry (e.g., free verse, structural);• visual/multimedia (e.g., photo essay, web page, multimedia presentation);• research (e.g., info graphic, blog, essay/report).

Note that students may combine these forms. For example, students may create an expository research paper, or persuasive visual/multimedia web page.

Teachers are encouraged to have their students keep a writer’s notebook and engage in writer’s workshop related activities.

This outcome provides the opportunity for students to electronically publish their writing to a limited group, or a wider audience. Students must be aware of digital security*. Once a text is published online, the publisher cannot be certain that it can be removed from circulation. Terms of service for online tools must be read and understood as some may claim ownership rights to text posted to them.

*Digital security. 2014. In digitalcitizenship.net Retrieved on January 6, 2014 from http://digitalcitizenship.net/Nine_Elements.html

Elaboration





SCO 9.4: demonstrate an awareness of the effect of context on writing and representing: make appropriate choices of form, style, and content for specifi c audiences and purposes





a) apply co-constructed success criteriab) analyse peer and modeled writing and other ways of representingc) use knowledge of writing processes to evaluate peer and modeled text d) use six writing traits to inform editing choices (ideas, organization, word choice, voice, sentence structure,

conventions) with a strong focus on ideas, organization, and conventions e) demonstrate appropriate communication skills when giving feedback f) provide specifi c suggestions for improvement



The purpose of this outcome is for students to develop the necessary skills to provide effective critical feedback of peer and modeled text.

The purpose of critical feedback is to evaluate the text and provide effective feedback for improvement. When providing critical feedback, students should be both analytical and diagnostic. Students are expected to be courteous in their delivery and acceptance of the feedback.

Although students may give feedback on all six writing traits, students should have a strong focus on ideas, organization and conventions for the English 10 class. Additional traits will be areas of focus in following grades.

This outcome may be assessed in a variety of ways (e.g., graphic organizers, refl ective journals, annotated text). Co-constructing success criteria with students will be key in their understanding of the expectations. Students should also become familiar with the assessment tools so they can be confi dent in their feedback.

Digital etiquette* may be referenced should communication and technology be used for sharing and feedback. In the absence of body language, facial expression and oral language, comments may sometimes be misinterpreted.

*Digital etiquette. 2014. In digitalcitizenship.net Retrieved on January 6, 2014 from http://digitalcitizenship.net/Nine_Elements.html

Elaboration





SCO 9.5: analyse and assess responses to their writing and media productions

see SCO 8.1 and SCO 10.1 on page 18


SCO 10: enhance personal text based on peer and teachercritical feedback


a) apply co-constructed success criteriab) consider peer and teacher critical feedback to enhance textc) use six writing traits and established success criteria to inform editing choices (ideas, organization, word

choice, voice, sentence structure, conventions) with a strong focus on ideas, organization, and conventions d) revise text based on peer and teacher feedbacke) justify the use of peer and teacher critical feedback in fi nal drafts of writing and other ways of representing



The purpose of this outcome is for students to accept feedback from peers and teachers, and to effectively incorporate it into their own work. Students should be aware of the development of their text over several drafts. Students should be able to recognize if their text has improved over the process.

The provider and receiver of critical feedback need to be open to receiving criticism and having constructive communication that will improve the overall product. Students must be able to assess feedback from others and make appropriate changes to their work. They must also learn when to disregard feedback and trust their own judgment.

Although students may receive feedback on all six traits, students should have a strong focus on ideas, organization and conventions for the English 10 class. Additional traits will be further refi ned in following grades.

This outcome may be assessed in a variety of ways (e.g., graphic organizers, refl ective journals, annotated text). Co-constructing success criteria with students will be key in their understanding of the expectations. Students should become familiar with the assessment tools so they can be confi dent in their feedback.

Digital etiquette* may be referenced should communication and technology be used for sharing and feedback. In the absence of body language, facial expression and oral language, comments may sometimes be misinterpreted.

*Digital etiquette. 2014. In digitalcitizenship.net Retrieved on January 6, 2014 from http://digitalcitizenship.net/Nine_Elements.html

Elaboration


OVERVIEW OF THE 10 SPECIFIC CURRICULUM OUTCOMES (SCOS)

Speaking and ListeningGCO 1: Speak and listen to explore, extend, clarify, and refl ect on their thoughts, ideas, feelings, and experiences.



SCO 1: justify understanding of an idea, issue or text through effective communication

SCO 2: produce an oral presentation advocating for an idea or a cause


Reading and ViewingGCO 4: Select, read and view with understanding a range of literature, information, media and visual texts.




SCO 4: evaluate purpose, structure and characteristics of a variety of texts (fi ction, nonfi ction, drama, poetry, and visual/multimedia)




Writing and Other Ways of RepresentingGCO 8: Use writing and other ways of representing to explore, clarify, and refl ect on their thoughts, feelings, experiences, and learning; and to use their imagination.



SCO 8: construct increasingly complex texts using a range of forms to serve their purposes (narrative, expository, persuasive, poetry, and visual/multimedia)



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