Grade 10 - English Language Arts (K & E) - 10-4 (2006)

English Language Arts

Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

Students will listen, speak, read, write, view and represent to manage ideas and information.

Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts and enhance the clarity and artistry of communication.

Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Discover possibilities

Extend awareness

Construct meaning from text and context

Understand and appreciate textual forms, elements and techniques

Respond to a variety of print and nonprint texts

Determine inquiry or research requirements

Follow a plan of inquiry

Develop and present a variety of print and nonprint texts

Improve thoughtfulness, effectiveness and correctness of communication

Respect themselves and others and strengthen community

Work within a group

Form tentative understandings, interpretations and positions

Experiment with language, image and structure

Consider new perspectives

Express preferences and expand interests

Set personal goals for language growth

Discern and examine context

Understand and interpret content

Engage prior knowledge

Use reference strategies and reference technologies

Relate form, structure and medium to purpose, audience and content

Relate elements, devices and techniques to created effects

Connect themselves, text, culture and environment

Evaluate the relationship to realism and the appropriateness and significance of print and nonprint texts

Appreciate the effectiveness and artistry of print and nonprint texts

Focus on purpose and presentation form

Plan an inquiry or research process and identify information needs and sources

Select, record and organize information

Evaluate sources and assess information

Form generalizations and conclusions

Review inquiry or research process and findings

Assess text creation context

Consider and address form, structure and medium

Develop content

Use production, publication and presentation strategies and technologies consistent with context

Enhance thought, understanding, support and detail

Enhance organization

Consider and address matters of choice

Edit text for matters of correctness

Use language and image to show respect and consideration

Appreciate diversity of expression, opinion and perspective

Recognize accomplishments and events

Cooperate with others and contribute to group processes

Understand and evaluate group processes

experiment with strategies that contribute to the formation of tentative understandings, interpretations and positions; e.g., pose questions, discuss, keep an open mind, reread, review and recognize that texts may be inaccurate or misleading

form and communicate tentative understandings, interpretations and positions on ideas and information presented in print and nonprint texts through discussion or by using various communication technologies; e.g., telephone and e-mail

experiment with language, image and structure to create different effects for specific purposes and audiences; e.g., when creating components of a career portfolio, preparing a visual representation or completing workplace tasks

experiment with a variety of strategies, activities and resources to explore ideas, observations, opinions, experiences and emotions; e.g., exploratory talk; keep a journal; take part in a sharing circle; interview a member of the community, a local employer or a coworker

examine personal responses to new perspectives and identify factors that have influenced responses

consider the ideas, perspectives and interpretations of others to broaden understandings

identify and examine the personal text preferences and other factors influencing personal preferences; e.g., purpose, interest, peers, family, heritage, advertisements and technology

apply strategies to expand their interests in print and nonprint texts and text creators; e.g., sharing reading/viewing/listening inventories, discuss the role marketing plays in shaping popular culture, visit a museum or a community cultural or art centre

select and apply strategies to expand their interests in various text creations, e.g., Web sites, advertising and promotional texts, workplace manuals, CD-ROMs, movies and music videos, including the use of language, image, sound and structure

explore and assess a range of print and nonprint texts to expand their interests, including those used in the community and the workplace; e.g., newspapers, live drama, workplace/community health information manuals and product promotional materials

use guided peer and/or self-evaluation to assess their strengths and areas needing improvement, using a variety of strategies; e.g., checklists, skills inventories and discussion

investigate and evaluate the language skills required to achieve attainable secondary, post-secondary and career goals, using appropriate strategies and resources; e.g., Web sites such as the Alberta Learning Information Service (ALIS) and the National Occupational Classification (NOC) system

create a plan to enhance language learning based on their personal goals and in relation to everyday home, community and workplace communication

apply strategies to increase their personal potential; e.g., set short- and long-term goals, create an action plan and build a career portfolio

demonstrate a willingness to continuously learn and grow as effective communicators

examine a variety of texts and identify their audience and purpose for creation to inform, persuade, entertain or inspire; e.g., advertisements, instruction manuals, newspapers, magazines, Web sites, CD-ROMs, music lyrics and documentary dramas

identify the key messages and features of a text that provide information about the creator's purpose and intended audience; e.g., the use of jargon, idioms, specialized workplace terminology and illustrations

recognize that a variety of factors influence the creation of texts; e.g., constraints of time and space, audience, culture, societal norms and historical background

use references to gain the historical and societal background and to enhance their understanding of specific texts; e.g., personal experiences, community leaders, teachers and Elders

recognize the impact that personal contexts, e.g., experience and prior knowledge, have on the construction of meaning in a text

use a variety of appropriate reading strategies to enhance their comprehension of print texts; e.g., skim; read out loud; reread; form questions; make predictions; use contextual clues, graphic organizers and summarization

summarize the controlling idea, supporting ideas, details and conflicts in a text to enhance understanding

categorize parts of a plot using a variety of strategies, e.g., graphic organizers and technology as appropriate, including introduction, characters, setting, initial incident, rising action, climax, falling action and resolution, and assess the effectiveness of those strategies in relation to the purpose and audience

recognize the relationships among plot, setting, character and conflict by relating to prior knowledge, personal experience and new ideas

identify and examine change in a character as a result of an event within a plot by examining elements of character, e.g., personality traits, motivation, relationships, attitudes, values, consistency of behaviour and plausibility of change, and relate a character's behaviour to their own personal experience, as appropriate

apply appropriate vocabulary strategies to enhance their comprehension of oral, print and multimedia texts; e.g., word attack skills, contextual clues and dictionary skills

paraphrase directions or messages to enhance their comprehension and complete tasks; e.g., oral directions at the workplace, assignments, manuals, diagrams, forms, lists and labels

determine a speaker's intent by identifying mood indicators; e.g., volume, tone, irony and sarcasm

identify nonverbal cues that support a speaker's intent; e.g., gestures and facial expressions

differentiate between literal and figurative statements and/or representations, describe images developed in texts, recognize imagery in a variety of texts, e.g., advertising, comic strips, comedy in television and movies, popular music, and recognize the meaning and purpose of these statements, representations and images

identify visual elements, e.g., graphics, lists, graphs and charts, and the use of sound, e.g., music, sound effects and silence, and examine their contribution to the meaning of texts; e.g., the use of symbols and music in advertising by sports teams and food outlets

relate their previous knowledge and experiences to enhance their understanding of new texts

recognize that past experiences influence their understandings and interpretations of texts

record information sources in a bibliography or footnotes, accurately and completely, using a consistent and appropriate style

use a variety of reference strategies and technologies to aid their understanding and create their own reference materials; e.g., take notes; use library catalogues; create a personalized dictionary, telephone/address books and a World Wide Web/URL address list

identify common text forms and their purposes, including communication forms, e.g., letters, e-mail messages and memoranda, and literary forms; e.g., poems, narratives, dramatizations and oral stories

recognize that audience factors, e.g., gender and culture, influence form, structure and media

recognize that some forms, structures and media are more appropriate than others in achieving a particular purpose with an intended audience; e.g., television and radio programs and advertisements use short time segments and pacing to gain and retain audience attention

identify organizational patterns and structural features that contribute to the purpose and content in common texts; e.g., headlines in newspapers; photographs in menus; text organizers such as tables of contents, indexes, headings and italic and boldface formatting

recognize the use of irony, humour, simile, metaphor, personification and symbols to contribute to a theme and to create a specific effect on the audience

recognize the use of narrative hooks, foreshadowing, flashbacks, suspense and surprise endings to contribute to the effectiveness of plot development

recognize that elements of effective oral, visual and multimedia presentations, e.g., music, colour, lighting, movement, gesture, space and shape, are used to create specific effects

identify and examine reasons for, and effectiveness of, the elements, devices and techniques used in a variety of print and nonprint texts; e.g., advertisements, music videos, films, workplace documents and Web pages

identify and consider personal moral, ethical and cultural perspectives when studying texts and reflect on how perspectives may change as a result of interpretation and discussion

compare the choices and motives of characters/people portrayed in print and nonprint texts with themselves and others and recognize that the choices and motives presented in texts may provide insight into the behaviours of themselves and others

recognize Canadian content and portrayals of Canadian culture and society in print and nonprint texts

assess the appropriateness of their own and others' understandings and interpretations of texts by referring to specific evidence

assess the settings and plots of texts in terms of created reality and plausibility

examine the images in print and nonprint texts in terms of created reality and appropriateness to purpose; e.g., sensationalizing portrayals of everyday life; representation of age/gender; use of pace, music and camera angles

examine and appreciate the effectiveness and artistry of techniques used in texts to present emotions, ideas and information and evoke response

examine and appreciate how graphic design techniques, e.g., graphic quality, colour, sound, camera angle, lighting, composition and perspective, create and/or manipulate emotion, mood and point of view

identify topics for research through a variety of strategies, e.g., discussion, brainstorms and webs, considering the audience, e.g., scope and potential presentation form, and the purpose; e.g., to inform, make decisions and persuade

establish a focus for text creation and determine the scope by identifying an effective, controlling idea, issue or question

create categories or questions to guide an inquiry

refine the scope and direction of an inquiry by identifying the breadth and depth of the topic and the limitations, time availability, purpose, audience and form of presentation

create an inquiry or research plan, considering a variety of factors; e.g., breadth and depth of prior knowledge, information gaps, appropriate collection tools and format, sources of information, purpose, audience, time and potential presentation form

use questions, discussion, reflection and other appropriate strategies to guide and monitor an inquiry or research plan

identify potential strategies and technologies for gathering, generating and recording information; e.g., Web sites; encyclopedias; interviews; skim and scan; outlines; webs; identify key words, phrases and relevant information; take notes in point form

select information and support materials appropriate to the purpose from a variety of print and nonprint sources, e.g., museums, government agencies, Elders, business people, periodicals, the Internet, CD-ROMs, television, radio and surveys, using a variety of strategies; e.g., skim and scan, view, question and interview

use a variety of strategies to organize and record information; e.g., take notes in point form, outlines, webs, categorize and guide questions

identify and/or develop appropriate details to support the focus of an inquiry, using a variety of strategies; e.g., map/webs, graphic organizers and outlines

use and manage a variety of oral, print, visual and multimedia resources appropriate to a topic; e.g., textbooks, books, encyclopedias, graphs, diagrams, posters, pictures, films, databases, CD-ROMs, Web sites and the Internet

record information accurately and completely, using a consistent and appropriate style

apply guidelines for Internet use; e.g., confidentiality, respect copyright and use rules for citing sources

assess whether information sources are credible and appropriate to the purpose, audience and form of the presentation

assess whether the information gathered is reliable, complete, current and significant to determine its usefulness to the overall purpose, audience and form of the presentation

identify multiple viewpoints and evaluate the relevancy, quality, credibility and bias of sources and information

form generalizations by integrating new information with prior knowledge

distinguish between support and generalization and provide evidence for generalizations and conclusions

draw conclusions that are appropriate to their findings, reflect their own understandings and are consistent with the topic, purpose and situation

use appropriate strategies, e.g., cause and effect, pros and cons, plus/minus/interesting (PMI), storyboards and Venn diagrams, when analyzing, synthesizing and evaluating information to draw conclusions or form generalizations

evaluate the effectiveness of the strategies used to guide the research process and identify strategies to improve future research

review the appropriateness, accuracy and significance of findings, conclusions and generalizations

develop a plan to enhance the craftsmanship and accuracy of current and future work and celebrate and take pride in their efforts and accomplishments

determine the purpose for text creation; e.g., to inform, explain, persuade, build relationships or entertain

consider the audience factors that affect text creation; e.g., age, gender, audience size and proximity, culture and positions of authority

identify the expectations and constraints of a communication; e.g., format, standards of quality, availability of resources and time

recognize that the depth and breadth of content will affect the format, structure and medium

select a text form consistent with the purpose and content; e.g., photo essay in their career portfolio that includes work experience and other community partnerships

use structures consistent with the form, content and purpose; e.g., chronological order when creating a résumés, narrative or historical timeline; videotape an interview with a member of the business community or an employer

use a medium appropriate to the content and context; e.g., television advertisement targeting specific audiences such as youth, men or women

apply common conventions when creating oral, print, visual and multimedia texts; e.g., volume of a multimedia presentation; format of letters, memorandums and e-mail messages; structure of a résumés

take ownership of their text creation by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

take ownership of their text creation by selecting or crafting a topic, concept or idea that is personally meaningful and engaging

create content appropriate to the purpose, audience, situation and medium and incorporate appropriate examples from their personal experience

apply appropriate prewriting strategies, e.g., graphic organizers and technology, as appropriate, discussion, brainstorms, webs, outlines, journals and notes, to explore, develop and support their own and new ideas, opinions and points of view

create a variety of print, oral, visual and/or multimedia texts that reflect a controlling idea, focus, purpose and audience, including: functional writing, e.g., an advertisement for a newspaper, résumés, cover letter, business letter, using electronic templates as appropriate, real and/or sample home- and work-related forms using a variety of resources; e.g., Social Insurance Number (SIN) form, template on Human Resources Development Canada (HRDC) Web site, job application, bank account application and income tax template, computer-generated and/or other presentations to demonstrate the interview process, workplace task(s) and/or to provide other information and narrative, descriptive, persuasive and expository paragraphs and three- to five-paragraph essays appropriate to language growth for home, community and workplace applications

create presentations and select strategies and technologies appropriate to the environment, purpose, audience and form and recognize the need for preparedness in effective communication

create presentations by integrating information gathered from various sources; e.g., use various audio and visual technologies and a variety of software, applying appropriate common conventions

develop and deliver oral, visual and multimedia presentations, using voice production factors, nonverbal factors, e.g., tone, volume, eye contact, gestures and posture, and visual production factors, e.g., colour, contrast and movement, appropriate to the purpose, audience and situation

control aspects of style, e.g., font, size, style, colour, spacing of text, image placement, sound and video links, within the presentation form or product for consistency and/or to convey meaning

demonstrate appropriate keyboarding techniques, e.g., use proper fingering when using alphabet and punctuation keys, and use a variety of strategies to increase keyboarding speed and accuracy

demonstrate a moral and ethical approach in the use of graphics, text and multimedia in presentations by citing sources as appropriate

use a consistent style when crediting sources of information in a bibliography and in footnotes

confirm the controlling idea or desired unifying effect of a text

review the accuracy and specificity of details, events, images, facts and other data intended to support a focus, controlling idea or issue and add information to support/develop as needed

demonstrate responsibility for following appropriate security and safety measures when using technology and the Internet; e.g., use appropriate language and etiquette, apply ergonomics to promote personal health and well-being and respect the products and privacy of others

create, enhance and evaluate the effectiveness of a variety of presentation forms; e.g., written/oral reports, posters, multimedia presentations, charts, collages, cartoons and Web pages

assess the beginning of a text in progress and revise as needed to consider the plan, purpose, audience and medium

review the organizational components of a text in progress to strengthen the effectiveness of the components as units of thought or experience; e.g., paragraphs in a letter of application, components of a résumés or sections/slides in a multimedia presentation

assess the closing of a text in progress and revise as needed to consider plan, purpose, audience and medium and to ensure an appropriate conclusion

manipulate graphics and text to effectively communicate a topic

select and use the effective techniques, elements and matters of choice appropriate to the purpose, audience and medium; e.g., vocabulary, expressions, sentence patterns and structures, illustrations, artwork and Internet links

demonstrate self-direction, self-discipline and the ability to work independently and effectively to improve products and/or presentations

use appropriate tools to assist in creating and revising text; e.g., handbooks, exemplars, models, dictionaries and spell checks/grammar checks on word processors

revise texts to ensure clarity and coherence; e.g., editing for punctuation, spelling, usage, grammar, sentence structure, paragraph transitions, transitional devices, style and vocabulary

apply basic capitalization, punctuation and spelling conventions, using appropriate tools; e.g., dictionaries, handbooks and spelling software/technology

identify parts of sentences and common sentence structures, e.g., simple, compound and complex, and use transitional devices, as appropriate, to correct common errors in sentences; e.g., run-on sentences and fragments

identify the parts of speech in their own and others' texts, e.g., nouns, pronouns, verbs, adjectives and adverbs, to ensure correct subject-verb agreement, pronoun use and sentence structure

recognize that certain communication situations demand particular attention to correctness of punctuation, spelling, grammar, usage and sentence construction; e.g., résumés, application forms and letters, job interviews

use inclusive language and behaviour and communicate or create texts in ways that demonstrate respect for people of different heritage, cultures, genders, ages, abilities, opinions and communities, including aboriginal people and communities

recognize positive and negative portrayals of persons in life and characters in literature and demonstrate sensitivity to the feelings of others

differentiate between constructive criticism and ridicule, and between irony and sarcasm, and use appropriate strategies to show respect

monitor the use of verbal and nonverbal communication to convey inclusion, respect and consideration

recognize and demonstrate respect for diversity, individual differences and perspectives

demonstrate an appreciation for diversity of thought and expression and select, monitor and modify, as needed, appropriate strategies for appreciating diversity

examine the ways in which selected works of literature, and other print and nonprint texts, influence individual and group values and behaviours

use language and image to honour and/or recognize their own and others' accomplishments; e.g., construct e-mail and other messages conveying congratulations, thank-you notes

identify the formal and informal ways in which language and image are used appropriately to honour and/or recognize people and celebrate events; e.g., a toast, eulogy, poster and thank-you card

set appropriate personal goals for participation in a group, e.g., demonstrate respect and be open to and supportive of the thoughts, opinions and contributions of others, and share personal knowledge, expertise and perspectives, as appropriate

demonstrate respect for, and assess and defend, individual rights and differences in themselves and others, within a group or a community, in a positive and constructive manner; e.g., be fair and honest, demonstrate integrity and personal ethics

interact and communicate with others in a positive manner, by considering appropriate dress, space and conversational skills; e.g., when in a job interview, when communicating with a customer or coworker

participate effectively as a group member to facilitate the completion of group goals; e.g., generate ideas, access resources, contribute abilities and interests, monitor progress and share responsibility for completion

use an appropriate conflict-resolution model to identify and clarify the conflict, recognize different points of view, generate solutions, implement the best solution and assess the results

demonstrate listening and other appropriate behaviours within a group; e.g., listen without interrupting, focus on the speaker, contribute to be heard, disagree courteously, accept conflicting opinions, show respect for the rights and values of others

recognize the various roles and responsibilities of group members, e.g., recorder, chair, Elder and coworker, and appreciate the contribution that these roles make to the group process

identify and apply appropriate leadership styles to motivate a group; e.g., be cooperative and supportive and use appropriate problem-solving strategies

engage in effective evaluations by realizing the importance of tact, honesty and specificity in peer and self-evaluation

use appropriate criteria and teamwork tools to assess and monitor group processes; e.g., checklists, role descriptors, flow charts, discussion and questions

emonstrate appropriate strategies to provide feedback that is a positive reflection of a presentation and/or encourages the presenter and audience to consider other ideas and additional information; e.g., I like it when you said ..., you may want to consider ...