Grade 12 - ELA 30-2 (2003)

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 literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.

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 non-print 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 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 analyze 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 self, text, culture and milieu 

 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts

Appreciate the effectiveness and artistry of print and non-print texts

Focus on purpose and presentation form

Plan inquiry or research, 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 and understanding and 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

draw from a repertoire of effective strategies to form tentative understandings, interpretations and positions [for example, record initial thoughts, feelings and observations about a novel in a dialogue journal]

modify tentative interpretations and tentative positions by weighing and assessing the validity of own and others' ideas, observations and opinions; and identify areas for further inquiry or research

explain how experiments with language, image and structure improve personal craft and increase effectiveness as a text creator [for example, use a writer's journal or idea folder on a computer to collect ideas, newspaper articles and first writing attempts; rework this information into stories, poems or articles; and share with teachers and peers to receive feedback]

experiment with a variety of strategies, activities and resources to explore ideas, observations, opinions, experiences and emotions [for example, stream-of-consciousness writing, free verse poetry, exploratory talk and improvisation]

select appropriate strategies to extend awareness and understanding of new perspectives, monitor their effectiveness, and modify them as needed [for example, record new understandings in a learning log; develop new group perspectives using a fish bowl organization]

recognize and assess the strengths and limitations of various perspectives on a theme, issue or topic, and identify aspects for further consideration when exploring and responding to texts

analyze and evaluate how various topics and themes, text forms, text types and text creators influence own and others' understandings, attitudes and aspirations

reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]

cultivate appreciation for a variety of genres, texts, text creators and texts in translation from other countries [for example, providing specific examples, choose a universal theme; create a list of works of literature, movies, songs, videos and art; and discuss why some works are timeless]

 appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]

set goals and draw from a repertoire of effective strategies for language growth in relation to aspirations for the future [such as post-secondary learning and potential careers]

identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow

explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content]

analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group]

explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created

 identify the impact that personal context - experience, prior knowledge - has on constructing meaning from a text

 use a variety of strategies to comprehend literature and other texts [for example, reading passages out loud, forming questions, making predictions, using context to determine the connotative meanings of words, using graphic organizers, making annotations, inferring, rereading, seeking assistance, using context clues, summarizing and visualizing], develop a daily practice of reading [for example, paired reading, reading log, nightly reading, taped reading], and develop strategies for close reading

describe the relationships between a text's controlling idea and its supporting ideas and supporting details

explain how plot, character and setting contribute to the development of theme, when studying a narrative

explain the personality traits, roles, relationships, motivations, attitudes and values of characters developed/persons presented in works of literature and other texts

relate a text creator's tone to the moral and ethical stance communicated by a text, when appropriate

identify figurative language, symbol, imagery and allusions in a text; interpret these devices in terms of the meaning of a text; assess the contributions made to the meaning of texts by using these devices; and appreciate the text creator's craft

recognize visual and aural elements in texts, and explain how these elements add meaning to texts  

assess the relationship between the content of a presentation and the performance of the presenter, and explain how the quality of the performance affects the credibility and audience acceptance of the content and message  

reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed

explain how prior knowledge of contexts, content and text forms contributes to new understandings

explain how prior understanding of textual elements, like theme, in previously studied texts can assist in understanding new texts

use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]

create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]

describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience  

explain how various audience factors may have influenced a text creator's choice of form and medium

 apply knowledge of organizational patterns and structural features to understand purpose and content, and assess the effectiveness of a text's organizational structure

assess whether or not the medium chosen for a presentation is appropriate for the intended purpose, content and audience [for example, the use of unamplified voice, printed handouts and computer generated slides]

 demonstrate that the use of rhetorical devices and stylistic techniques in print and nonprint texts can create clarity, coherence and emphasis [for example, parallel structure, precise language]

describe how textual elements that are effective in the creation of atmosphere are also effective in terms of tone and voice [for example, setting, music, lighting, diction, syntax and image]

explain how irony is used in print and nonprint texts to create audience effects [for example, dramatic irony to create suspense and verbal irony to create humour]

explain how figures of speech, sensory details and musical devices are used to create effects in a variety of print and nonprint texts

explain the contribution of symbol to theme

analyze the various elements of effective presentations, and assess the effects created

 assess the effects of persuasive techniques on audience [for example, assess advertisement campaigns like those found in teen magazines that may encourage unhealthy body images in teens]

identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion  

form positions on issues that arise from text study; and relate the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts to issues that are personally meaningful and culturally significant

explain how the choices and motives of characters and people presented in texts may provide insight into the choices and motives of self and others

respond personally and critically to cultural and societal influences presented in Canadian and international texts  

 identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content nd to assess the text creator's voice and style]

assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence

analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction]

analyze and assess character and characterization in terms of consistency of behaviour, motivation and plausibility, and in terms of contribution to theme [for example, determine the meanings suggested by a change in a character's behaviour or values]  

analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience

assess the significance of a text's theme or controlling idea, and the effectiveness of the content in terms of adequate and relevant supporting details, examples or illustrations

 recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts

appreciate the craft of the text creator and the shape and substance of works of literature and other texts

modify selected strategies as needed to refine the depth and breadth of inquiry or research and to identify the purpose, audience and form of presentation

describe the purpose of inquiry or research and the scope of the inquiry or research topic; identify the target audience; and identify the potential form for the presentation of inquiry or research findings, when applicable [such as a narrative, report, diary entry or biography]

refine the purpose of inquiry or research by limiting or expanding the topic as appropriate

 reflect on and describe strategies for developing an inquiry or research plan that will foster understanding, select and monitor appropriate strategies, and modify strategies as needed to plan inquiry or research effectively [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]

select from a repertoire of effective strategies to develop appropriate inquiry or research plans that will address the topic and satisfy contextual and presentation requirements [for example, questions within questions, inquiry charts, preliminary interviews, and consultations with the teacher and/or librarian]

assess the breadth and depth of prior knowledge, and refine questions to further satisfy information needs and to guide the collection of new information  

identify and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information [for example, whether or not a survey or interview will be useful]

develop and draw from a repertoire of effective strategies and technologies for gathering, generating and recording information  

reflect on and describe strategies that may be used to select, record and organize information; select and monitor appropriate strategies; and modify selected strategies as needed

 select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD-ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]

record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others' ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]

organize information logically [such as by question, by category, by chronology or by cause and effect]

observe guidelines for Internet use [for example, keep passwords, telephone numbers and addresses confidential; visit appropriate sites; respect copyright; and observe rules for citing Internet sources, following correct procedures to avoid plagiarism]

 reflect on and describe strategies to evaluate information sources for credibility and bias and for quality; and select, monitor and modify strategies as needed to evaluate sources and detect bias

assess information sources for appropriateness to purpose, audience and presentation form

assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose

identify and describe possible biases and vested interests of sources; and explain how underlying assumptions, biases, and positive or negative spin affect the credibility of sources

form generalizations and synthesize new ideas by integrating new information with prior knowledge

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

 support generalizations and conclusions sufficiently with relevant and consistent detail

 reflect on and assess the effectiveness of strategies used to guide inquiry or research [such as the effective use of time and the division of labour when involved in group research]

identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies

 review the appropriateness, accuracy and significance of findings, conclusions and generalizations drawn from gathered data and information; prepare a detailed record of references; determine how best to share the information; and determine next steps, if any

seek feedback from others and use own reflections to evaluate the entire inquiry or research process, strive for craftsmanship and accuracy, and take pride in efforts and accomplishments

reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]

describe the purpose and target audience, and select from a repertoire of strategies to accomplish the purpose and engage the audience [for example, one purpose of a job application letter may be to persuade the employer to read the résumé; address the letter to the potential employer, using the correct name and title, and explain in the letter that you have the required skills and talents for the job]

analyze audience factors that affect text creation, and explain how consideration of audience factors has affected choices made while creating a text

explain how strategies were used to address the expectations and constraints of a communication situation [for example, explain how strategies like limiting note taking to include only key words and meeting with a classmate to share notes and fill in ideas together after a lecture may address the expectations and constraints of a learning situation requiring strong listening and note-taking skills]

select a text form appropriate to the purpose for text creation and consistent with the content to be presented in the text [for example, select a photo essay for the purpose of creating a persuasive or informative text when the content to be presented is well suited to the creation of a visual text]

 use a variety of complex structures consistent with form, content and purpose when creating texts [for example, use frames in a storyboard, including dialogue as appropriate, to review organization when creating a video]

select an effective medium appropriate to content and context, and explain its use [for example, select a medium such as print advertisements in magazines, and explain the use of this medium to sell merchandise; explore the content of the advertisements in terms of the messages and values communicated; and explain the context, including audience and purpose]

understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]  

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

recognize and assess personal variables [such as personal experience and prior knowledge] and contextual variables [such as availability of time and resources] that influence the selection of a topic, concept or idea; and address these variables to increase the likelihood of successful text creation

 establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect

develop supporting details, by using developmental aids appropriate to form and purpose [for example, use thought webs/mind maps to collect ideas and make connections when writing a personal response to literature, or use a think-aloud reading strategy to make notes from informational text when writing a summary]

 develop appropriate and relevant content sufficient to support a controlling idea or unifying effect [for example, relate sufficient supporting details, examples and illustrations to a thesis statement or controlling idea when creating a critical/analytical response to a text]

develop content consistent with form and appropriate to context [for example, link questions and answers when reporting the results of an interview]

 incorporate effective examples from personal experience, concepts and ideas from exploration, and findings from inquiry and research into created texts, when appropriate [for example, incorporate visual aids in a prepared speech and taped sound effects in a dramatization of a scene from a play]

meet production, publication and display requirements for print texts as appropriate to purpose, audience and situation [for example, consider layout, font and visuals, costs and timelines when publishing a brochure]

develop presentation materials; and select strategies and technologies appropriate to purpose, audience and situation [for example, use technologies such as presentation software, videos, CD-ROMs, DVDs, audiotaped interviews and handouts]

develop and deliver oral, visual and multimedia presentations, using voice production factors [such as volume, tone and stress], nonverbal factors [such as gestures, posture, distance and eye contact] and visual production factors [such as colour and contrast] appropriate to purpose, audience and situation

 develop a repertoire of appropriate strategies that can be used to create rapport with an audience [for example, use humour to open a presentation]  

assess the appropriateness and significance of the controlling idea or desired unifying effect of a text in progress; and modify the controlling idea or desired unifying effect as appropriate to meet the requirements of purpose, audience and situation

review the accuracy, specificity, precision, vividness and relevance of details, events, images, facts or other data intended to support a controlling idea or to develop a unifying effect; and add to, modify or delete details, events, images, facts or other data as needed to provide complete and effective support or development

assess own critical/analytical responses for consistency, completeness and relevance of evidence; and strengthen reasoning as needed by adding to, modifying or deleting details to provide reliable and pertinent evidence and make effective arguments [for example, work with a small group to use a revision strategy like Workshop Advice, where each person in the group provides one suggestion for a sentence change]  

make revisions as needed to ensure that the beginning of a text in progress establishes purpose and engages audience [for example, the rhetorical question or anecdote used to begin a speech, or the establishing shot of a video]

assess the organizational components of a text in progress, and revise them as needed to strengthen their effectiveness as units of thought or experience or to strengthen their contribution to other intended effects [such as emphasis or transition]

assess the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose and to strengthen its intended effect on audience  

apply the concepts of unity and coherence to ensure the effective organization of oral, print, visual and multimedia texts

assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]

evaluate the use of vocabulary words and stylistic choices for effectiveness, and expand vocabulary and repertoire of stylistic choices as appropriate  

assess the appropriateness and effectiveness of diction [such as appropriateness of tone], and revise word choice as needed to create intended effects

assess syntax for appropriateness and effectiveness, and revise sentence structures as needed to create intended effects

apply understanding of stylistic techniques and rhetorical devices when creating and revising print and nonprint texts [for example, use imagery to create pathos, empathy and humour]  

develop a repertoire of stylistic choices that contribute to personal voice  

use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]

know and be able to apply capitalization and punctuation conventions correctly, including end punctuation, commas, semicolons, colons, apostrophes, quotation marks, hyphens, dashes, ellipses, parentheses, underlining and italics [for example, keep a personal editing checklist as a style guide for writing]

know and be able to apply spelling conventions independently or with the use of a handbook or other tools, such as a list of spelling strategies or rules

know and be able to identify parts of speech in own and others' texts, including prepositions, definite and indefinite articles, and coordinating and subordinating conjunctions; and review and revise texts in progress to ensure correct use of parts of speech, including correctness of pronoun reference and pronoun-antecedent agreement

 review and revise texts in progress to ensure correct subject-verb agreement, correct pronoun case and appropriate consistency of verb tense

detect and correct common sentence faults - run-on sentence and unintended sentence fragment

review and revise texts in progress to ensure that parallel structure, prepositional phrases, and dependent and independent clauses are used correctly and appropriately

pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices

assess strengths and areas of need [for example, develop a checklist of skills mastered and skills to be developed, and set goals for language growth]

explain why certain communication situations demand particular attention to correctness of punctuation, spelling, grammar, usage and sentence construction  

monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]

explain how language and images are used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, parody or journalistic bias in print, visual and multimedia texts]

 analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others

analyze behavioural expectations of a communication situation, explain how verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use empathetic listening skills when working in groups, and be aware of body language]

accept, offer and appreciate the value of constructive criticism [for example, use writing to respond to constructive criticism, and accept and provide feedback in a constructive and considerate manner]

explain, when applicable, how a specific text demonstrates that the parameters of public tolerance regarding the use of language and image have changed over time

appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed

explain how selected works of literature and other print and nonprint texts convey, shape and, at times, challenge individual and group values and behaviours  

explain how a text creator's underlying assumptions influence his or her ideas, opinions and selection of supporting details

use language and image to honour own and others' accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a "portfolio launch"]

 describe various means by which language and image are used appropriately to honour people and to celebrate events, and explain how these means of using language and image help to build community [for example, heritage day; wall of honour or photography exhibit; and naming ceremonies, religious ceremonies and prayers of First Nations and Aboriginal peoples]

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

reflect on and describe strategies used to negotiate, coordinate and cooperate with others; select appropriate strategies for negotiating, coordinating and cooperating with others; monitor selected strategies; and modify selected strategies as needed to accomplish group goals

ensure that a team's purpose and objectives are clear

develop and use criteria to monitor and assess group processes [such as division of labour and time management]  

analyze and explain the interplay among the roles adopted by group members; and lead or support, when appropriate, motivating a group for high performance

 use and appreciate various means to facilitate completion of group projects

understand and appreciate the function of teamwork tools, assess how to work effectively and collaboratively as a team to accomplish a task, understand the role of conflict in a group to reach solutions, and manage and resolve conflict when appropriate

identify, analyze and assess the collaborative processes used by individuals whose careers involve the development and production of literary texts [such as the collaborative relationships of author, illustrator, editor and publisher and of playwright, actor, producer and director]