|
Clearly stated objectives that mesh with current research and understanding of teaching are not so easily produced, because one is constantly thrust back to the real question, "Is this objective a worthy one?" (Tchudi & Mitchell, 1999, p. 99). |
The curriculum goals are reflected in the foundational and specific learning objectives found on the following pages.
The Foundational Objectives will help students to:
Speak
Listen
Write
Read
Represent and View
The Learning Objectives describe the specific knowledge, attitudes, skills, and strategies that students should develop at each grade level in order to achieve the foundational objectives. These objectives guide the unit planning, instructional processes, resource selection, and assessment and evaluation. Individual student needs and abilities may require an adaptation to instruction, resources, or environment to help students achieve these objectives.
The objectives and language concepts stated are those that students are expected to be able to do or to know by the end of a course. An "A" indicates an objective is for an English Language Arts A10 or A30 course, a "B" indicates an objective for an English Language Arts B10 or B30 course, and a "A/B" indicates that the objective is for both the A and B courses at that level. Because there is only one required English language arts course at the 20 level, an "A" and "B" designation does not appear in the objectives column for this level.
Some objectives emphasize ways in which language is used for understanding, analyzing, and responding to literature, creating in a variety of literary forms, self-expression, and personal satisfaction. Others emphasize ways in which language is used in day-to-day living. They stress clear, concise communication, collaboration with others, presentation skills, reading of documents and other nonfiction, research, information management, and the use of technology. The two types of objectives suggest a range of rich and varied learning activities that enable students to strengthen and extend their language knowledge, skills, and strategies. These objectives allow students not only to fulfill their personal interests but also to achieve goals related to employment, citizenship, and lifelong learning.
As teachers consider the following pages, they should ask themselves:
They will have to assess what their students know and are able to do already, what they need to have reinforced, and what they need to learn. Based on this and subsequent assessments, teachers can plan the focus of their instruction.
Any activities planned for a course should help students develop the knowledge, attitudes, skills, and strategies that they need to achieve the objectives for the course. In an integrated program, the learning objectives generally should not be taught separately or in isolation from each other. Indeed, most classroom activities will involve several learning objectives and these objectives will reinforce and complement one another. Because most learning is recursive, many of the learning objectives will need to be revisited and reinforced throughout a course.
Speaking is the oral communication of thoughts and feelings. Speech activities in the English language arts program encourage students' social competence as well as their understanding of and facility with language.
|
Foundational Objectives |
Learning Objectives |
|
Students will: |
|
|
1. Recognize that talk is an important tool for communicating, thinking, and learning. |
10 Speak to clarify and extend thinking [A/B]. Speak to express understanding [A/B]. Speak to share thoughts, opinions, and feelings [A/B]. Speak to build relationships and a sense of community [A/B].
|
|
2. Practise the behaviours of effective speakers. |
10 Recognize and adjust oral presentation elements effectively (i.e., articulation, pronunciation, volume, tempo, pitch, stress, gestures, eye contact, facial expression, and poise) in keeping with purpose, audience needs, and individual cultural and linguistic background [A/B]. Organize information, thoughts, and opinions in an appropriate format [A/B]. Summarize main points and conclusions [A/B].
|
|
3. Speak fluently and confidently in a variety of situations for a variety of purposes and audiences. |
10 Participate in small and large group discussions, observing the courtesies of group discussion [A/B]. Speak to inform and persuade [A/B]. Express own response to a story, poem, play, event, or experience [A/B]. Prepare an oral reading of prose, poetry, or other literature [A/B]. Give prepared talks on familiar topics [A]. Explain and defend personal point of view to others [A]. Introduce people in an informal social setting [A]. Give prepared talks on researched topics [B]. Retell a narrative [B]. Conduct an informal interview [B].
|
|
Learning Objectives |
Learning Objectives |
Listening is an active process that depends upon the listener attending to and understanding what is heard. Effective listening leads to understanding.
|
Foundational Objectives |
Learning Objectives |
|
Students will: | |
|
1. Recognize listening as an active, constructive process . |
10 Recognize listening as an active process which requires listeners to:
|
|
2. Practise the behaviours of effective listeners. |
10 Respond personally, critically, and empathetically [A/B]. Identify speaker's purpose [A]. Follow speaker's sequence of ideas [A]. Recognize and recall main and supporting ideas in presentations [A]. Recognize speaker's overall plan of organization including transitional expressions [B]. Understand the factors that interfere with good listening (i.e., environment, speaker, listener) and filter out distractions [B]. Distinguish between fact and opinion [B]. |
|
Learning Objectives |
Learning Objectives |
|
20 Recognize listening as an active process that requires listeners to:
|
30 Recognize listening as an active process that requires listeners to:
|
|
20 Respond personally, critically, creatively, and empathetically. Recognize factors that interfere with effective listening, including personal biases. Be sensitive to ideas and purpose when listening. Evaluate a speaker's qualifications to speak about a given subject. Recognize a speaker's attitude, tone, and bias. Recognize nonverbal indicators of a speaker's intent. Recognize organization of an argument. Identify persuasive techniques (e.g., propaganda) used by a speaker. Provide appropriate feedback (e.g., supportive stance, gesture, comment).
|
30 Respond personally, critically, creatively, and empathetically [A/B]. Adjust listening strategies to purpose [A/B]. Evaluate ideas critically [A/B]. Distinguish between emotional appeal and reasoned argument [A/B]. Ask for clarification [A/B]. Identify tone and mood of presentations [A/B]. Analyze and evaluate the organizational patterns of presentations [A/B]. Identify bias and fallacy in a speaker's argument [B]. |
|
Foundational Objectives |
Learning Objectives |
|
3. Listen effectively in a variety of situations for a variety of purposes. |
10 Listen for personal pleasure and aesthetic satisfaction [A/B]. Listen to:
Follow oral directions [A/B]. Analyze the overall effectiveness of group discussions, oral readings, interviews, and talks [A/B]. Summarize and make notes from a presentation [B]. Listen in order to assess positions on individual, community, national, or world issues [B].
|
|
Learning Objectives |
Learning Objectives |
|
20 Listen for personal pleasure and aesthetic satisfaction. Listen to:
Assess their own ability to listen effectively. Assess the overall effectiveness of group discussions, dramatic readings, interviews, panel discussions, and speeches. Write a paraphrase and summary of an oral presentation.
|
30 Listen for personal pleasure and aesthetic satisfaction [A/B]. Listen to:
Assess their own ability to listen effectively [A/B]. Assess the overall effectiveness of discussions, presentations, meetings, and speeches [A/B]. Outline an oral presentation heard [A]. Evaluate logical development of an argument [B]. Listen in order to assess positions on individual, community, national, or world issues [B].
|
Writing is communicating thoughts and feelings through the print medium. Writing is a powerful instrument of communication that allows the writer to grow personally and effect a change in the world.
|
Foundational Objectives |
Learning Objectives |
|
Students will: |
|
|
1. Recognize writing as a constructive and recursive process. |
10 Recognize writing as a process of constructing meaning for self and others [A/B]. Use what is known as the writing process:
|
|
2. Practise the behaviours of effective writers. |
10 Write introductions that engage interest and focus readers' attention [A/B]. State a topic sentence clearly and limit the content to pertinent material [A/B]. Develop ideas rather than just restating them [A/B]. Use various methods of development and organization (e.g., chronological, spatial, and logical) appropriate to purpose [A/B]. Demonstrate the ability to organize thought coherently using transition words [A/B]. Compose effective paragraphs in narrative, expository, descriptive, and persuasive prose [A/B]. Organize ideas in multi-paragraph compositions [A/B]. Compose suitable endings [A/B]. Analyze and evaluate their own and others' writing for ideas, organization, sentence clarity, word choice, and mechanics (i.e., capitalization, punctuation, and spelling) [A/B]. Prepare final copy using appropriate conventions of publication (e.g., title page, references, bibliography) [A/B]. Confer with peers and teachers [A/B]. |
|
Learning Objectives |
Learning Objectives |
|
20 Recognize writing as a process of constructing meaning for self and others. Use what is known as the writing process:
|
30 Recognize writing as a process of constructing meaning for self and others [A/B]. Use what is known as the writing process:
|
|
20 Write introductions that engage interest and focus readers' attention. Achieve unity of thought and purpose. Choose a method of development and organization suitable for a particular purpose and audience. Write effective conclusions appropriate to the overall intent. Analyze and evaluate their own and others' writing for ideas, organization, sentence clarity, word choice, and mechanics (i.e., capitalization, punctuation, and spelling). Prepare final copy using appropriate conventions of publication (e.g., title page, references, bibliography). Evaluate compositions for unity, coherence, and emphasis (e.g., proportion). Confer with peers and teachers.
|
30 Write introductions that engage interest, focus the thoughts of the readers, and establish the mood and tone of compositions [A/B]. Develop compositions with explicit thesis statements [A/B]. Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into compositions [A/B]. Demonstrate the ability to trace a coherent thought pattern to a suitable conclusion [A/B]. Write conclusions appropriate to the overall intent [A/B]. Analyze and evaluate their own and others' writing for ideas, organization, sentence clarity, word choice, and mechanics (i.e., capitalization, punctuation, and spelling) [A/B]. Prepare final copy using appropriate conventions of publication (e.g., title page, references, bibliography) [A/B]. Assess compositions for unity, coherence, and emphasis [A/B]. Confer with peers and teachers [A/B].
|
|
Foundational Objectives |
Learning Objectives |
|
Students will: |
|
|
3. Write fluently and confidently for a variety of purposes and audiences. |
10 Write for a variety of purposes including to:
Write an effective descriptive passage [A/B]. Write a book, film, or video review [A/B]. Experiment with a variety of forms of writing such as poem, play, anecdote, or short story [A/B]. Write an effective character sketch [A]. Write social letters in language appropriate for purpose and audience [A]. Narrate events clearly in an appropriate order while maintaining a consistent point of view [A]. Write a convincing argument in support of a clearly defined position [B]. Write and document a concise factual report [B]. Write business letters in language appropriate for purpose and audience [B]. Write a paraphrase and summary of a speech heard or a passage read [B]. |
|
Learning Objectives |
Learning Objectives |
|
20 Write for a variety of purposes including to:
Present point of view in a personal or reflective essay. Outline a multi-paragraph composition. Write a paraphrase and précis of a passage read. Write an analysis of a literary text. Write a short research essay on a topic of their own choosing. Write a letter of application and a résumé. Experiment with a variety of forms of writing such as poem, play, anecdote, or short story.
|
30 Write for a variety of purposes including to:
Write a paraphrase and précis of a passage read [A/B]. Write a review evaluating a poem, short story, play, or film/video [A/B]. Experiment with various forms of writing such as a poem, play, short story, chapter of a novel, parody, satire, agenda and minutes of a meeting, or a diary entry [A/B]. Write a descriptive essay or character sketch [A]. Write an editorial and letter to the editor [A]. Present point of view in a personal essay [A]. Write a formal literary essay [A]. Write and document a convincing argument using logical thought and persuasive language [B]. Write and document a convincing analysis of a literary work [B]. Write and document a short formal research essay [B]. Produce an updated résumé and covering letter [B]. |
Reading is a process by which the reader makes personal connections with text to construct meaning. Reading and responding to literature are integral parts of language learning. Through reading, students extend their language repertoires and increase their understanding of themselves and others.
|
Foundational Objectives |
Learning Objectives |
|
Students will: |
|
|
1. Recognize reading as an active, constructive process. |
10 Recognize reading as an active process which requires readers to: |
|
2. Practise the behaviours of effective, strategic readers. |
10 Respond personally, critically, and creatively [A/B]. Record responses in a reader's journal, log, or notebook [A/B]. Recognize the structure and characteristics of a particular poem, play, or prose (fiction or nonfiction) selection [A/B]. Compare and contrast the structure and characteristics of various selections [A/B]. Differentiate fact from opinion [A/B]. Skim, scan, and read closely for required information [A/B]. Recognize the structure of a short story, essay, play, or poem [A]. Recognize prominent organizational patterns within text (e.g., spatial; chronological or climactic; logical including listing, cause/effect, comparison/contrast, problem/solution) [A]. Identify the author's purpose, tone, point of view, and theme [A]. Differentiate between literal and figurative statements, and between the denotative and connotative [B]. Recognize common allusions and discuss their significance in context [B]. Recognize common literary symbols [B]. Recognize stylistic devices and techniques such as characterization, flashback, foreshadowing, simile, metaphor, hyperbole [B]. Summarize information [B]. Recognize propaganda techniques [B].
|
|
Learning Objectives |
Learning Objectives |
|
20 Recognize reading as an active process that requires readers to:
|
30 Recognize reading as an active process that requires readers to:
|
|
20 Respond personally, critically, and creatively. Record responses in a reader's journal, log, or notebook. Recognize author's purpose, form, and techniques. State and evaluate author's theme, tone, and viewpoint. Recognize the major literary forms, elements, and techniques. Relate the structure of the work to the author's purpose and theme. Recognize the tone and organization of the formal and informal essay. Recognize and explain allusions, symbols, figurative language, and stylistic devices in a literary text. Recognize prominent symbols in a literary work. Skim, scan, and read closely for required information. Paraphrase a prose and poetry passage. Summarize information. Locate, assess, and summarize information from a variety of sources. |
30 Respond personally, critically, and creatively [A/B]. Record responses in a reader's journal, log, or notebook [A/B]. Recognize major literary forms and techniques [A/B]. Assess how content and organization are influenced by the writer's choice of literary form [A/B/]. Evaluate the accuracy and usefulness of information presented [A/B]. Paraphrase a prose and/or poetry passage [A/B]. Identify the effect created by the author's "voice", tone, and style, and examine the methods by which they are achieved [A/B]. Locate, assess, and summarize information from a variety of sources [A/B]. Summarize information [A/B]. Evaluate the extent to which a specific piece of writing achieves its purpose [A]. Appreciate the way in which a writer's form and ideas are shaped into an artistic unit [A]. Consider the social, historical, and philosophical milieu in which a selection was written [B]. Demonstrate an increased ability to interpret symbols and symbolic patterns in literature [B]. Recognize satire [B].
|
|
Foundational Objectives |
Learning Objectives |
|
Students will: |
|
|
3. Read a variety of texts for a variety of purposes. |
10 Relate literary experience to personal experience [A/B]. Read an increasingly wide range of material for personal enjoyment and extension of experiences [A/B]. Explore human experiences and values reflected in texts [A/B]. Test ideas and values against ideas in text [A/B]. Read to stimulate the imagination [A/B]. Assess an author's ideas and techniques [A/B]. Make and defend an informed critical response [A/B]. Develop and articulate defensible points of view on individual, community, national, or world issues reflected in texts [B]. |
|
Learning Objectives |
Learning Objectives |
|
20 Relate literary experience to personal experience. Read an increasingly wide range of material for personal enjoyment and extension of experiences. Explore human experiences and values reflected in texts. Test ideas and values against ideas in text. Read to stimulate the imagination. Make and defend an informed critical response. Recognize major literary forms and techniques. Assess an author's ideas and techniques. Assess a selection's merit as a literary work. Compare, contrast, and evaluate texts. Paraphrase and write a précis of a prose and poetry passage. |
30 Relate literary experience to personal experience and extend personal response [A/B]. Explore human experiences and values reflected in texts [A/B]. Broaden knowledge of cultural heritage [A/B]. Understand the ideas, values, and cultures of peoples past and present [A/B]. Read to stimulate imagination [A/B]. Read a wide range of material to extend experience [A/B]. Make and defend an informed critical response [A/B]. Assess an author's ideas and techniques [A/B]. Assess a selection's merit as a literary work [A/B]. Compare, contrast, and evaluate texts [A/B]. Cite appropriate evidence to support responses [A/B]. Read to broaden their knowledge of Canadian literary and cultural heritage [A]. Recognize that Canadian literature is their literature, and that it expresses in diverse ways their cultural heritage [A]. Recognize and appreciate the multiplicity of voices that make up Canadian literature [A]. Develop an awareness and appreciation of Canadian dialects and Canadian literature [A]. Read to understand and appreciate an international literary heritage and world perspective [B]. Develop and articulate defensible positions on individual, community, national, or world issues reflected in texts [B]. |
Oral and written language are only two of many forms of communication. Ideas and feelings can be expressed and communicated in nonverbal and multimedia forms as well. Representing and viewing broaden the ways in which students can communicate and understand the range of communication tools.
|
Foundational Objectives |
Learning Objectives |
|
Students will: |
|
|
1. Create appropriate nonverbal aids and visual images to enhance communication. |
10 Present information using print and non-print aids to engage and inform a familiar audience [A/B]. Present thoughts, ideas, and feelings using an appropriate combination of charts, diagrams, pictures, audiotapes, slides, models, drama, and print [A/B]. Communicate thoughts, ideas, and feelings for specified purposes and audiences through storyboards, posters, overheads, or telemedia presentations [B]. |
|
2. Recognize nonverbal aids and visual representations as tools for communicating and learning. |
10 Recognize viewing as an active process that requires viewers to:
|
|
3. Practice the behaviors of effective viewers. |
10 Respond personally, critically, and creatively to visual representations and to television, film, and video presentations [A/B]. Identify the purposes, intended audiences, messages, and points of view in advertisements, posters, films, and television or video presentations [A/B]. Recognize language techniques and media conventions in television, film, and video presentations [A/B]. Evaluate critically information obtained from viewing advertisements, posters, films, and video and television presentations [B].
|
|
Learning Objectives |
Learning Objectives |
|
20 Present information incorporating visual, audio- visual, and dramatic aids to engage the intended audience. Present thoughts, ideas, and feelings using an appropriate combination of visual aids and print. Communicate thoughts, ideas, and feelings for a specific audience and purpose through a radio script, an advertisement, or a photo essay.
|
30 Present information on a topic with class members in a planned and focused group session using a variety of audio-visual strategies [A/B]. Communicate thoughts, ideas, and feelings using two or more media [A/B]. Deliver a multimedia presentation for a specific audience and purpose (e.g., to inform, to influence, or to entertain) [B]. |
|
20 Recognize viewing as an active process that requires viewers to:
|
30 Recognize viewing as an active process that requires viewers to:
|
|
20 Respond critically to visual representations such as charts and graphs. Respond personally, critically, and creatively to a radio documentary or dramatization. Respond personally, critically, and creatively to a print and audio advertisement. Identify the purpose, intended audiences, messages, and points of view of a radio documentary or dramatization. Recognize language techniques and media conventions in a radio presentation. Recognize persuasive techniques in print and multimedia advertising. Evaluate critically information obtained from viewing a print advertisement. |
30 Respond critically to visual representations such as charts and graphs [A/B]. Respond personally, critically, and creatively to visuals, films/videos, and multimedia presentations [A/B]. Identify the purposes, intended audiences, messages, and points of view of visuals, films/videos, and multimedia presentations [A/B]. Evaluate critically information obtained from viewing visuals, films/videos, and multimedia presentations [A]. Recognize language techniques and media conventions in visuals, films/videos, and multimedia presentations [B].
|
In addition to developing the knowledge, skills, and processes needed to communicate effectively through speaking, listening, writing, and reading, students need to develop an understanding and appreciation of the English language and how it is used.
The English language arts curriculum is designed to widen students’ knowledge and appreciation of the English language. Students need opportunities to:
As secondary school students gain control of their language processes, they increase their understanding of three broad concepts of language--language varies, language has structural patterns and conventions, and language changes over time.
The "nature of language" is best learned contextually, growing out of students’ language production rather than through isolated drills and exercises. Directly or indirectly, the following concepts are best learned when students are actively engaged in using real language processes for their communication purposes. It is expected that students will learn about the elements of language--texts, sentences, words, and sounds--and their corresponding concepts.
Language Study Concepts 10
Students in grade ten should understand the following language concepts:
|
Language Elements/
|
Variety of Language: Language Varies According to Audience, Purpose, and Situation |
Patterns of Language: Language has Structural Patterns and Conventions |
Dynamics of Language: Language Develops and Changes Over Time |
|
Textual Awareness | |||
|
Students will understand that: |
Effective communication uses the language appropriate to the subject, audience, purpose, and situation. The purpose for text is to communicate, to express self, and to create an aesthetic form. Different modes of discourse are determined by purpose (e.g., to describe -- description, to explain -- exposition, to tell what happened -- narration, to persuade -- persuasion). These modes of discourse appear in a variety of formats (e.g., article, essay, letter, poem). Written communication usually requires the use of conventional or "standard" English. Common usage problems include jargon, euphemisms, clichés, slang, imprecision, and gobbledygook. |
Speakers and writers use a variety of patterns to organize their thoughts (e.g., a paragraph, an essay). In a paragraph a writer frequently expresses a main idea in one key sentence; illustrates, explains, or defines a main idea through chronological, spatial, or another logical order; and then concludes. Longer compositions consist of an introductory paragraph which arouses interest and introduces the main idea (thesis); developmental paragraphs supporting the main idea; a closing paragraph bringing the composition to a smooth conclusion. These organizational features are reflected in a variety of prose forms (e.g., articles, letters, essays). Prose (fiction and nonfiction), poetry, and drama have distinctive and various organizational patterns. |
English is an important world language. Many theories are offered to explain the origins of speech and writing. |
|
Sentence Awareness | |||
|
Students will understand that: |
Sentences are expressions of ideas. Spoken and written sentences make different demands of the communicator (e.g., formal written language should contain meaningful and clear sentences devoid of ambiguous expressions). |
Word order is important in communicating meaning in English. English sentences are built on some common "kernel" structures (e.g., Subject-Verb, Subject-Verb-Object, and Subject-Linking Verb-Complement). Basic English structures can be expanded (e.g., using qualifiers), compounded, and transformed (e.g., statements become questions, exclamations, expletives, inversions, negatives). Parallel ideas should be expressed in parallel form. Formal written language avoids sentence fragments, run-on sentences, excessive coordination, and faulty subordination. Formal written sentences should be free of misplaced modifiers and dangling participles. Formal written sentences should have consistency in verb tense, pronoun agreement, clear pronoun reference, appropriate adjectives and adverbs, and agreement of subject and verb. Punctuation marks clarify the message in the written sentence. |
|
|
Word and Phrase Awareness | |||
|
Students will understand that: |
An appropriate word suits the purpose, audience, and situation. A word is a representation. A good word is as specific as possible. Words can be concrete or abstract. Words can have connotative as well as denotative value. Words can have symbolic meaning. Words can act as allusions. Words can be formal or informal (colloquial). Words can act as dialect markers and language users have different oral and written vocabularies. Words can appeal to the senses (imagery) and affect the imagination (e.g., figurative language). Context influences a word's meanings. English has many homonyms (e.g., to, too, two). |
Different words have different meanings depending on the context. Listeners and readers of English consciously and unconsciously figure out the meaning of words by considering:
English spelling has many patterns (e.g., hop and hope, writing and written). |
English words have a colourful and varied history (e.g., names and places). New words are continually being added to the language (e.g., through developments in science and technology and through contact with other languages and cultures). |
|
Sound Awareness | |||
|
Students will understand that: | Several production factors are important in oral communication (e.g., articulation, pronunciation, tempo, tone, volume, emphasis, pitch). There are variations in pronunciation dependent on the form and use of a word (e.g., "project" as a noun and as a verb). Each person's idiolect (an individual's special way of using oral language) is dependent upon individual choice and environment. |
Language has sound patterns including rhyme, rhythm, alliteration, repetition. Clear pronunciation can aid spelling (e.g., accept, except). Dictionaries provide pronunciation (i.e., diacritical) and syllabication guides. |
Language Study Concepts 20
Students in grade eleven should understand the following language concepts.
|
Language Elements/
|
Variety of Language: Language Varies According to Audience, Purpose, and Situation |
Patterns of Language: Language has Structural Patterns and Conventions |
Dynamics of Language: Language Develops and Changes Over Time |
|
Textual Awareness | |||||||||||||||||
|
Students will understand that: |
Effective communication places emphasis on the purpose and audience for a speech or a composition. Different purposes and audiences require different modes of discourse (i.e., descriptive, narrative, expository, or persuasive). Effective communication uses the language appropriate to the subject, audience, purpose, and situation. With the exception of personal writing and dialogue, written communication usually requires the use of conventional or "standard" English. |
Speakers and writers use a variety of patterns to organize their thoughts (e.g., a paragraph, an essay). There are conventions of the paragraph and longer compositions. These organizational conventions are reflected in a variety of literary forms (e.g., articles, letters, essays, and poems). The main ideas of a longer composition can be outlined. An effective composition is unified, coherent, and emphatic. Journalistic style (contrary to standard form) is often characterized by short sentences and paragraphs. Prose, poetry, and drama each has distinctive organizational patterns. |
The status of dialects varies according to context or situation.
|
| Students will understand that:
| Effective written sentences are devoid of unnecessary words and expressions. Effective written sentences avoid clichés and over-used words (e.g., verb "to be", "which", "who", "whom", "that", "it", "this", "there"). Effective written sentences use precise words. Phrases add variety. The active voice is generally preferable.
| Word order is central to English sentence structure. Basic English sentence patterns can be expanded, compounded, and transformed. Parallel ideas should be expressed in parallel form. Balanced ideas are best expressed in balanced sentences. Formal written language avoids sentence fragments, run-on sentences, misplaced modifiers, excessive co-ordination, and faulty subordination. Punctuation marks clarify the message in the written sentence.
|
| Students will understand that:
| An appropriate word suits the audience, purpose, and situation. A good word is clear, fresh, and alive rather than overworked (e.g., no clichés). Word use should be economical. Words have emotional appeal. Words can be loaded with meanings and significance (e.g., connotation, symbolism, imagery, allusion). Words (and their pronunciation) can act as dialect and idiolect markers. Words can act as parts of a special code (e.g., jargon). Large vocabularies help express ideas more accurately and efficiently. Language users have different oral and written vocabularies.
| Larger vocabularies make it easier to communicate. Speakers and listeners recognize the role word forms play in effective communication (e.g., strong, active verbs; precise and concrete nouns; balance of nouns and verbs; limited use of "be" verbs).
| English words spoken by different people from different walks of life in different times have made the language rich and varied. Age and geography are factors in vocabulary development.
| Sound Awareness
| Students will understand that:
| Several production factors are important in oral communication (e.g., articulation, pronunciation, tempo, tone, volume, emphasis, pitch). The pronunciation of words is an indication of regional dialect and first language influences.
| Language has sound patterns including rhyme, rhythm, meter, alliteration, consonance, assonance, and repetition.
| |
Language Study Concepts 30
Students in grade twelve should understand the following language concepts.
|
Language Elements/
|
Variety of Language: Language Varies According to Audience, Purpose, and Situation |
Patterns of Language: Language has Structural Patterns and Conventions |
Dynamics of Language: Language Develops and Changes Over Time |
|
Textual Awareness | ||||||||||||||||||
|
Students will understand that: |
Different purposes and audiences require different modes of discourse (i.e., descriptive, narrative, expository, or persuasive). Different purposes and audiences affect the tone and style of a presentation or composition. Effective communication uses language appropriate to the subject, audience, purpose, and situation. With the exception of personal writing and dialogue, written English usually requires the use of conventional or "standard" English. All forms of language are legitimate within their geographical, social, and historical contexts. |
There are various organizational patterns in a speech or composition and distinctive organizational features in prose, drama, and poetry. The main ideas of a longer composition can be outlined. An effective composition is unified, coherent, and emphatic. Speaking and writing have style--qualities that distinguish one speaker/writer from another. Material that comes from a non-Western tradition may differ in style and structure. |
English is a significant global and multicultural language. Language is constantly changing. English is marked by three developmental periods: Anglo-Saxon (Old English), ca. A.D. 700-1100; Middle English, ca. 1100-1500; Modern English, ca. 1500-present. A writer's or speaker's style is affected by the period or time in which the work is written. There is a variety of styles in both contemporary and traditional writing. Canadian English has unique characteristics that distinguish it from the language of other English speaking countries.
|
| Students will understand that:
| Sentence variety is an important component of effective style (e.g., vary the word order, use phrases and clauses, use various types of sentences). Canadian English is marked by syntactical variations.
| Word order is central to English sentence structure. Basic English sentence patterns can be expanded, compounded, and transformed. Sentence structures can be loose or periodic. Sentence structures can be made parallel, balanced, or inverted. Writers should strive for clear, varied, and emphatic sentences in their compositions. Clear formal compositions avoid sentence fragments, run-on sentences, misplaced modifiers, and faulty pronoun reference. Punctuation marks clarify the message of the written sentence.
| English moved from being an inflected language to one in which position in the sentence determines the grammatical role of words.
|
| Students will understand that:
| An appropriate word suits the time, place, and audience. Usage is not "right" or "wrong" but suitable to context. Words can be powerful tools to achieve particular purposes. Words can be loaded with meanings and significance (e.g., connotation, symbolism, persuasion, image, allusion). Canadian English is marked by certain word choices and pronunciations. Canadian English is marked by spelling choices. Certain words may have different connotations within different cultures.
| Knowing the meanings of the more common Greek and Latin prefixes, suffixes, and roots in the English language is valuable.
| The wealth of English words is the result of historical change and expansion of the language. Repeated "linguistic" invasions account for an enormous number of words in the language and a wealth of synonyms. Each word has a history (i.e., etymology). New words have been formed in a variety of ways (e.g., the form may change, meaning may be extended, words may be compounded, words may be borrowed, and words may be created). English is part of the Indo-European family. There are different dialects of English (i.e., variations in vocabulary, pronunciation, or idioms). Language varies from region to region (e.g., Maritime dialect).
| Sound Awareness
| Students will understand that:
| Several production factors are important in oral communication (i.e., articulation, pronunciation, tempo, tone, volume, emphasis, pitch). Production factors vary according to particular dialects. Pronunciation differs in various geographical regions (e.g., pronunciation of "aunt").
| Language has sound patterns including rhyme, rhythm, meter, alliteration, consonance, assonance, sibilance, and repetition.
| The sounds in the English language have changed over time. Time brings about changes in pronunciation (e.g., Old English pronunciation of "night").
|
