Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a
variety of forms for a variety of purposes and audiences.
Grade
Outcome:
Using the traits
and techniques
of composing
and
creating
Grade 6
CC6.1 Create with clarity various visual,
multimedia, oral, and written texts that explore:
 identity
 social responsibility
 efficacy
*These Big Ideas are developed within each unit
Grade 7
CC7.1 Create with clarity and correctness
various visual, multimedia, oral, and written
texts that explore:
 identity
 social responsibility
 efficacy
Grade 8
CC8.1 Create with clarity, correctness, and
variety, various visual, multimedia, oral,
written texts that explore:
 identity
 social responsibility
 efficacy
Grade 9
CC9.1 Create with clarity, correctness and
effect various visual, multimedia, oral, and
written texts that explore:
 identity
 social responsibility
 efficacy
Enduring
I can use specific traits of language to enhance the expression of my ideas on identity, social responsibility and efficacy.
Understanding
Essential
Am I able to use the traits of language to enhance my expression of ideas?/Is what I am saying clear and intriguing?/How do I say what I want to say?
Question
Indicators
Message Content or Ideas (Meaning)
Does my message demonstrate a deep understanding?
Focuses on straightforward ideas and information relevant to audience and purpose CC6.2, 7,8,9.3
 student choose audience (peers or family)
 student choose audience (community-town
 student collectively develop a short list of
 students choose an audience
 with teacher assistance purpose is determined
mayor, school SLC president)
audience to choose from
 students determine the appropriate
(explain)
 with teacher assistance purpose is determined
 with teacher assistance purpose is determined
purpose
(explain, describe, persuade)
(explain, describe, persuade)
Provides relevant details, examples, and explanations
 5 points that explain
 5 points that explain, describe, or persuade
 3 major points supported by examples or
 5 major points supported by purposeful
evidence
examples or evidence
Uses own words
 to accurately explain topic
 to accurately explain, describe or persuade
 to make effective arguments
 to articulate the key points to match their
purpose and audience
Organization and Coherence (Form):
What form suits my purpose and audience? What are the conventions of those forms?
Adheres to the features particular to the product
 see Appendix #1 (form features)
 see CC6.7, 7,8,9.8 Organization
 see CC6.4, 7,8,9.4 Textual
Word Choice CC6.2, 7,8,9.3
What is the power of a word?
 word selection is appropriate to audience and purpose
 chooses succinct words (strong message in few
 words chosen to have an emotional impact
words)
 use coordinating conjunctions accurately
 use order conjunctions appropriately (first,
(and, so, but, nor, so, for, yet) CC6.3 Syntactical
next, last) CC7.4 Syntactical
Author Voice
What do I care about and how do I express that?
 tone is consistent
 tone is consistent and adds interest
 earnest, pleasing manner
 honest and sincere manner
 the writer makes the topic interesting
 writer cares about the topic
 begins to build credibility
 takes some risks by revealing self
 moments of enthusiasm
 curious and enthusiastic
 chooses Key Words that encourage the listener
or reader to ignite thinking
 use subordinate conjunctions CC7.4 Syntactical
 experiment with conjunctive adverbs
 strong adjectives and verbs (fighting words)
 tone is consistent and add interest
 honest, personal and engaging
 writer is passionate about the topic
 the writer shows feelings and emotions in the
paper.
 the reader gets a sense of humor, sadness,
happiness, suspense, excitement, etc. from the
writing.
 tone enhanced through personal insights
 honest and sincere manner; it is written from
the heart
 strong commitment to topic
 convictions come out through the words
 language intrigues, delights or moves the
reader in a few instances
 use a variety of conjunctive adverbs
CC7.4 Syntactical
Sentence Fluency
What’s a good sentence?
 see CC6.3, 7,8,9.4 - Syntactical
Conventions
Why are there conventions?
Written/Visual
CC6.3,
7,8,9.4 - Other
 chooses the print type to make message clear
 chooses the print type to make message clear
(font choice, handwriting, etc.)
(font choice, handwriting, etc.)
 product is visually accurate
Indicators
(con’t)
Written
CC6.3,
7,8,9.4 - Syntactical
 correct punctuation with a focus on:
hyphen (connects words)
exclamation marks
quotation marks (direct)





Evidence of
Understanding
Oral
CC6.3, 7,8,9.4 - Other
articulation
expression - sincerity, intensity
fluency
timing - pace
eye contact
Written
explanations
Visual
diagrams
Oral
instructions
Multimedia
cartoons
Sept. 27, 2010
Living Sky School Division No. 202
 chooses a variety of print type to make message  chooses a variety of print type to make
clear (font choice, handwriting, etc.)
message effective (font choice, handwriting,
 clarifies elements of script through print variety
etc.)
(italics, bold, etc.)
 chooses print technique (highlight, colour,
multidimensional) that ‘pops’ words for
effect
 correct punctuation with a focus on:
comma
apostrophe
quotation marks (indirect)
 correct punctuation with a focus on:
comma
colons
quotation marks (embedded, direct and
indirect)
 correct punctuation with a focus on
colon and semi-colon
dash and hyphen
quotation marks (embedded, direct and
indirect)
parenthesis
 articulation
 expression – experiments with a variety of
volumes
 fluency
 timing - pauses
 eye contact
Written
letters to editor
Visual
pamphlets
Oral
personal narratives –with story elements
(speaking)
Multimedia
i.e Voicethread
 articulation
 expression – tonal/emotional quality
 fluency
 timing – pace and pauses
 eye contact
 articulation
 uses a variety of expressive techniques for
emphasis
 fluency
 timing - use of anticipation
 eye contact
Written
Persuasive essay
Written and Oral
Debates
Visual and Multimedia
Promotional Ad (opinion)
Written and Oral
Persuasive speeches
Written, Oral, Visual,
responses or reactions to texts
Multimedia
short video scripts
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and
experiences in a variety of forms for a variety of purposes and audiences.
Grade
Outcome:
Inquiry process
Grade Six
Grade Seven
CC6.9 Create a teacher-guided inquiry
CC7.2 Create and present a teacher-guided
project related to a stand on a topic, theme, inquiry project related to a topic, theme, or
or issue studied in English Language Arts. issue studied in English language arts.
Finding the answer to a question is a process.
Grade 8
CC8.2 Create and present a group inquiry
project related to a topic, theme, or issue
studied in English language arts.
Grade 9
CC9.2a and CC9.2b Create and present an
individual researched inquiry project related
to a topic, theme, or issue studied in English
Enduring
Understanding
Essential
How can I ask the right questions and then find the answers?
Question
Indicators
Use a teacher provided inquiry model, directed by
teacher
Use a teacher provided inquiry model, supported
Adapt a teacher provided inquiry model
Use an inquiry model independently
by teacher guidance
Preparing
Use the language of inquiry to examine personal knowledge of and experiences related to a topic to determine information needs. What experiences have I had… What do I know?
Activate personal knowledge through a
Activate personal knowledge through a
Activate personal knowledge to bring to the
Independently use a variety of methods to activate
classroom activity such as
classroom activity such as
collective group knowledge
personal knowledge
 Brainstorming
 Brainstorming
 Collaborative online webbing tools
 webbing
 webbing
 Reflective skills
 Doodle/visual
 Jot notes
Use the language of inquiry to develop general background knowledge
I wonder if….,
What do I want to find out? What do others know?
 Explore general sources provided by teacher
 Explore general sources compiled by the class
 As a group, determine or create a data collection
 Individually, determine or create a data collection
 Class video
 Class video
tool and the sources to gather general background
tool and the sources to gather general background
 Short reading
 Short reading
knowledge
knowledge
 Asking significant others
 Asking significant others
 class KWL chart
 KWL chart or other data collection tool
Use the language of inquiry to formulate a variety of relevant questions on a topic to establish a purpose for seeking information What inquiry question(s) would focus my task?
 Teacher provides essential question and the
 teacher provides a few essential questions on a
 group determines the essential questions
 create essential and guiding questions
class develops guiding questions
topic, issue or theme
 group determines guiding questions
 class chooses one essential questions and
develops guiding questions
Create an inquiry plan
How will I get answers to my question?
 teacher provides the plan that includes:
 teacher provides the essential components of
 group determines the essential plan components
 individual determines the essential components
 source types that support the question and
the plan and student:
with guidance from teacher
on the plan, develops the data collection tool, and
their location (web sources, online databases,
 chooses source types that support the
 group develops the data collection tool
considers the product that best shares their
print, etc.)
question and their location (web sources,
 group considers the product that best shares their
response to the questions
 the data collection tool where students record
online databases, print, etc.)
response to the questions
 references
 chooses the data collection tool from those
 notes
provided by teacher
 a pre-determined product that shares the final
 online, graphic organizers
response to question
 considers products that best shares their
response to the questions
Finding
Where would I find information and ideas about this topic, question, problem, or issue? How will I access these sources?
 Understand the differences in sources and
 Use basic features of search tools:
 Use basic features of search tools:
when it is appropriate to use each
 Computer library catalogue
 Computer library catalogue
 Use basic features of search tools:
 Online magazine search engine
 Online magazine search engine
 Computer library catalogue
 Online encyclopedias
 Online encyclopedias
 Online magazine search engine
 Search engines
 Search engines
 Online encyclopedias
 Expand the repertoire of search tools and utilize  Expand the repertoire of search tools and utilize
 Search engines
advanced features of all search tools, including
advanced features of all search tools, including
 Expand the repertoire of search tools
database search engines
database search engines
 Search social media ie. blogging, micro blogging
(Twitter)
Evaluate information within found sources
How do I know if this information is suitable?
 Understand triangulation - the comparison of
 Use triangulation - the comparison of three
 Use strategies to initially determine value of
 Use strategies to initially determine value of
three
different
sources
to
assess
accuracy
and
different sources to assess accuracy and relevance
source
source
relevance of ideas and information
of ideas and information
 Skim/scan
 Skim/scan
 Use strategies to initially determine value of
 Use strategies to initially determine value of
 Text features
 Text features
source
source
 Review and practice the pre-established criteria  Review and practice the pre-established criteria

Skim/scan
 Skim/scan
to evaluate the currency, relevance, and
to evaluate the currency, relevance, and
 Text features
 Text features
reliability of information sources in answering
reliability of information sources in answering
 Review and practice the pre-established criteria
 Review and practice the pre-established criteria
inquiry or research questions.
inquiry or research questions.
to evaluate the currency, relevance, and
to evaluate the currency, relevance, and
 Evaluate the appropriateness of information for  Evaluate the appropriateness of information
reliability
of
information
sources
in
answering
reliability of information sources in answering
a particular audience and purpose
for a particular audience and purpose
inquiry
or
research
questions.
inquiry or research questions.
 Assess completeness and relevance of ideas and  Assess completeness and relevance of ideas
 Evaluate the appropriateness of information for a
 Evaluate the appropriateness of information for a
information within different sources
and information within different sources
particular audience and purpose
particular audience and purpose
Using
Takes notes using one or more of a variety of note-taking strategies such as: note-taking cards, jot notes, colour coding, graphic organizers, two-column notes, outline
CR .6
 With teacher direction
 Selects a tool from a teacher selected
 As a group, determine note-taking strategies to
 Choose a note-making strategy to suit purpose
repertoire
meet needs
and personal preference
Determine relevance and importance of information in a chosen source
Is the information useful and valid?
 summarizing major ideas and supporting details
 Paraphrase
 Quote
Enhances meaning by connecting ideas across texts
How does my information connect?
 Formal outline tool
 Graphic organizers
 web
Identify gaps
Do I have enough information to fully answer my question?
 Identify gaps in information and collect and gather additional information
 Contribute ideas, knowledge, and strategies to help identify class, group, or individual information needs and sources
Locating information
 Develop ability to identify purposeful key
words to use in search
 Use basic features of search tools:
 Computer library catalogue
 Online magazine search engine
 Online encyclopedias
 Search engines
Reflect on and synthesize information gathered
 Reflect on question:
 What do we/I already know?
Match
the sharing
format
 What
have we/I
foundwith
out?the audience and purpose of the inquiry
 What did others say? (group discussions, interviews and social media conversations)
 What is our/my conclusion?
 What is our/my point of view?
 Adjust inquiry and research strategies as needed to answer my question.
Create and compose first draft: written, storyboard, script, sketch
What is the answer my question?
What is the best way to share my response to the question?
How will I organize the information?
Evidence of
Understanding
use a teacher chosen format for sharing based on
Choose from a teacher created list of formats for
As a group, jointly choose a format for sharing
Choose from an ever-expanding repertoire of
audience and purpose
sharing based on audience and purpose
based on audience and purpose
formats for sharing based on audience and purpose
Ethical use and acknowledgement of other’s ideas and words: CC6.2 7,8,9.3 During CC6.4 7,8,9.5
How have I used others’ ideas to support my point of view?
Cite(acknowledging the use of another person’s idea and words within presentations and composition using a format such as MLA or APA)
 Use quotation marks when using someone
 Use quotation marks when using someone
 Appropriately cite in text quotes:
 Give credit for ideas as well as directly quoted
else’s words
else’s words and use indentation when using
material
 Short – quotation marks
a longer quote
 use and acknowledge other people’s ideas to

use
and acknowledge other people’s ideas to
 Long - indentation
support a point of view including non-print
 use and acknowledge other people’s ideas to
support
a point of view including non-print
 use and acknowledge other people’s ideas to
sources (interviews, videos, pictures, etc.)
support a point of view including non-print
sources (interviews, videos, etc.)
support a point of view including non-print
sources (interviews, videos, pictures, etc.)
 Use different sentence structures to cite
sources (interviews, videos, etc.)
 Experiment in using different sentence
 Experiment in using different sentence
structures to cite
structures to cite
Reference(providing all the bibliographic data on a separate page at the end using a specified format such as MLA or APA)
 Understand that online citation generators
 Identify, with teacher support, source creators
 Identify, with support, source creators
 Independently identify source creators
require an understanding of source creators
(organization, author, editors, interviews,
(organization, author, editors, interviews,
(organization, author, editors, interviews,
(organization, author, editors, interviews,
photographer, etc.) for the purpose of using an
photographer, etc.) for the purpose of using an
photographer, etc.) for the purpose of using an
photographer, etc.) as modeled by teacher
online citation generator
online citation generator
online citation generator
 Understand that there needs to be an exact
 Understand that there needs to be an exact
 Understand that there needs to be an exact match
 Understand that there needs to be an exact match
match of the sources cited within the
match of the sources cited within the
of the sources cited within the composition or
of the sources cited within the composition or
composition or presentation and the reference
composition or presentation and the reference
presentation and the reference page
presentation and the reference page
page
page
 Understand the difference between a
 Understand the difference between a
 Understand the difference between a
 Understand the difference between a
reference/work cited page and a bibliography
reference/work cited page and a bibliography
reference/work cited page and a bibliography
reference/work cited page and a bibliography
 Demonstrate that they understand they own
 Demonstrate an understanding of the process of  Use a process for copyrighting own work
 Use a process for copyrighting own work
copyright for their own work
copyrighting their own work
Sharing
How can we prepare a presentation suitable for the purpose, audience, and situation that we identified?
 Construct the final product based on rough draft
 Present and share with appropriate audience
Evaluating
Reflect on Questions:
 What did we learn?
 What new questions do I want to pursue?
 What is left unanswered?
Appropriate technology tools are used throughout the inquiry process to prepare, to find, to use and to share information and ideas
Establish criteria for process
Criteria determined by inquiry project format
Sept. 27, 2010
Living Sky School Division No. 202
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety
of forms for a variety of purposes and audiences.
Grade
Grade 6
CC6.2
Select
and
use
the
appropriate strategies to
Outcome:
communicate
meaning
with
clarity
Composing and
 before
creating
 during
process
 after
speaking, writing, and other representing activities.
Grade 7
CC7.3 Select and use the appropriate strategies to
communicate meaning with clarity and correctness
 before
 during
 after
speaking, writing, and other representing activities.
Grade 8
CC8.3 Select and use the appropriate strategies to
communicate meaning with clarity, correctness and
variety
 before
 during
 after
speaking, writing, and other representing activities.
Enduring
Understanding
Essential
Question
Proficient writers and creators develop a process.
Indicators
Progress through stages/phases of the creating process (planning, drafting, revising, presenting) as needed. CC.1
What is my compose and create process?
Does composing need a process?
Before:
Consider prompt or find a topic and activate prior knowledge
What do I write about?
 Gather ideas and topics found in personal
 categorize ideas and topics found in personal
 idea journal, other means of collecting ideas
experiences – idea journal
experiences – idea journal
 Use RAFTS to refine the purpose of writing
 choose a topic that is significant – narrow topic
 form questions about chosen topic
Consider purpose and audience
 understand audience as all viewers, listeners,
readers rather than just the teacher
 understand that writing needs a purpose
 identify and define stance/role/voice
Grade 9
CC9.3.a and CC9.3b Select and use appropriate
strategies to communicate meaning with clarity,
correctness and effect
 before
 during
 after
speaking, writing, and other representing activities.
Who is my audience? Why am I writing to them?
 determine specific audience
 ask questions to analyze purpose and audience
 determine specific purpose
 develop a prompt to focus purpose and audience
 plan and organize information for the intended
viewer, listener, reader)
 play with general idea and refine and narrow it
 considering and valuing own observations,
experiences, ideas, and opinions as sources for ideas
 develop purposeful Role Audience Format Topic
Strong verb
 determine timelines and deadlines
 engage intended audience and what response is
wanted from them
 choose to write to a purpose of: entertaining,
explaining, surprising, persuading, describing, or
narrating
Consider and generate specific ideas and information that might be included
What do others say about my idea?
 generate and expand ideas through talk with peers
 get ideas from books and others
 formulate pertinent questions to explore and develop the  own observations, experiences, ideas, and opinions as
sources for ideas
and teacher
topic
 use free writing, clustering, or another selecting activity
to explore and find a focus
Consider and choose/adapt a possible form
What form will help me achieve my purpose and suit my audience?
 review and adapt models
 select a form that will serve purpose
 choose the best pattern to present ideas including cause  Choose the frame or form that could be used to best
 organize ideas to fit purpose of the composition
 choose underlying structures – temporal sequence,
and effect, problem/solution, opinion/reason,
present ideas and that would be appropriate to
inform, describe, explain, persuade
time sequence, compare and contrast, problem and
fact/proof, sharing experience pattern
audience and purpose
solution to present different kinds of information
Collect and focus ideas and information
How do I decide what to say about my idea?
 select details that will support the topic
 select details that will support the topic
 collect details about the topic and plan how to use them  how much is already known about the subject
 create a list, graphic organizer, character map,
 identify gaps in ideas and information
 what additional information is available
timeline, or sketch
 where it may be found
Plan and organize ideas for drafting
What is the best way to organize my idea and details?
 mapping and authoring
 plan and organize ideas to fit format
 plan, organize, and sequence ideas to fit purpose, point
 mapping and authoring
 establish a logical sequence for ideas
 mapping and authoring
of view, and format
 state focus for communication in sentence
 create an outline, flow chart, map, or other
 mapping and authoring
 map or outline a plan that might develop that focus
organizer to plan
 create a pre-writing plan as a guide
 consider alternative ways to organize and present ideas
Consider qualities of effective communication and the language to use
What tone and style of language will support my idea?
 use dialogue to draw readers in
 consider strong verbs to use
 best register and point of view to use
 what to emphasize in the communication
 consider technology to emphasize ideas
 match stance/role/voice to audience purpose
what tone or voice could be used
Create draft(s) and experiment with possible product(s)
 create a “discovery” draft and then revise it

 develop a clear main idea around which a

composition will be developed

Confer with others
 change writing in response to peer or teacher
feedback
During:
How do I get my idea and details started?
arouse interest with a strong lead
 develop main idea with sufficient supporting detail
develop a clear main idea supported by significant
 change any ideas that are not clear or complete
and sufficient detail
 use and maintain appropriate point of view for
create a coherent sequence
audience and purpose
Do others understand my message?
 draft multiple leads and endings and consult peers
 use a peer response sheet
to seek the most effective
Use language and its conventions to construct message
Can I make my message clearer if I use a different convention?
 experiment with language that is particular to a
 write a variety of complex sentences using
 attend to the tone and sincerity
setting
conventions of word order and punctuation
 communicate in a way that sounds informative and
 use formal and informal voice
 vary the structure and length for reasons of craft
confident
 use transition words
Reflect, clarify, self-monitor, self-correct, and use a variety of “fix-up” strategies
What do I think about my own composition?
 Reflect on the lead choice
 Check for a strong lead
 Check for clear transitions that increase flow and
 Review the beginning middle and ending structure
 Look for details that develop the main idea
fluency
 Check that ideas are expressed in a variety of ways
Acknowledge sources
How do I use and acknowledge others’ ideas and thoughts?
 cite (ideas, quotes and facts) and reference (source)
CC.6.9 7,8,9. 2 Using
 develop a first draft that
 introduces the topic and gives the focus statement
 covers each part of the topic
 uses details explaining the topic
 ends in a way that gives the viewer, listener, reader a
final thought
 shape and reshape draft with audience and purpose in
mind
 articulate hopes for composition and solicit feedback
and suggestions from peers and others
 use the right level of language for purpose and
audience
 check for active, forward-moving sentences
 cut, clarify, and condense
CC6,4 7,8,9.5
Experiment with communication features and techniques
 see CC.1 Traits of Language
How can I make my message understood?
After:
Revise for content and meaning (adding, deleting, substituting, and rethinking)
Are there changes I can make to strengthen my composition?
 check for a clear message or idea in the beginning,
 ensure the beginning attracts the viewer, listener, or
 consider the assumptions and values presented
reader, the middle part supports the focus, and the
middle and end
 ensure that there are a variety of sentence types
closing connects everything
 word choice is interesting and varied
 check for a logical and deliberate order of ideas and
details
Revise for organization
Do my ideas flow for the reader?
 reorganize paragraphs or sections for better
 move information to increase suspense or move the
 check that the text patterns and features are
sequence or logical progression
action
appropriate to the form of representation
 review for consistent point of view
 make choppy communications fluent
 look for a smooth flow of ideas between the
 revise to eliminate unnecessary repetition
beginning, middle and end by using transitions
Revise for sentence structure and flow
Are my sentences interesting?
 check that sentences are clear
 eliminate run- on sentences
 use a variety of sentences that flow smoothly and
 eliminate run-on sentences
 check that punctuation supports the sentence
clearly from one idea to the next
Revise for word choice, spelling, and usage
 use transitional words for flow
 use correct terminology to establish authority
 check for the rules of punctuation, capitalization,
spelling, and usage
Are the words the best they can be?
 consult a variety of resources to find appropriate
 use vivid verbs, specific subjects, and well-chosen
and precise words to reflect what students want to
qualifiers
say
 check for the rules of punctuation, capitalization,
 check for the rules of punctuation, capitalization,
spelling, and usage
spelling, and usage
 cut information that does not support focus
 add information if additional points need to be made
 refine so ideas are interesting, colourful, and understood




consider what parts are working together well
review method of development
consider if the opening and closing are appropriate
consider if a written composition reads smoothly and
clearly
 test and revise sentences for variety, verb choice, and
length
 choose sentences to make the desired effect
 Consider clarity and quality of words
 check for the rules of punctuation, capitalization,
spelling, and usage
Do the mechanics support or impede the meaning?
 polish to enhance legibility
 include an appropriate variety of print features that
 use white space, font, bold to communicate
suit text form and purpose
meaning
Do others ‘get’ my message?
 provide editing help to peers
 use pre-determined and/or student-developed criteria
 seek feedback from peers and teacher
for revision
 revise with peers’ and others’ responses in mind
Polish, practise, and decide how work will be shared and published
How shall I share my work?
 Choose which sharing form best suits the audience
 Choose which sharing form best suits the audience
 Choose from a small repertoire of sharing formats
and purpose, with teacher support
and purpose, with teacher guidance
 Enhance for clarity, correctness and variety
 enhance for clarity
 enhance for clarity and correctness
 create necessary supports: illustrations, charts,
 create necessary supports: illustrations, charts,
 create necessary supports: illustrations, charts,
graphics, expression, voice pitch, etc.
graphics, expression, voice pitch, etc.
graphics, expression, voice pitch, etc.
Share final product, reflect, consider feedback, and celebrate learning
What have I learned that will improve my next work?
 present
 present
 present
 collect feedback using a teacher selected method
 collect feedback using a method from a teacher
 collect feedback using a method from a personal
 reflect and set goals for future work
selected repertoire
repertoire
 reflect and set goals for future work
 use a reflection sheet to think about the product,
delivery, and planning for future communications
Use the composing process strategies to create products defined in other outcomes
Proofread for mechanics and appearance
 write fluently and legibly in cursive handwriting
with appropriate spacing
 choose appropriate font style and size
Confer with peers, teacher, or others
 provide editing and proofreading help to peers
Evidence of
Understanding
Sept. 27, 2010
Living Sky School Division No. 202
 Review overall effect of the look of the composition –
neatness, organized, includes variety
 provide meaningful feedback based on specific
observations; keep comments positive and
constructive
 review purpose and choose a sharing format from a
large repertoire
 enhance for effect
 create necessary supports: illustrations, charts,
graphics, expression, voice pitch, etc.




present
collect feedback using a self-created method
reflect and set goals for future work
prepare a portfolio
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a
variety of forms for a variety of purposes and audiences.
Grade
Grade 6
CC6.3
Use
cues
to
construct
and communicate
Outcome:
meaning
with
clarity
Cueing Systems






pragmatic
textual
syntactic
semantic/lexical/morphological
graphophonic
other cues
Grade 7
Grade 8
CC7.4 Use cues to construct and communicate
meaning with clarity and correctness
 pragmatic
 textual
 syntactical
 semantic/lexical/morphological
 graphophonic
 other cues
CC8.4 Use cues to construct and communicate
meaning with clarity, correctness, and variety
 pragmatic
 textual
 syntactical
 semantic/lexical/morphological
 graphophonic
 other cues
Enduring
Understanding
Essential
Question
Understanding how language works allows authors and creators to communicate clearly and effectively.
Indicators
Use the cues and conventions of language to deliberately convey meaning when engaging in speaking, writing, and other forms of representing.
How can I use language to help me communicate clearly and effectively?
Grade 9
CC9.4a, 9.4b Use cues to construct and communicate
meaning with clarity, correctness and effect
 pragmatic
 textual
 syntactic
 semantic/lexical/morphological
 graphophonic
 other cues
Am I using language effectively?
Pragmatic: purpose (Gr. 6), intended audience, and register
What is the context of my composition? Who is Audience? What is my Purpose?
Use inclusive language that demonstrates respect for others (Gr. 7)
 ‘polite’ phrases
 gender
 different ages, abilities, genders and cultures
 cultures, genders, ages, and abilities
Use standard Canadian English that follows accepted rules of usage (American/Canadian)
 or/our
 er/re
 ise/ize-yze
 licence/license and practice/practise usage
e.g. favor/favour
e.g. center/centre
e.g. realise/realize analyse/analyze
 check/cheque
Adjust use of language to suit audiences and purposes
 meeting and greeting guests and visitors
 celebration of special events and accomplishments
 use appropriate language to participate in public
 use emotional appeal or persuasive language:
events, occasions, or traditions
testimonials, emotional appeals, bandwagon effects
 recognize the five registers of language
 determine the register of language for a specific
 use appropriate language register
 use formal, informal, colloquial/casual to suit
 see Appendix #2 Registers of Language
audience see Appendix #2 Registers of Language  see Appendix #2 Registers of Language
audience and purpose
Appendix #2 Registers of
Language
 avoid the use of slang terms
 avoid use of ‘text’ terms
Textual: Understand and use a range of standard forms for texts
 Paragraphs (Gr. 6) and multi-paragraph compositions
Use appropriate point of view for purpose
 first person
 third person
Use common organizational patterns within texts CC6.7 7,8,9.8 Organization and CC.1 Organization
 use a logical sequence for ideas.
 chronological
 chronological
 enumerative
 problem/solution
Develop ideas through effective use of universal text structures: opening, body, conclusion
 craft strong leads
 craft strong leads and effective conclusions
 avoid the personal “I/you” in formal communication
How are texts organized?
Maintain focus and ensure unity and coherence in text from beginning to end
 use clear transition words
 use transition words that suit the text and content
Use structures and features of texts
 form/genre
 form/genre
 artistic devices
 artistic devices
 personification
 personification
 figurative language: similes, exaggeration
 figurative language: similes and metaphors,
 elements: point of view, conflict, theme,
exaggeration, alliteration, onomatopoeia
supporting arguments
 elements: point of view, conflict, theme, supporting
 text features: credits, headings, diagrams,
arguments
columns, sidebars
 text features: credits, headings, diagrams, columns,
sidebars
 second person
 chronological
 problem/solution
 comparison/contrast
 use slang and jargon only for effect
 multiple points of view
 enumerative
 cause/effect
 chronological
 problem/solution
 comparison/contrast
 enumerative
 cause/effect
 procedural
 craft strong leads, coherent bodies and effective
conclusions
 craft strong leads, coherent bodies, and effective
conclusions
 use a variety of transition words
 Use effective transition words
 form/genre
 artistic devices
 personification
 figurative language: similes and metaphors,
exaggeration, symbolism
 elements: point of view, conflict, theme, supporting
arguments
 text features: credits, headings, diagrams, columns,
sidebars
 use language and techniques to create a dominant
impression, mood, tone, and style.
 avoid wordiness, mixed metaphors, or “fancy” words
Syntactical: predictable structure of a sentence and the ways words are combined to form phrases, clauses, and sentences
What is the best structure for my sentence?
Use clear sentence structures that contain a verb and its subject
 average spoken sentence length - 9.5 words
 average spoken sentence length - 9.5 words
 average spoken sentence length – 10.5 words
 average spoken sentence length – 10.5 words
 written sentence length - 9.0 words
 written sentence length - 9.0 words
 average length of sentences in freewriting – 10..2
 average length of sentences in freewriting – 10.2
 in rewriting – 9.8
 in rewriting – 9.8
Combine closely related ideas into compound structures using conjunctions or joining words
CC.1 Word Choice
*Coordination combines two ideas that are equally important.
*Subordination combines two ideas in a way that makes one idea more important than the other.
*Modification is a word or word group that changes the meaning of another word or word group that is more basic to the sentence
 use complete sentences with some appropriate
 use subordination and modification
 use subordination and coordination to show more
 use subordination to show more precisely
subordination and modification
 reduce, when appropriate, subordinate clause to a
precisely the relationship between ideas (e.g.,
the relationship between ideas (e.g., because,
 make sentences more precise by reducing a
phrase or single word
because, although, when) and to avoid a string of
although, when) and to avoid a string of
main idea (clause) to a subordinate idea
compound sentences
compound sentences
(clause)
 make sentences more precise by reducing a main idea
 make sentences more precise by reducing a main
(clause) to a subordinate idea (clause)
idea (clause) to a subordinate idea (clause)
 reduce, when appropriate, subordinate clause to a
 reduce, when appropriate, a subordinate clause to
phrase or single word
a phrase or single word
 recognize that effective co-ordination,
subordination, and apposition of ideas make
sentences clear and varied
 recognize and use parallel structure or balanced
sentences for parallel ideas
Use effective punctuation and capitalization including:
 periods, commas, quotation marks, colons,
 periods, commas, quotation marks, colons, dashes,
 periods, commas, semi-colons, quotation marks,
 periods, commas, semi-colons, quotation marks,
dashes, and hyphens
and hyphens
colons, dashes, and hyphens
colons, dashes, and hyphens
 Punctuate correctly titles of various media
Vary sentence beginnings
 noun, pronoun, or article at beginning
 adverb and adjective at beginning
 prepositional phrase a the beginning
 dependent clause at the beginning
Ensure agreement of subject, verbs, and pronouns
 singular pronouns agree with singular nouns
 correctly aligns the various types of plural pronouns
 pronouns acting as subjects and objects (e.g., “He and
 pronouns acting as subjects and objects (me,
with plural nouns
his brother …”)
myself and I)
Use correct verb forms
 simple present (I go), past (I went) future (I will  continuous present (He is working) part (He was
 present perfect (I have eaten), past perfect ( I had
 use active versus passive verbs
go)
working) and future (He will be working)
eaten), and future perfect (I will have eaten)
Semantic/Lexical/Morphological: all the words or vocabulary and their meaningful parts(morphemes)
Do the words I use convey my intended meaning?
Use words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning
Word Usage CC 6.3 7,8,9.4 Textual, Structure & features CC.1 Word Choice
 avoid overused and misused words (‘really
 avoid overused and misused words( “could of’)
 use specific words and synonyms for variety
 avoid overused and misused words (irregardless,
good’, ‘very good’)
 use common homonyms ( their/they’re /there;
 use common homonyms (whose/who’s)
anyways, among/between)
 use words figuratively and for imagery
its/it’s; too/two/to)
 use often confused words (lend/borrow) correctly
 use specific words and synonyms for variety
 use commonly confused words (who/whom)
 use words that capture a particular aspect of
 use common homonyms (through/threw)
correctly
intended meaning
 use often confused words (affect/effect) correctly
 use words figuratively and for imagery
 avoid wordiness, mixed metaphors or ‘fancy’
words
Use reference tools (both online and hard copy) including dictionaries and thesauri, to determine meaning of words, to check spelling, and to verify usage
Vocabulary
 ever expanding repertoire/personal lexicon
 ever expanding repertoire/personal lexicon
 ever expanding repertoire/personal lexicon
 ever expanding repertoire/personal lexicon
(An average student learns some 3,000 words
(An average student learns some 3,000 words per
(An average student learns some 3,000 words per
(An average student learns some 3,000 words
per year, or approximately eight words per day)
year, or approximately eight words per day)
year, or approximately eight words per day)
per year, or approximately eight words per day)
 demonstrate and use new vocabulary
 apply new words in everyday use
 use new vocabulary while speaking & writing in
 use new vocabulary while speaking & writing in
appropriately.
a variety of settings
a variety of settings
 examines word usage and effectiveness to

expand descriptive vocabulary considers both the
Graphophonic: relationship between the symbols and sounds; letter or sound relationships and patterns
 enunciate clearly and carefully, and correctly
 enunciate clearly and carefully and pronounce words
pronounce words
correctly
Spelling
 use basic spelling strategies, rules, and word
 utilize a variety of spelling rules and strategies to
families to spell words correctly at grade level
correctly spell appropriate words.
 understand the structure of base words and
 spell derivatives correctly by applying the spellings
affixes
of bases and some affixes
 correctly spell common words using Canadian
 spell most words correctly using Canadian spelling
spelling
 correctly apply the rules to spelling plurals
Other Cues: graphics, layouts, colour, sounds, movement, font choices, and handwriting
Presentation skills
CC.1 Conventions
 use appropriate volume and intonation
 use volume and presentation techniques appropriate
 use appropriate non-verbal cues and body
to audience and purpose
language
 use appropriate gestures, physical movements, facial
 use appropriate gestures, facial expressions,
expressions, sounds, visuals, and multimedia aids to
sounds, visuals, and multimedia aids to enhance
enhance presentation
presentation
 include clear representations: electronic,
 choose appropriate font size and style when
illustration
using technology.
denotative and connotative meaning of words
Can I use the relationships and patterns in words to ensure accuracy?
 enunciate clearly and carefully, and correctly
 enunciate clearly and carefully, and correctly
pronounce words
pronounce words with proper emphasis
 use knowledge of a range of spelling patterns,
including sound-symbol relationships and rules, to
help identify, analyze, and correct spelling errors.
 spell derivatives correctly by applying the spellings
of bases and most affixes
 spell most words correctly using Canadian spelling
 use knowledge of spelling generalizations.
What features enhance my meaning?
 use volume and presentation techniques
appropriate to audience and purpose
 use appropriate non-verbal cues (including
gestures, physical movements, facial
expressions, eye contact, and body language),
sound effects, visuals, and multimedia aids to
enhance presentation
 arrange and balance words and visuals as well
as fonts (typefaces/print) in order to send a
coherent and clear message to specific audiences
 combine print and visuals
Handwriting
CC6.2 7,8,9.3 After; Mechanics and Appearance
 use printing and cursive writing appropriate to purpose – labels, notes, report, poster, etc.
 write(manual and cursive) legibly with appropriate speed and control
These skills are assessed in the context of other products listed in other outcomes.
Evidence of
Understanding The outcome must be summatively assessed only in an authentic context. Skills practiced in specific spelling and grammar programs should be formatively assessed.
Sept.27, 2010
Living Sky School Division No. 202
 use knowledge of a range of spelling patterns,
including sound-symbol relationships and rules,
to help identify, analyze, and correct spelling
errors.
 spell derivatives correctly by applying the
spellings of bases and affixes
 spell words correctly using Canadian spelling
 use knowledge of spelling generalizations
 use volume and presentation techniques appropriate to
audience and purpose
 use appropriate non-verbal cues (including gestures,
physical movements, facial expressions, eye contact,
and body language), sound effects, visuals, and
multimedia aids to enhance presentation
 arrange and balance words and visuals as well as fonts
(typefaces/print) in order to send a coherent and clear
message to specific audiences
 combine print and visuals to enhance presentation
 ensure that graphics, sound, and technology enhance
representations.
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and
experiences in a variety of forms for a variety of purposes and audiences.
Grade
Outcome:
Representing
Grade 6
CC6.4 Create and present a variety of
representations with clarity the
Purpose
 explain
 persuade
 entertain
Grade 7
CC7.5 Create and present a variety of
representations with clarity and correctness
Purpose
 explain
 persuade
 entertain
Ideas can be represented in a variety of ways.
Enduring
Understanding
What is the best way to represent my ideas?
Essential
Question
Key ideas and understandings are represented with
Indicators
Grade 8
CC8.5 Create and present a variety of
representations with clarity, correctness and
variety
Purpose
 explain
 persuade
 entertain
Grade 9
CC9.5a and 5b Create and present a variety of
representations with clarity, correctness and effect
Purpose
 explain
 persuade
 entertain
Are my ideas clear and correct?
 clarity
 clarity and correctness
 clarity, correctness and variety
 clarity, correctness and effect
Represent ideas and demonstrate understanding of forms and techniques
How can I share my ideas?
 poster
 Cartoon sequences
 storyboarding
 storyboarding
 tableau
 contextual dramas
 illustrating
 scripting
 physical movement
 Posters
 role playing
 concept mapping
 graphic organizer
 advertisements
 e-mailing
 chart
 concept mapping
 graph
 table
Consider appropriate technology to communicate or enhance representations. (See LSSD Digital Citizenship Continuum) Will technology help make the ideas clear?
 copyright
 copyright
 copyright
 copyright
 see CC 6.9 7,8,9..2 Using
 see CC 6.9 7,8,9..2 Using
 see CC 6.9 7,8,9..2 Using
 see CC 6.9 7,8,9..2 Using
 camera use/software – photo sharing
 design applications
 use sophisticated video editing software
 choose from a personal repertoire of
technological skills and tools to suit purpose and
 match online tools with purpose
 create and edit sound and video files.
 Current examples: Premier Elements, iMovie
audience
 current examples: MS Paint, TuxPaint, Big
 current examples: PPT, Windows Movie
 match online tools with purpose
 create, edit, and use sound and video files
Huge Labs, ToonDoo
 video camera use/software
 YouTube Channel/applications

 match online tools with purpose
 websites/blogs as a multimedia in a
presentation
 use more than one type of media in a presentation
Utilize a variety of elements to enhance oral and written communications
Which elements will give clarity and effect to my message?
 graphics
 appropriate graphic organizers
 music
 sound effects
 photographs
 charts
 diagram
 mime
 models
 circle graphs
 mime
 graphics
 artifacts
 timelines
 video clips
 physical movement
 illustrations
 maps
 illustrations
 short video clip
 sound effects
 role play
 elements of design
 illustrations
 visual and multimedia presentation
 illustrated report
 address various audiences for one proposal
Evidence of
 displays
 Logo
 diagrams
 role play that ends with a tableau
Understanding
 illustrations
 visual plot line
 posters
 dramatization
 videos
 Documentary on social issue?
 displays
 visual and multimedia presentation
 Flow chart
 cartoons
 newscast
 Caricature
 Adapt a print work to another medium
Sept. 27, 2010
Living Sky School Division No. 202
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences
in a variety of forms for a variety of purposes and audiences.
Grade 6
Grade 7
Outcome:
Speaking
informally in
discussions and
groups
Grade
CC6.5 Use oral language to interact
appropriately with others in pairs, and small
and large group situations
 asking questions to explore others’ ideas
and viewpoints
 discussing and comparing ideas and
opinions
 completing tasks and contributing to
group success
CC7.6 Use oral language to interact
purposefully and appropriately with others in
pairs, small groups, and large group situations
 contributing to sustaining dialogue
 expressing support for others and their
viewpoints
 discussing and analyzing ideas and
opinions
 completing a variety of tasks
 contributing to group consensus building
Enduring
Understanding
Essential
Question
Indicators
Interacting with others requires the use of discussion skills.
Evidence of
Understanding
Grade 8
CC8.6 Use oral language to interact
purposefully, confidently, and respectfully in a
variety of situations including one-to-one, small
group, and large group discussions
 expressing feelings and viewpoints
 contributing to group harmony
Grade 9
CC9.6a and CC9.6b Use oral language to interact
purposefully, confidently, and appropriately in a
variety of situations including participating in
one-to-one, small group, and large group
discussions
 prompting and supporting others
 solving problems
 resolving conflicts
 building consensus
 articulating and explaining personal
viewpoint
 discussing preferences
 speaking to extend current understanding
What skills do I use to contribute to a discussion?
Speak in partners, small groups and whole class to accomplish a goal
 take on an assigned role (e.g., leader, recorder,
 assume a variety of assigned roles in group
encourager, reporter) to accomplish a task
work (e.g., leader, recorder, encourager,
reporter)
 reach consensus or conclusions.
What group roles help achieve our goal?
 acknowledge and encourage the roles (e.g.,
 create group roles using consensus to ensure task
leader, recorder, encourager, reporter) of all group
is understood and completed
members
 apply rules for co-operative or whole class debate
 express and share personal feelings, ideas,
and discussion on controversial issues.
opinions, and responses
 use talk to explore own and others’ ideas and to
express understanding
 solve a problem or understand a task through
group co-operation.
Maintain group harmony through the discussion and exploration of ideas and knowledge
 contribute to structured discussion and
 share ideas/knowledge clearly and logically
dialogues to explore perspectives, ideas, and
 add to others’ ideas
issues and to complete tasks.
 repeat points for clarification
 encourage the contributions of others
 relate points already made for emphasis and
 disagree courteously/sensitively
reconsideration.
 give reasons for opinions
 recognize when conflicts and tensions arise in
group work and negotiate a return to a
productive and respectful atmosphere.
Am I respectful of others’ ideas?
 engage in dialogue to understand the feelings and  demonstrate respect for the needs, rights, and
viewpoints of others and contribute to group
feelings of others.
harmony.
Asking and Responding
 ask and respond to questions to guide the
process and complete the task
 answer others’ questions clearly and politely
Do my questions focus the discussion?
 contribute ideas and information and pose
 confidently ask the difficult questions in a
questions to probe for understanding.
respectful manner
 thoughtfully respond to difficult questions
 questions and responses are concise, clear, and
appropriate.
Maintain conversations in small and whole groups with peers and adults and consistently follow guidelines for interacting
 listening to others without interrupting
 speaking respectfully to peers
 using appropriate language and tone to disagree
Indicators are used in the context of discussions and meetings
What helps everyone participate?
Outcome:
Speaking in a
formal
presentation style
Essential
Understanding
Essential
Question
Indicators
CC6.6 Use oral language appropriately to
express a range of information and ideas in
formal and informal situations
CC7.7 Use oral language to express effectively
information and ideas of some complexity in
formal and informal situations
CC8.7 Use oral language to effectively express
information and ideas of complexity in formal
and informal situations
Speaking clearly and with purpose allows our ideas and opinions to be understood.
What does an audience understand from my formal presentation?
Experiment with speaking in formal situations
 prepare and give oral presentations (e.g.,
inquiry project topic).
How will I share my ideas and opinions?
 create and deliver oral responses to texts and
 give oral presentations to different audiences for
inquiry projects
various purposes, such as summaries, inquiry
projects, and impromptu speeches
Organize ideas in appropriate format and sequence ideas and information clearly and logically. Will my audience ‘get’ my message?
 formal introduction/body / conclusion
 introduction/ logical body/ effective conclusion  introduction/ logical body/ effective conclusion
 present ideas effectively demonstrating an
 transitions
 develop voice through expressions and word
awareness of audience (e.g., attempt to make
 defend and/or support opinion with evidence
choice in all segments of format
the material interesting and appropriate to
 summarize main ideas discussed and
 give reasons for opinions and points of view
audience and purpose)
conclusions drawn
 summarize ideas discussed and state own view in
light of discussion
Adjust language and tone to suit audience, purpose, and situation.
CC.1 Conventions
What makes an oral presentation interesting?
 speak clearly and expressively in classroom
 speak clearly and expressively in classroom
 speak clearly and expressively in classroom
presentations
presentations
presentations
 use appropriate language register
 use appropriate language register
 use appropriate language register
 use body language and gestures, modification
 effective use of body language and gestures,
 effective use of gestures, facial expressions, and
of voice, or facial expressions to respond to the
modification of voice, or facial expressions to
visual aids to enhance meaning of talk.
audience.
respond to the audience
Using language for dramatic effect – creative expression
What is the response I want from my audience?
 word choice
 capture the audience’s attention
 use voice modulation, tone, and gestures
 emphasized beliefs
 create an audience response (empathy, laughter)
expressively to enhance the meaning
 gestures & body language
 gesture, voice, body language, animation
 use performance qualities to inspire belief (vocal
 language register
tone, eye contact, pace)
Evidence of
Understanding
CC9.7a and CC9.7b Use oral language
intentionally to express a range of information
and ideas in formal and informal situations
 presenting findings from an inquiry project
 a demonstration
 a short dramatization.
Sept. 27, 2010
Living Sky School Division No. 202




a retelling of a personal experience
a demonstration
a persuasive speech
a dramatization
 debate a point
 participate in a meeting
 give a dramatic reading of a poem or play excerpt
 Give oral presentations to different audiences for
various purposes, such as summaries, narratives,
persuasive topics, inquiry projects, and
impromptu and dramatic speeches
 establish a controlling impression or coherent
thesis that conveys a clear and distinctive
perspective on the subject and maintain a
consistent tone and focus through the presentation
 support a position acknowledging opposing views
 move smoothly and logically from one point to
another
 analyze oral statements made by self and others
 generalize from several comments and points
made
 Hold audience’s attention.
 Intentionally adjust volume, tone, pitch, and pace
of speech to create effect and enhance
communication.
 Use gestures, facial expressions, visual aids, and
other non- verbal cues effectively to enhance
meaning of talk.




colloquialism
voice modulation
emphasis of spoken punctuation
satire and humour
 dramatic readings of poems, monologues,
scenes from plays, and stories
 presenting reasoned arguments of opposing
viewpoints
 debate
Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and
experiences in a variety of forms for a variety of purposes and audiences.
Grade
Grade 6
Grade 7
Grade 8
Outcome:
Writing for a
purpose
CC6.7 Write to
1. describe a place
2. narrate an incident from own experience
 in a multi-paragraph composition
 in a friendly letter/blog
3. to explain and inform in
 multi-step directions
 a short report explaining a problem
and providing a solution
4. persuade to support a viewpoint or
stand.
CC7.8 Write to
1. describe a person
2. narrate an imaginary incident or story
3. explain and inform in
 a news story
 a factual account
 a business letter
4. persuade in
 a letter
 interpretation of a text.
CC8.8 Write to
1. describe a landscape scene
2. narrate
 a personal story or anecdote
 a historical narrative
3. explain and inform in
 a presentation of findings
data report
 a biography
 a documented research (inquiry)report
 a résumé and covering letter
4. persuade in
 a mini-debate
 a review.
Variety of text
forms and
techniques
CC6.8 Experiment with a variety of
Text forms, for example:
 peer interview
 presentation at an assembly
 poem
 letter to parents
 short review
 poster
 tableau
 graphic organizer
Techniques:
 surprise ending
CC7.9 Experiment with a variety of
Text forms, for example:
 meeting
 presentation to adults
 descriptive poem
 opinion piece
 review
 front page of a newspaper
 short script
Techniques:
 dialogue
 figurative language
CC8.9 Experiment with a variety of
Text forms, for example :
 Readers’ Theatre
 role play
 humourous instructions
 an electronic presentation
 a dramatization
 a mini-debate
Techniques:
 imagery
 music
 graphics and statistics in a multimedia
presentation
Enduring
Understanding
Essential
Question
I write for different purposes.
Effective writers utilize techniques to make their meaning clear.
Why do I write?
What are the techniques I can use to make my ideas meaningful?
Indicators
Write clear multi-paragraph texts for the following purposes:
What is my purpose for writing?
 narrative
 narrative
 narrative
 expository
 expository
 expository
 persuasive
 persuasive
 persuasive
 descriptive texts
 descriptive texts
 descriptive texts
 one of which will be 400 to 600 words.
 one of which will be 500-700 words.
 one of which will be 600 to 800 words.
Organization CC.1 Organization
CC6..3 7,8,9.4 Textual
How do I organize my writing?
 Write clear, focused texts that contain an
 Organize ideas to fit format and purpose (e.g.,
 Write texts that relate clear ideas or events in a
introduction, supporting details (information,
chronological, enumerative, problem/solution,
coherent and sequential manner using specific
events, evidence, etc.), and a conclusion.
cause/effect, comparison/contrast).
details
Grade 9
CC9.8 Write to
1. describe
 a profile of a character (sem 1)
 a description of a scene (sem 2)
2. narrate
 a narrative essay (sem 1)
third person point of view
 a personal essay (sem 2)
second point of view
3. explain and inform
 a researched inquiry report (sem 1)
 a multi-paragraph consumer letter
(sem 2)
4. persuade
 a review (sem 1)
 a letter to the editor (sem 2)
CC9.9 Experiment with a variety of
Text forms, for example :
 debates
 meetings
 presentations to unfamiliar audiences
 poetry
 précis
 short script
 advice column
 video documentary
 comic strip
Techniques:
 tone
 persona
 point of view
 imagery
 dialogue
 figurative language

 narrative
 expository
 persuasive
 descriptive texts
one of which will be 1000 - 1500 words
 Organization of text creates desired effect
 Anticipation
 Surprise
 suspense
Writing with a purpose
Create narratives about a personal incident from
own experience as follows:
 establish a plot, setting and point of view
 develop narrative details
 use a range of narrative devices (e.g., dialogue,
suspense, tension).
 include sensory details
Create expository, informational, and
procedural texts, multi-step directions, and a
problem/solution presentation as follows:
 pose relevant questions
 state purpose
 explain the situation and develop topic with
facts, details, examples, and explanations
 follow an organizational pattern
Create descriptive texts about a place as follows:
 present a clear picture of the place
 include sensory details (five senses)
 description flows in a logical order
 use relevant placement or location
prepositions
Create persuasive texts on a stand or viewpoint as
follows:
 state stand or viewpoint
 give reasons, facts, and expert opinion to
support stand
 maintain a sincere tone
What format best suits my purpose?
Narrative Texts
Create an imaginary narrative texts as follows:
Create narrative texts as follows:
 establish a setting, plot, and point of view
 establish a setting, plot, and point of view
 develop the narrative systematically leading to
 develop narrative systematically leading to a
a climax or conclusion.
climax or conclusion.
 use a range of narrative devices (e.g., dialogue,
 use a range of narrative devices (e.g., dialogue,
tension, suspense)
tension, suspense, humour, voice)
 make the narrative engaging
 make the narrative engaging
 develop character attributes
Expository, Informational, and Procedural Texts
Create expository, informational, and
Create expository, informational, and procedural
procedural texts (factual account, news story,
texts (presentation of findings, a biography, a
business letter) as follows:
résumé and covering letter) as follows:
 pose relevant questions to limit scope of text
 pose relevant questions to limit scope of text
 introduce the purpose
 introduce the purpose, and define a thesis
 develop topic with facts, details, examples, and
 develop topic/thesis with important facts, details,
explanations from at least two authoritative
examples, and explanations from multiple
sources
authoritative sources
 include several paragraphs organized in logical
 include several paragraphs or sections organized
sequences
in logical sequences
 use transitions
 use transitions
 state conclusion(s).
 organize and display information on charts, maps,
and graphs
 state conclusion(s).
Descriptive Texts
Create descriptive texts (character or person) as
Create descriptive texts (a landscape scene) as
follows:
follows:
 present a clear and colourful picture of a
 present a clear and colourful picture of the
person
place
 include sensory details and vivid words
 develop the mood by using precise adjectives
 use a logical order (e.g., head to foot).
 include multiple features of the landscape
 include sensory details and vivid words
 use a logical order (e.g., near to far).
Persuasive Texts
Create persuasive texts as follows:
Create persuasive texts (e.g., mini-debate, a
 give opinions and make judgements
review) as follows:
 provide support by reasons, explanations, and
 state a position clearly and convincingly
evidence
 provide support by reasons, explanations, and
 support opinions with examples from text
evidence
 maintain a matter-of-fact tone
 support opinion with examples from text
 explain and justify reactions and personal
connections to texts viewed, heard, and read
 maintain a respectful tone
Create personal narrative texts as follows:
 depict scenes and incidents in specific places
 describe with concrete sensory details the sights,
sounds, and smells of the scene and the specific
actions, movements, and feelings of the
characters (use interior monologue to depict
characters’ feelings)
 employ narrative and descriptive devices (e.g.,
relevant dialogue, specific action, physical
description, comparison or contrast)
 develop narrative systematically leading to a
climax or conclusion
 reveal the significance of and the subject’s
attitude about the incident, event, or situation.
Create expository, informational, and procedural
texts (an inquiry presentation a consumer letter) as
follows:
 pose relevant questions to limit scope of text
 introduce the purpose and define a thesis
 develop topic with important facts, details,
examples, and explanations from multiple
authoritative sources
 include several paragraphs or sections organized
in logical sequences
 use transitions
 organize and display information on charts, maps,
or graphs
 offer conclusion(s)
 anticipate and address viewer’s, listener’s and
reader’s potential misunderstandings, biases, and
expectations.
 Create descriptive texts (a profile of a character
and a descriptive of scene) as follows:
 present a clear and colourful picture of the
person
 interpret and describe the details of the scene
 include sensory details and vivid words
 use dialogue when appropriate
 develop a logical order (e.g., background,
physical description).
Create persuasive texts (e.g., a persuasive essay, a
letter to the editor) as follows:
 include a well-defined thesis (i.e., one that makes
a clear and knowledgeable judgement)
 provide support by fact, reasons, examples,
explanations, and evidence to support position
 address viewer’s, listener’s, or reader’s concerns,
biases, expectations, and counterclaims.
 maintain a rationale tone
Evidence of
Understanding
Design and publish documents by using a variety of tools, including publishing software and graphics programs. How do I make my writing ‘look good’?
 see CC.1 – Writtem/Visual Conventions
 utilize current software and programs
 understand principle sof design (Arts. Education curriculum)
These outcomes have products embedded in them.
Sept. 27, 2010
Living Sky School Division No. 202