Language+PLO

//It is expected that students will: //
 * Communicating **

Grade 5 • **ask** and **respond** to simple questions • **present** information about themselves • **recognize** and **use** simple greetings and expressions of politeness • **communicate** likes, dislikes, needs, and wants • **respond** to classroom instructions

Grade 6 • **make** and **respond** to simple requests • **present** information about themselves and others • **use** greetings and expressions of politeness • **identify** formal and informal forms of address • **express** preferences and interests • **participate** in known and predictable classroom situations

Grade 7 <span style="font-family: 'Times New Roman',serif;">• **ask** for and **give** simple information <span style="font-family: 'Times New Roman',serif;">• **exchange** information about themselves <span style="font-family: 'Times New Roman',serif;">• **recognize** and **use** formal and informal forms of address <span style="font-family: 'Times New Roman',serif;">• **share** information about activities and interests <span style="font-family: 'Times New Roman',serif;">• **participate** in classroom activities <span style="font-family: 'Times New Roman',serif;">• **begin to** **derive** meaning in new language situations

<span style="font-family: 'Times New Roman',serif;">Grade 8 <span style="font-family: 'Times New Roman',serif;">• **ask** for and **give** information, permission, and clarification <span style="font-family: 'Times New Roman',serif;">• **seek** information about activities and interests <span style="font-family: 'Times New Roman',serif;">• **participate** in familiar activities (real or simulated) <span style="font-family: 'Times New Roman',serif;">• **recognize** events as past, present, or future <span style="font-family: 'Times New Roman',serif;">• **derive** meaning in new language situations

<span style="font-family: 'Times New Roman',serif;">Grade 9 <span style="font-family: 'Times New Roman',serif;">• **ask** for and **give** assistance and detailed information <span style="font-family: 'Times New Roman',serif;">• **share** opinions and preferences, giving reasons <span style="font-family: 'Times New Roman',serif;">• **describe** and **exchange** information about activities, people, places, and things <span style="font-family: 'Times New Roman',serif;">• **communicate** in present and future <span style="font-family: 'Times New Roman',serif;">• **participate** in selected, meaningful, real-life situations

<span style="font-family: 'Times New Roman',serif;">Grade 10 <span style="font-family: 'Times New Roman',serif;">• **make** suggestions about everyday activities <span style="font-family: 'Times New Roman',serif;">• **communicate** needs, desires, and emotions, giving reasons <span style="font-family: 'Times New Roman',serif;">• **describe** events and experiences <span style="font-family: 'Times New Roman',serif;">• **communicate** in past, present, and future <span style="font-family: 'Times New Roman',serif;">• **participate** in a variety of meaningful, real-life situations

<span style="font-family: 'Times New Roman',serif;">Grade 11 <span style="font-family: 'Times New Roman',serif;">• **explain** how to do everyday activities or procedures <span style="font-family: 'Times New Roman',serif;">• **exchange** opinions on topics of interest, giving reasons and reactions <span style="font-family: 'Times New Roman',serif;">• **describe** or **narrate** events, situations, or experiences <span style="font-family: 'Times New Roman',serif;">• **use** a range of vocabulary and expressions in past, present, and future <span style="font-family: 'Times New Roman',serif;">• **interact** in a variety of meaningful, real-life situations

<span style="font-family: 'Times New Roman',serif;">Grade 12 <span style="font-family: 'Times New Roman',serif;">• **express** short- and long-term plans, goals, and intentions <span style="font-family: 'Times New Roman',serif;">• **exchange** ideas, thoughts, and points of view, giving reasons and reactions <span style="font-family: 'Times New Roman',serif;">• **describe**, **narrate**, and **analyse** events, situations, or experiences <span style="font-family: 'Times New Roman',serif;">• **use** a wide range of vocabulary, complexity of expression, and idiom in past, present, and future <span style="font-family: 'Times New Roman',serif;">• **interact** spontaneously in a variety of meaningful, real-life situations

<span style="font-family: 'Times New Roman',serif;">First People's 12 PLO

Oral Language

Purposes

A1 explain the function, significance, and validity of the oral tradition

A2 interact and collaborate in pairs, small groups, and large groups to achieve common goals achieve consensus support the learning of self and others explore ideas, information, emotions, and experiences deepen discussion gain insight into others’ perspectives comprehend a variety of texts reflect and make meaning respond personally, critically, and creatively create a variety of texts

A3 express ideas, information, and understandings in a variety of situations and forms to explore and respond recall and describe narrate and explain support and extend argue, persuade, and critique engage and entertain

A4 listen to comprehend a wide range of authentic First Peoples oral texts reflecting a variety of purposes, messages, and contexts, including texts relating to life lessons individual and community responsibilities and obligations rites of passage family histories creation stories

groups, and large groups, including

initiating and sharing responsibilities

listening actively

contributing ideas and supporting the ideas of others

seeking out diverse perspectives

reaching consensus or agreeing to differ

A6 select, adapt, and apply a range of strategies to prepare formal and informal oral communications,

including

interpreting a task and setting a purpose

generating ideas

considering multiple perspectives

synthesizing relevant knowledge and experiences

planning, memorizing, and rehearsing presentations

A7 select, adapt, and apply a range of strategies to express ideas, information, and understandings in

formal and informal oral communications, including

vocal techniques

style and tone

nonverbal techniques

visual aids

organizational and memory aids

monitoring methods

A8 use listening strategies to understand, recall, and analyse a variety of texts, including

extending understanding by accessing prior knowledge

making plausible predictions

synthesizing main points

generating critical questions

clarifying and confirming meaning

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30 • English 12 First Peoples

Thinking

A9 speak and listen to make personal responses to texts, by

relating reactions and emotions to understanding of the text

generating thoughtful questions

making inferences

explaining opinions using reasons and evidence

suggesting contextual influences and relationships

A10 speak and listen to interpret, analyse, and evaluate ideas, information, and understandings from a

variety of texts by

examining and comparing ideas and concepts among texts

critiquing the speaker/author’s logic, quality of evidence, and coherence

describing and critiquing perspectives

identifying and challenging bias, contradictions, and distortions

explaining the importance and impact of social, political, and historical contexts

A11 speak and listen to synthesize and extend thinking, by

personalizing ideas, information, and understandings

explaining relationships among ideas, information, and understandings

applying new ideas, information, and understandings

transforming existing ideas, information, and understandings

contextualizing ideas, information, and understandings

A12 use metacognitive strategies to reflect on and assess their speaking and listening by

referring to criteria

making connections to First Peoples principles of learning

setting goals for improvement

creating a plan for achieving goals

evaluating progress and setting new goals

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Features

A13 recognize and apply the structures and features of oral language to convey and derive meaning,

including

context

text structures

syntax

diction

usage conventions

rhetorical devices

vocal techniques

nonverbal techniques

Prescribed Learning Outcomes

English 12 First Peoples • 31

Reading and Viewing

Purposes

B1 read and view, both collaboratively and independently, to comprehend a wide variety of authentic

First Peoples texts, including

at least one novel or biography

a range of short prose works

at least one play

at least one film

a range of poems

B2 read, both collaboratively and independently, to comprehend a wide variety of informational and

persuasive texts dealing with a range of First Peoples topics, such as

articles and reports

magazines and newspapers

print and electronic reference materials

advertising and promotional materials

opinion-based materials

student-generated material

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B3 view, both collaboratively and independently, to comprehend a variety of visual texts representing

local and other BC First Peoples cultures, such as

documentary film and video

photographs

paintings, carvings, totems, textiles, regalia

dance, drama

masks

broadcast media

web sites

student-generated material

B4 independently select and read, for sustained periods of time, authentic First Peoples texts for

enjoyment and to increase fluency

Prescribed Learning Outcomes

32 • English 12 First Peoples

Strategies

B5 before reading and viewing, select, adapt, and apply a range of strategies to anticipate content and

construct meaning, including

interpreting a task

setting a purpose or multiple purposes

accessing prior knowledge, including knowledge of genre, form, and context

making logical, detailed predictions

generating guiding or speculative questions

B6 during reading and viewing, select, adapt, and apply a range of reading strategies to construct,

monitor, and confirm meaning, including

comparing and refining predictions, questions, images, and connections

predicting

making inferences and drawing conclusions

reading the text aloud or listening to it read aloud

summarizing and paraphrasing

using text features

determining the meaning of unknown words and phrases

clarifying meaning

B7 after reading and viewing, select, adapt, and apply a range of strategies to extend and confirm

meaning, and to consider the author’s craft, including

reflecting on predictions, connections, images, and questions made during reading

reviewing text and purpose for reading

making inferences and drawing conclusions

summarizing, synthesizing, and applying ideas

identifying stylistic techniques

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Prescribed Learning Outcomes

English 12 First Peoples • 33

Thinking

B8 explain and support personal responses to a variety of texts read and viewed, by

making comparisons, associations, or analogies to other ideas and concepts

relating reactions and emotions to understanding of the text

developing opinions using reasons and evidence

suggesting contextual influences and relationships

B9 interpret, analyse, and evaluate ideas, information, and understandings from texts read and viewed, by

critiquing logic and quality of evidence

identifying and describing diverse voices

critiquing perspectives

identifying and challenging biases, contradictions, distortions, and non-represented perspectives

explaining the importance and impact of social, political, and historical factors

B10 synthesize and extend thinking about texts read and viewed, by

personalizing ideas, information, and understandings

explaining relationships among ideas, information, and understandings

applying new ideas, information, and understandings

contextualizing ideas, information, and understandings

making connections to First Peoples principles of learning

transforming existing ideas, information, and understandings

B11 use metacognitive strategies to reflect on and assess their reading and viewing by

making connections between their exploration of personal identity and texts studied

referring to criteria

setting goals for improvement

creating a plan for achieving goals

evaluating progress and setting new goals

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Features

B12 recognize and explain how structures and features of text shape readers’ and viewers’ construction of

meaning and appreciation of the author’s craft, including

functions of text

form and genre

literary elements

literary devices

use of language

non-fiction elements

visual/aesthetic devices

B13 demonstrate increasing word skills and vocabulary knowledge by

analysing the origins and roots of words

determining meanings and uses of words based on context, including connotation and denotation

applying selected terms from First Peoples languages

discerning nuances in meaning of words, considering social, political, historical, and literary contexts

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Prescribed Learning Outcomes

34 • English 12 First Peoples

Writing and Representing

Purposes

C1 write meaningful personal texts that elaborate on ideas, information, and understandings to

experiment

express self

make connections

reflect and respond

remember and recall

C2 write purposeful information texts that express ideas, information, and understandings to

explore and respond

record and describe

speculate and consider

argue and persuade

analyse and critique

engage

C3 write effective imaginative texts to develop ideas, information, and understandings to

strengthen connections and insights

explore and adapt literary forms and techniques

experiment with increasingly sophisticated language and style

engage and entertain

C4 create thoughtful representations, individually and collaboratively, that communicate ideas,

information, and understandings to

explore and respond

record and describe

explain and persuade

engage

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Strategies

C5 select, adapt and apply a range of strategies to generate, develop, and organize ideas for writing and

representing, including

making connections

setting a purpose and considering audience

gathering and summarizing ideas from personal interest, knowledge, and inquiry

analysing writing samples or models

setting class-generated criteria

C6 select, adapt, and apply a range of drafting and composing strategies while writing and representing,

including

using a variety of oral, written, and visual sources to collect ideas and information

generating text independently and collaboratively

organizing and synthesizing ideas and information

analysing writing samples or models

creating and consulting criteria

C7 select, adapt, and apply a range of strategies to revise, edit, and publish writing and representing, including

checking work against established criteria

enhancing supporting details and examples

refining specific aspects and features of text

proofreading

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Prescribed Learning Outcomes

English 12 First Peoples • 35

Thinking

C8 write and represent to explain and support personal responses to texts by

making comparisons, associations, or analogies to other ideas and concepts

relating reactions and emotions to understanding of the text

developing opinions using reasons and evidence

suggesting contextual influences and relationships

C9 write and represent to interpret, analyse, and evaluate ideas, information, and understandings from

texts, by

critiquing the logic, quality of evidence, and coherence

relating and critiquing perspectives

identifying and challenging bias, contradictions, and distortions

explaining the importance and impact of social, political, and historical factors

C10 write and represent to synthesize and extend thinking by

personalizing ideas, information, and understandings

explaining relationships among ideas, information, and understandings

applying new ideas, information, and understandings

contextualizing ideas, information, and understandings

transforming existing ideas, information, and understandings

C11 use metacognitive strategies to reflect on and assess their writing and representing by

making connections to First Peoples principles of learning

relating their work to criteria

setting goals for improvement

creating a plan for achieving goals

evaluating progress and setting new goals

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Features

C12 use elements of style in writing and representing, appropriate to purpose and audience, to enhance

meaning and artistry, including

syntax and sentence fluency

diction

point of view

literary devices

visual/aesthetic components

C13 use elements of form in writing and representing, appropriate to purpose and audience, to enhance

meaning and artistry, including

organization of ideas and information

text features and visual/aesthetic devices

C14 use conventions in writing and representing, appropriate to purpose and audience, to enhance

meaning and artistry, including

grammar and usage

Canadian punctuation, capitalization, and spelling

copyright and citation of references

presentation/layout