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Learning Expectations for Unit 3

formsfunctions, and genres of text


Site: Westsyde Secondary
Course: English 9
Book: Learning Expectations for Unit 3
Printed by: Guest user
Date: Tuesday, 12 December 2017, 12:11 AM

Evaluate and Judge

"The ability to evaluate and judge is not a school skill: it is a life skill" 

Kelly Gallagher

Terms To Know

Evaluateto determine the significance, worth, or condition of usually by careful appraisal and study (Merriam-Webster)


Judge to form an opinion about through careful weighing of evidence and testing of criteria (Merriam-Webster)


* In writing, to focus on the worth of a person, object, ideas or other phenomenon.  The writer usually specifies the criteria to the object as being seen as "good" or bad"



Learning Goals

Recognize how different features, forms, and genres of texts reflect different purposes, audiences, and messages

Use design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences


Genre

Literary or thematic categories such as fantasy, humour, adventure, biography

Recognize Connections

Recognize and appreciate how different features, forms, and genres reflect different purposes, audiences, and messages vary depending on the purpose and audience of the text; students should be encouraged to focus on the relationship between form and function (e.g., considering the role in various texts of elements such as negative space in graphic novels; advertisements on websites; lighting and camera angles in film and photography; use of music, paragraph length, line breaks in poetry; silence and intonation in spoken word; and colour)

Recognize the Role of Context and Perspective

the influence of family, friends, activities, education, religion, gender, age, place, settlement patterns, immigration, economic factors, and political events (local and beyond); to recognize that authors write from a perspective influenced by such factors; and to consider the relationship between text and context. personal, social, and cultural contexts, values, and perspectives

language constructs personal, social, and cultural identity

Recognize how language constructs personal, social, and cultural identity Our sense of individuality and belonging is a product of the language we use; oral tradition, story, recorded history, and social media; voice; cultural aspects; literacy history; linguistic background (English as first or additional language); register; and language as a system of meaning. Students should recognize that how we use language defines who we are in the world.

Create original texts

Transform ideas and information to create original texts.