English Language Arts 8 - Nova Scotia

2020

English Language Arts 8 Renewed Curriculum Guide

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Renewed Curriculum

The 7&8 Curriculum renewal is being implemented in select schools.

Full implementation of the renewed curricula will be for the 2022/2023 school year.

© Crown copyright, Province of Nova Scotia, 2020

Prepared by the Department of Education and Early Childhood Development

This is the most recent version of the current curriculum materials as used by teachers in Nova Scotia.

The contents of this publication may be reproduced in part provided the intended use is for non-commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education.

English Language Arts 8

Curriculum Guide

2020


Table of Contents

Learning through the lens of Competencies and Skills 2 What are competencies? 2 Course Delivery 3 How to Use this Guide 5Learners will formulate oral and written personal and critical questions and responses, in 9 relation to audience and purpose Learners will create oral, written, and visual communication forms for a range of audiences 14 and purposes Learners will implement speaking and writing strategies for effective communication 20 in relation to audience and purpose Learners will create meaning (listening, reading, and viewing comprehension) from a range of 27 communication forms Learners will analyse the accuracy, reliability, validity and bias in a range of written, audio, 33 visual, and digital communication forms Appendix What is the Design Process? 39 What is the Research Process? 42 What is the Writing Process? 45 What are organizational structures? 49

English Language Arts 8 - Curriculum Guide (2020) 1


Learning through the lens of Competencies and Skills In 2015 the Council of Atlantic Ministers of Education and Training (CAMET) released their findings to a review of the Atlantic Canada Essential Graduation Learnings which had been developed in 1995 as a framework for curriculum development. The review questioned whether the existing model responded to the changing demands of work and life in the 21st century. This review resulted in an updated document, the Essential Graduation Competencies, placed emphasis on the importance of articulating clear statements of what learners are expected to know, be able to do, and reflect on by the time they graduate from high school. These competencies describe expectations, not in terms of individual curricular areas but in terms of attitudes, skills, and knowledge developed throughout the curricula.

What are competencies? Competencies are an interrelated set of attitudes, skills and knowledge that is drawn upon and applied in a particular context for learning and living. Competencies are developed over time through engagement in learning experiences and a supportive learning environment.

Citizenship (CZ) Learners are expected to contribute to the quality and sustainability of their environment, communities, and society. They analyse cultural, economic, environmental, and social issues, make decisions, judgment, solve problems, and act as stewards in a local, national, and global context.

Personal-Career Development (PCD) Learners are expected to become self-aware and self-directed individuals who set and pursue goals. They understand and appreciate how culture contributes to work and personal life roles. They make thoughtful decisions regarding health and wellness, and career pathways.



Communication (COM) Learners are expected to interpret and express themselves effectively through a variety of media. They participate in critical dialogue, listen, read, view, and create for information, enrichment, and enjoyment.

Creativity and Innovation (CI) Learners are expected to demonstrate openness to new experiences, engage in creative processes, to make unexpected connections, and to generate new and dynamic ideas, techniques, and products. They value aesthetic expression and appreciate the creative and innovative work of others.

Critical Thinking (CT) Learners are expected to analyse and evaluate evidence, arguments, and ideas using various types of reasoning and systems thinking to inquire, make decisions, and solve problems. They reflect critically on thinking processes.

Technological Fluency (TF) Learners are expected to use and apply technology to collaborate, communicate, create, innovate, and solve problems. They use technology in a legal, safe, and ethically responsible manner to support and enhance learning.

The renewed curriculum outcomes are comprised of skills, concepts, and opportunities for engagement with the competencies. Each outcome has suggested indicators to assist in developing those concepts and skills to demonstrate achievement. The design reflects an opportunity for a natural cross curricular approach.

● Indicators have been identified for each outcome; the indicators are aligned with competencies and are suggested ways to scaffold skill development through conceptual exploration in order to provide a depth of understanding in relation to the outcome.

● Concepts are the key ideas, information, and theories that learners come to know through the aligned skill. Guiding questions are offered as possible ways to approach learning associated with the skill and concept.

Competencies are listed at the end of each indicator. These are closely aligned with the combination of skill and concept that are found in the indicator. The competencies can be used by teachers to frame learning experiences. This framing provides opportunities for learners to engage with and develop the related competency.

Course Delivery Learning will be enhanced through an inquiry-based approach. Inquiry-based learning requires learners to meaningfully engage in the experience/activity while reflecting upon the learning and the competencies and skills they are developing.

By delivering the curriculum through an integrated approach, higher level thinking and active participation are encouraged. This approach supports learners in a deeper understanding of content and offers expanded opportunities for achievement of outcomes in a meaningful way.



Inquiry Based Learning

Inquiry-based learning is an approach that promotes inquiry, the creation of ideas, and observation. The process typically involves investigations, aimed at answering a big question or solving a problem. These investigations require that students learn how to develop questions, look for information, and to identify possible solutions or conclusions.

Project Based Learning

Using "big ideas" as a starting point, students learn through practical projects that require them to acquire a thorough understanding of the subject that they can apply in the real world. This approach engages students in formulating questions, investigating for answers, building new understandings, communicating their learning to others, while developing critical thinking skills, collaboration, communication, reasoning, synthesis skills, and resilience. Project Based Learning typically is concluded with a final product that is presented to a school and/or a community-based audience.

How inquiry based learning benefits learners: ● Makes learning relatable and relevant for learners ● Provides motivation through contextual learning ● Helps learners integrate and practice concepts and theories learned in the classroom ● Creates opportunities for development of skills and success in learning

What could it look like in the classroom? Learners will:

● Seek and pursue opportunities for innovation ● Introduce and test ideas ● Assess opportunities ● Set goals and action plans ● Demonstrate self-awareness ● Engage in ongoing reflection ● Take risks

How do I know it’s working? Learners are developing as:

● Flexible collaborators ● Reflective leaders ● Calculated risk takers ● Adaptive and resilient problem solvers ● Effective communicators ● Self-aware learner











Outcome: Learners will formulate oral and written personal and critical questions and responses, in relation to audience and purpose

Rationale Learners are unique and will explore personal interests and share experiences, leading to self-discovery and making connections with others. Through personal and critical questions, learners will have opportunities to develop a sense of inquiry, wonder, exploration, and discovery. Learners will also explore the importance of supporting their ideas with evidence to sustain coherent arguments. They will use questions to clarify and expand upon the interpretation and meaning behind others’ ideas. Learners will develop an awareness of audience and purpose when formulating questions and responses.

Competencies ● Citizenship (CZ) ● Communication (COM) ● Personal Career Development (PCD) ● Creativity and Innovation (CI) ● Critical Thinking (CT) ● Technological Fluency (TF)

Indicators ● Compare the characteristics of personal and critical questions/responses (COM/CT) ● Question personal and critical interpretations of perceived messages from a variety of

communication forms (CZ/COM/CI/CT) ● Select supporting details for ideas and responses. (COM/PCD/CI/CT) ● Investigate how questions and responses can clarify and elaborate understanding of selected

sources (COM/CT) ● Analyse how evidence supports ideas and responses. (COM/PCD/CI/CT)

Concepts and (Guiding Questions) Audience and Purpose

● How do audience and purpose direct my thinking? ● Why do audience and purpose need to be considered?

Personal and Critical Questions/Responses ● How is a personal response different from a critical response? ● Why is it important to understand the perspective of the author? ● How do I relate to this text (text to self)? ● How does questioning help me understand?

Communication Forms ● How do I select the communication that will best suit my message? ● How do communication forms have an impact on the message?

Ideas ● How are ideas developed?



● How are the ideas behind my questions/responses shaped by various sources?

Supporting Details ● Why is it essential to support your ideas with details and evidence? ● How do I determine if details are relevant?

Skills Formulate Identify a topic of interest; brainstorm ideas; choose, prioritize, and refine ideas; evaluate choices.

Analyse Gather and select appropriate information; determine accuracy, validity, and relevance of the information; identify perspectives, communicate findings.

Compare Make observations; identify similarities and differences; identify relationships and offer an interpretation; communicate the findings.

Investigate Ask and revise questions; locate several relevant and dependable details to support an answer; organize and compare details; identify relationships, recognize represented perspectives and communicate findings.

Question Generate questions in response to increasingly complex problems and/or issues. Choose and develop a specific inquiry question to investigate.

Select Locate several relevant and dependable details to support an answer.

Background Knowledge In English Language Arts grade P–7, learners are engaged in responding personally and critically to a range of culturally diverse texts, making connections and to texts from and through multiple perspectives. This outcome provides a great opportunity for the encouragement and development of student voice and choice. In previous grades, learners were developing their skills as listeners, speakers, readers, and writers. They select topics and ideas from a personal collection, use language to express critical thinking, generate and expand on ideas in response to learning experiences, and develop writing from different points of view. In Grade 8, learners continue to make connections and respond to more complex texts. As well, learners strengthen their responses through evidence and supporting details.



Learning Experiences The suggested indicators are organized in a way to scaffold learning in support of the outcome. The exploration of skills and concepts for this outcome can be done in any order, concurrently, or selectively based on the progression of learning. The experience described below is presented independently from the other indicators that support the outcome, however, in practice multiple indicators can be addressed simultaneously. For example, learners may analyse how evidence supports ideas and responses by selecting supporting details for ideas and responses.

Indicators ● Compare the characteristics of personal and critical questions/responses (COM/CT) ● Question personal and critical interpretations of perceived messages from a variety of

communication forms (CZ/COM/CI/CT) ● Select supporting details for ideas and responses. (COM/PCD/CI/CT) ● Investigate how questions and responses can clarify and elaborate understanding of selected

sources (COM/CT) ● Analyse how evidence supports ideas and responses. (COM/PCD/CI/CT)

Overview In this learning experience, learners are provided an opportunity to learn how to compare personal and critical responses (To create an opportunity for cross-curricular learning, choose a topic that relates to a relevant science, social studies, or Health Education concept). This is done through perspective taking to align with the guiding question- Why is it important to understand the perspective of the author?

Evidence of Learning for the indicator: Compare the characteristics of personal and critical questions/responses For this indicator, evidence of learning can be gathered as learners identify relationships between personal and critical questions and responses The evidence found through the learning experience for this indicator are suggestions of what teachers can look for in relation to skills and concepts. Regardless of the methods used, it is necessary for teachers to be intentional about collecting evidence of student learning to inform next steps for instruction.

Description of learning experience for the indicator Compare the characteristics of personal and critical questions/responses

Potential Guiding Questions ● Why is it important to understand the perspective of the author? ● How is a personal response different from a critical response?

The learning experience below is one possibility to engage learners with this indicator. It will

be necessary to modify this experience to engage learners in a culturally and linguistically

responsive way.



Introduction The teacher can provide an optical illusion, brief text, or video for the class to observe. The teacher can think aloud about observations they are making about the information perceived. Learners then have an opportunity to state and discuss their observations and perceptions about the optical illusion, brief text, or video. Learners will be provided with a scenario where they can make observations from a specific perspective (To create an opportunity for cross-curricular learning, choose a topic that relates to a relevant science, social studies, or health education concept). For example, teachers or learners can provide an image of a location (their school, community centre, library, etc.) and learners can identify and select a career or profession that may relate to this location (e.g., principal, engineer, fire marshal, lunch monitor, parent, etc.).

Learners are asked to make observations in this scenario from the chosen perspective. For example the fire marshal is concerned about fire hazards at the library, but a parent will want to know about the programs offered by the library. Throughout this process, learners can offer reasoning to support their opinions in relation to their observations.

Essential Graduation Competencies

Critical Thinking This provides learners with an

opportunity to formulate decisions based on evidence.

Suggested Evidence of Learning (Observations)

Evidence of learning can be gathered as learners make and communicate their observations.

These observations will be collected and shared for the class to use. Learners can then have an opportunity to identify similarities and differences found in the collected perspectives. This can be done together as a class, or on a learner created graphic organizer.



opportunity to reflect on personal ideas and opinions

relative to the ideas and contributions of others



Suggested Evidence of Learning (Observations/Conversations)

Evidence can be gathered as learners identify the perspectives, identify similarities and differences and describe relationships that appear in their groupings.

Learners will share and discuss how the personal and critical responses from the perspectives of their chosen roles compare. For example, the principal and the fire marshal are similarly concerned about the safety of learners. However, the fire marshal’s role is only to ensure that fire safety practices are enforced. The principal is concerned about the well-being of learners, not limited to fire safety. By sharing and discussing their observations and interpretations, comparisons are made.


Communication This provides learners with an

opportunity to engage in constructive and critical dialogue

Suggested Evidence of Learning (Conversations)

Learners communicate their chosen perspectives, and offer interpretations of the similarities and differences in relation to the observations.

Moving Forward This learning experience is designed to engage learners with critical responses, having considered the image from a different perspective. The teacher might next ask the learners what they see when they look at a selected image to explore personal responses.

● How is a personal response different from a critical response?



Outcome: Learners will create oral, written, and visual communication forms for a range of audiences and purposes

Rationale Learners will be given opportunities to develop and articulate their voices by exploring the creative processes for writing, designing, and researching in a variety of communication forms. Learners are provided opportunities to create, revise, and edit texts. They develop an understanding that consideration of audience and purpose influences the choice of communication forms.

Competencies ● Communication (COM) ● Creativity and Innovation (CI) ● Critical Thinking (CT) ● Technological Fluency (TF)

Indicators ● Investigate how ideas for creating oral, written, and visual communication forms can be

developed. (COM, CT, CI, TF) ● Apply writing, design, and research processes (COM/CI/TF) ● Select a communication form that responds to an audience and purpose. (COM/CI/CT) ● Implement revision, editing, and proof-reading strategies appropriate to a range of

communication forms (COM, CT, TF) ● Compare processes for publishing and sharing chosen communication forms. (COM/TF)

Concepts and (Guiding Questions) Audience and Purpose

● How do audience and purpose direct my choice of communication form? ● Why do audience and purpose need to be considered? ● Why is it important to consider the impact of my communications? ● How do I modify my communications to reach different audiences?

Ideas ● How do text and visuals influence my audience? ● How do various perspectives influence my ideas?

Writing, Design, and Research Processes ● What is the relationship between writing, design, and research processes? ● How do writing, design, and research processes influence understanding?

Communication Forms ● How do I select the communication form that will best suit my message? ● How can changing communication forms impact the message?



Revision and Editing Strategies ● How do revision and editing influence understanding? ● How do revision and editing improve my work?

Publishing and Sharing ● How do I choose what I want to publish and share? ● How do I know when my work is ready to publish?

Skills Create Develop an idea; communicate a representation for a process and/or a product; produce a product; modify as necessary; evaluate results and/or modifications.

Implement Select - Locate several relevant and dependable details to support an answer

Plan – FORMULATE Identify a topic of interest; brainstorm ideas; choose, prioritize, and refine ideas; evaluate choices. Devise a process to solve the problem. Execute the steps, modifying as necessary.

Evaluate - Review processes and results from an inquiry; consider and communicate varying perspectives and alternative solutions; identify potential new problems and/or issues; justify decisions and/or findings.

Apply - Carry out, use or complete a procedure/ technique.



Apply Carry out, use or complete a procedure/ technique.

Select Locate several relevant and dependable details to support an answer



Background Knowledge In English Language Arts grade P–7, learners are engaged in responding personally and critically to a range of culturally diverse texts, making connections and reacting to texts from and through multiple perspectives. This outcome provides a great opportunity for the encouragement and development of student voice and choice. In previous grades, learners are using language to express critical thinking. They generate and expand on ideas and relevant details. Learners use drafting, revising, editing, and proofreading to process writing before publishing for an audience. In Grade 8, an understanding of the various communication forms and their influence on the message, considering, audience and purpose, is fundamental. Learners will implement the Writing, Design, and Research Processes to create effective 1

text and visual communication forms adhering to revising and editing strategies to enhance the quality of processed performance.

Learning Experiences The suggested indicators are organized in a way to scaffold learning in support of the outcome. The exploration of skills and concepts for this outcome can be done in any order, concurrently, or selectively based on the progression of learning. The experience described below is presented independently from the other indicators that support the outcome, however, in practice multiple indicators can be addressed simultaneously. For example, learners may apply writing, design, and research processes in order to investigate how ideas can be developed.

Indicators ● Investigate how ideas for creating oral, written, and visual communication forms can be

developed (COM, CT, CI, TF) ● Apply writing, design, and research processes (COM/CI/TF) ● Select a communication form that responds to an audience and purpose (COM/CI/CT) ● Implement revision, editing, and proof-reading strategies appropriate to a range of

communication forms (COM, CT, TF) ● Compare processes for publishing and sharing chosen communication forms (COM/TF)

Overview In this experience, learners first brainstorm ideas through a writing activity, and then provide each other feedback in order to develop their ideas further.

Evidence of Learning for the indicator: Investigate how ideas for creating oral, written, and visual communication forms can be developed Evidence of learning can be gathered through an exploration of using feedback from a potential audience to develop ideas. Further evidence can be collected as learners identify and compare details that can be incorporated into their ideas. The evidence found through the learning experience for this indicator are suggestions of what teachers can look for in relation to skills and concepts. Regardless of the methods used, it is necessary for teachers to be intentional about collecting evidence of student learning to inform next steps for instruction

1 See appendix for further details



Description of learning experience for the indicator Investigate how ideas for creating oral, written, and visual communication forms can be developed

Potential Guiding Questions ● How do various perspectives influence my ideas?



responsive way.

Introduction: The teacher will invite learners to generate possible ideas through freewriting that they may want to develop. The teacher should suggest that if a learner does not know the word they want in English, they should write it in their home language.

Learners are given a few minutes to think, then they begin to write/type/record any words, thoughts, experiences or ideas that come to them. Learners should be encouraged to write non-stop and should not be concerned with any conventions of writing (spelling, punctuation, grammar, etc). Should they run out of ideas, learners are asked to continue writing the same thing over and over again until a new idea comes to them or time expires.


Creativity and innovation This provides learners with an

opportunity to gather information through all senses to

imagine, create, and innovate.

After writing, learners may wish to share some of their ideas or discuss the process. The teacher should also provide time to share the idea that they might like to develop further. For learners who have not yet found an idea to develop, have them return to what they wrote. Ask them to identify (highlight, circle, underline) favourite words or phrases that catch their attention. In small groups or as a whole class, learners discuss their findings:

● What sort of things caught their attention? ● Have they identified a favourite idea? ● How did they decide?

The teacher will introduce the following guiding question:

● How do various perspectives influence my ideas? The learners can refer to this question as they move on in the learning experience.



The learners work in groups in order to share their ideas. Each learner will be asked to contribute one or two pieces of feedback on each of the ideas in the group. The feedback should contribute to the development of the idea by:

● adding potential details ● contributing a plot point ● suggesting imagery used to convey meaning ● developing a character, or character dynamics ● recommending formats or genres through which the idea

could be expressed



opportunity to listen and interact purposefully and respectfully in

formal and informal contexts and to engage in constructive and

critical dialogue.

The feedback offered by the learners will not all be used to develop the idea, but this stage of the learning experience is an opportunity to find information that might help.


Evidence of learning can be collected as learners are locating details that can be used to support the development of their ideas.

Now that learners have a number of contributions that might support the development of their original idea, they will have an opportunity to organize and compare the information they have collected.

Learners can use any method for organizing their information, (self-created graphic organizers, annotations to their notes, etc.) then they identify and compare details from the feedback. Learners may

● identify details that are in alignment with the original ideas/intent.

● compare suggestions that keep being repeated in some way that relate to theme, subject, plot, character development, etc.,

● select feedback that best develops the original idea.




relative to the ideas and contributions of others


Evidence of learning can be collected as learners identify and compare suggestions that can be used to support the development of their ideas.



Suggested Evidence of Learning (Product)

Learners communicate how their idea has been developed through feedback from a potential audience.

Moving Forward If necessary, learners can repeat the idea generation activity to discover a new idea that they want to gather feedback on and develop. Having engaged in the idea generation or prewriting phase of the writing process , learners now move into the drafting phase of writing or representing. They can then 2

move into the drafting phase.

2 See appendix for further information



Outcome: Learners will implement speaking and writing strategies for effective communication in relation to audience and purpose

Rationale Learners are engaged in a significant process from the development of an idea to its presentation. They draw upon multiple strategies to effectively communicate. Learners evaluate organizational structures, language use, and conventions when conveying a message for a specific audience and purpose. Learners are offered opportunities to monitor and apply strategies for clarity and precision of communication.

Competencies ● Communication (COM) ● Personal Career Development (PCD) ● Creativity and Innovation (CI) ● Critical Thinking (CT) ● Technological Fluency (TF)

Indicators ● Compare the effectiveness of communication strategies (COM/CI/CT) ● Investigate how language use can impact communication. (COM/TF) ● Investigate how accuracy, reliability, validity, and bias are used to influence personal

communication (COM/CI/TF) ● Implement organizational structures for intended audience and purpose. (COM/PCD) ● Apply conventions for intended audience and purpose. (COM/PCD)

Concepts and (Guiding Questions) Effective Communication Strategies

● How do speaking and writing strategies influence communication? ● How do I know if my communication strategies are effective?

Audience and Purpose ● How do I identify my audience and purpose? ● How do I modify my communication in response to my observations of the audience?

Language Use ● How do I modify my language based on the audience? ● How do I know if the language I use is effective?

Accuracy, Reliability, Validity, and Bias ● How do my experiences influence my communication? ● How do I ensure my communications are accurate, reliable, and valid?



Organizational Structures

● How do I know if the organizational structures used are effective? ● How do organizational structures help the audience understand my communications?

Conventions ● How do conventions enhance my communications? ● Why do we need to adhere to conventions?

Skills Implement Select - Locate several relevant and dependable details to support an answer

Plan – FORMULATE Identify a topic of interest; brainstorm ideas; choose, prioritize, and refine ideas; evaluate choices. Devise a process to solve the problem. Execute the steps, modifying as necessary.

Evaluate - Review processes and results from an inquiry; consider and communicate varying perspectives and alternative solutions; identify potential new problems and/or issues; justify decisions and/or findings.

Apply - Carry out, use or complete a procedure/ technique.




Background Knowledge In English Language Arts grade P–7, learners are engaged in responding personally and critically to a range of culturally diverse texts, making connections and reacting to texts from and through multiple perspectives. This outcome provides a great opportunity for the encouragement and development of student voice and choice. In previous grades, learners share meaningful personal connections that support comprehension orally and or in writing. They maintain comprehension over increasingly complex text applying reading strategies such as predicting, making connections, inferring, synthesizing, etc. Learners also establish goals as a writer, seeking feedback from peers or teachers while making plans to improve their writing. In Grade 8, learners use the components of language use, organizational structures, and conventions to enhance communications. They adjust communications based on audience and purpose. Learners address accuracy, reliability, validity, and bias in communication forms.



Learning Experiences The suggested indicators are organized in a way to scaffold learning in support of the outcome. The exploration of skills and concepts for this outcome can be done in any order, concurrently, or selectively based on the progression of learning. The experience described below is presented independently from the other indicators that support the outcome, however, in practice multiple indicators can be addressed simultaneously. For example, learners may compare the effectiveness of communication strategies while they are learning how to implement organizational structures for intended audience and purpose.

Indicators ● Compare the effectiveness of communication strategies (COM/CI/CT) ● Investigate how language use can impact communication. (COM/TF) ● Investigate how accuracy, reliability, validity, and bias are used to influence personal

communication (COM/CI/TF) ● Implement organizational structures for intended audience and purpose. (COM/PCD) ● Apply conventions for intended audience and purpose. (COM/PCD)

Overview This experience pairs learning how to implement organizational structures with the phases of the 3

writing process . Organizational structures are a subset of text structures and so learners may be 4

familiar with both terms. Learners will be able to select and plan the organizational structures they wish to apply, finally evaluating their use. This can be done in context as an opportunity for a cross-curricular learning experience - learners may already have a topic that relates to a relevant Science, Social Studies, or Health Education concept.

Evidence of Learning for the indicator: Implement organizational structures for intended audience and purpose. For this indicator evidence of learning can be gathered as learners select organizational strategies during prewriting, formulate an idea and plan the organization of their work. Further evidence may be observed through the evaluation and subsequent revising and editing in relation to those organizational structures. The evidence found through the learning experience for this indicator are suggestions of what teachers can look for in relation to skills and concepts. Regardless of the methods used, it is necessary for teachers to be intentional about collecting evidence of student learning to inform next steps for instruction.

3 See appendix for further information 4 See appendix for further information



Description of learning experience for the indicator Implement organizational structures for intended audience and purpose.

Potential Guiding Questions ● How do I know if the organizational structures used are effective? ● How do organizational structures help the audience understand my communications? ● How do conventions enhance my communication?



responsive way.

Strategic Considerations: It is important to note that while The Writing Process(es) can be thought of as linear, the phases overlap each other, and are repeated throughout the actual process. Authors do not typically follow a discrete set of linear steps where a topic is first identified, a complete draft is created, revisions are made to that draft, followed by editing in the preparation of a final product. Instead drafting is a recursive process where the author shifts back and forth among the various phases, employing an array of strategies to create, revise, and edit works that are sometimes taken to a finished state for publication. Select Learners will have information (notes, recordings, projects, photos, results, etc.) that they are looking to present or share with an intended audience. This may be in relation to concepts explored in English language arts or (as an opportunity for cross-curricular learning) a concept from science, social studies, or health education. The teacher can offer examples of texts for learners to explore that demonstrate the use of organizational structures. These examples may illustrate how to use them, where and when to use them, and why. Organizational structures to consider may include:

● Sequencing (chronological order, fluency, cause and effect.) ● Form (descriptions, word choice, genre, problem and solution) ● Structure (font, colour, whitespace, placements of words and pictures, visuals, lists, etc.)



Learners consider these characteristics as part of their prewriting. They should have time to explore possibilities for establishing a sequence for their information. They may also consider the details that may be required and identify opportunities for what can be conveyed orally, through text, or images during their presentation.



opportunity to express and respond to ideas, information,

learnings, perceptions, and feelings appropriate to audience

and purpose through multiple media forms

At this stage, learners should feel free to experiment, working individually or collaboratively to brainstorm and generate possibilities for the information they are including in their presentation.

Suggested Evidence of Learning (Conversation/Observation/Product)

Evidence of learning can be gathered as learners select organizational structures that may be used in consideration of the goals of their presentation.

Plan The teacher can facilitate discussions as learners engage in the drafting phase process by offering the following questions:

● How can I consider sequence, form, and structure while drafting? ● What would my audience want to know? ● What is the best voice to use in relation to the audience? ● What sequences could I put my information into? ● Which visuals (pictures, graphs, charts, etc.) should I include? ● How can I incorporate interaction with my audience?

Learners should be given time to document their choices, prioritizing possibilities. They can consider the following questions to help them as their evaluate their choices and produce a completed draft of their presentation:

● How will I present my information to the audience? ○ Are there other ways to represent (visuals) my

information? ○ Are there other ways to organize my

information?



opportunity to evaluate the purpose, audience, and choice of

media when communicating.



● What is the best way to develop the sequence of information for my presentation?


Evidence of learning can be gathered as learners confer with the teacher, converse and collaborate with peers as they choose, prioritize, and refine their ideas. Further evidence of learning can be gathered as learners execute the steps in the drafting of their presentations.

Evaluate Learners now have an opportunity to revise the structures they have included in their presentations. The teacher may want to share examples or strategies for revising in this context.

Learners may engage in peer to peer or small group feedback sessions to discuss their work and identify structures that can be enhanced for further clarity. The following questions can be offered to help engage with this process:

● What ideas no longer make sense to include? ● How do your structures maintain audience interest? ● How can you improve the flow/sequence of your

presentation? ● How will you add to, revise, or modify the organizational

structures you have used? ● How will the script and slides for your presentation need

to be revised



opportunity to engage in constructive and critical dialogue.


Evidence of learning can be gathered as learners evaluate the use of organizational structures in their work and the work of others.

After evaluating the use of organization structures, learners may want to have an opportunity to practise presenting. This allows them to finalize their choices and apply the structures during their presentations.



Presentations can be done in whole class, small group, peer to peer, or learner to teacher scenarios as best responds to learner needs. Learners have an opportunity to give and receive further feedback about the organizational structures and to proofread the presentation itself. They will want to consider:

● Organization and sequencing of information ● Use of font, visuals, and whitespace ● Addressing possible questions from the intended

audience ● Editing that may be needed to enhance clarity and to best

respond to the intended audience.


Personal and Career Development

This provides learners with an opportunity to develop skills and

practices to learn and work in diverse, evolving environments.


Evidence of learning can be gathered as learners share their presentations applying organizational structures to and during their presentations.

Moving Forward The final phase of the writing process is publishing, in this case presenting the work to the intended audience. Now that learners have implemented organizational structures, they can then use their presentations to communicate their findings in their intended course.



Outcome: Learners will create meaning (listening, reading, and viewing comprehension) from a range of communication forms

Rationale Learners construct meaning from oral, visual, written, non-verbal, and technological communication to navigate a changing world. To make meaning, learners will consider who created the message, how and why it was constructed, as well as the perspective of the author. Learners will also explore how their lived experiences and background knowledge impact the construction of meaning. Learners will have opportunities to use a range of listening, reading, and viewing strategies to construct meaning.

Competencies ● Communication (COM) ● Creativity and Innovation (CI) ● Critical Thinking (CT) ● Technological Fluency (TF)

Indicators ● Apply active listening strategies for constructing meaning (COM/CI/CT) ● Investigate how reading and viewing strategies are used in the construction of meaning.

(COM/CT/TF) ● Analyse how meaning is constructed from a range of communication forms (COM/CI/CT) ● Reflect on how perspectives impact construction of meaning. (COM/CT)

Concepts and (Guiding Questions) Communication Forms

● How do communication forms influence understanding? ● Why is it important to identify perspectives in what I hear, read, and view?

Active Listening Strategies ● How does the situation impact the listening strategies I use? ● How do I know if the strategies I am using are effective? ● How can I modify the strategies I am using?

Reading and Viewing Strategies ● How do before/during/after reading and viewing strategies influence understanding? ● How do I know when my comprehension has broken down? ● What do I do when my comprehension has broken down?

Perspective ● How do my lived experiences influence how I understand what I hear, read or view? ● How does the perspective of the speaker/author influence my understanding? ● How do I synthesize what I know with what I have learned?



Skills Create Develop an idea; communicate a representation for a process and/or a product; produce a product; modify as necessary; evaluate results and/or modifications

Reflect Ask questions of experiences and/or concepts; examine further ideas and information; consider ideas, perceptions, and perspectives about experiences and/or concepts; evaluate perceptions and perspectives in relation to experiences and/or concepts; synthesize perceptions and perspectives in relation to experiences and/or concepts; communicate the impact of the process.

Analyse Gather and select appropriate information; determine accuracy, validity, and relevance of the information; identify perspectives, communicate findings.



Background Knowledge In English Language Arts grade P–7, learners are engaged in responding personally and critically to a range of culturally diverse texts, making connections and reacting to texts from and through multiple perspectives. This outcome provides a great opportunity for the encouragement and development of student voice and choice. In previous grades, learners recognize how authors use perspective to guide the reader. They share opinions about a text giving examples and supporting evidence. Learners strengthen the writing by rereading and adding additional details that provide further explanation, clarify points and add interest. They write informational text that helps readers think in new ways about a subject or topic. Learners in Grade 8 strengthen their understanding of the listening, reading and viewing strategies using them effectively, and knowing when comprehension has broken down. They identify varying perspectives given the context, and modify communication accordingly, to help synthesize learning.

Learning Experiences The suggested indicators are organized in a way to scaffold learning in support of the outcome. The exploration of skills and concepts for this outcome can be done in any order, concurrently, or selectively based on the progression of learning. The experience described below is presented independently from the other indicators that support the outcome, however, in practice multiple indicators can be addressed simultaneously. For example, students may investigate how reading and viewing strategies are used in the creation of meaning while they are learning how to reflect on how perspectives impact on the creation of meaning.



Indicators ● Apply active listening strategies for constructing meaning (COM/CI/CT) ● Investigate how reading and viewing strategies are used in the construction of meaning.

(COM/CT/TF) ● Analyse how meaning is constructed from a range of communication forms (COM/CI/CT) ● Reflect on how perspectives impact construction of meaning. (COM/CT)

Overview Learners have the opportunity to reflect on how perspectives impact the creation of meaning, by asking questions about songs from an artist. Learners consider their own perspectives and perceptions about the meaning of the texts, and learn more about the artist to evaluate and refine their original interpretation. Communicating the impact of this process is an important culminating step for learners as they learn how to reflect in this context.

Evidence of Learning for the indicator: Reflect on how perspectives impact construction of meaning Evidence of learning can be gathered here as learners ask questions about experiences, examine ideas and the perspectives of others, and consider the perspective and perceptions of the author/artist. Further evidence can be gathered as learners communicate the impact of this process. The evidence found through the learning experience for this indicator are suggestions of what teachers can look for in relation to skills and concepts. Regardless of the methods used, it is necessary for teachers to be intentional about collecting evidence of student learning to inform next steps for instruction.

Description of learning experience for the indicator Reflect on how perspectives impact construction of meaning

Potential Guiding Questions ● How do my lived experiences influence how I understand what I hear, read or view? ● How does the perspective of the speaker/author influence my understanding?



responsive way.

Introduction The teacher will facilitate a class discussion to collectively arrive at a music artist that the learners are interested in exploring. The teacher can select a song to be shared and the class will then have an opportunity to listen to the entire song from the beginning to the end without any interruptions. Learners may choose to make notes



of words/phrases/imagery that catch their attention or that they would like to explore/discuss further in the learning experience. The teacher will play through the song a second time, and intentionally pause the song based on where they think the lyrics may be challenging for the learners, or where, by providing background knowledge, the learners will have a better understanding of the text.

Each time the teacher stops the song they may share wonderings (for example, “I wonder if this means that the artist...” or “I wonder why the author said ____ that way?”) then invites the learners to consider and discuss these wonderings as a class.



opportunity to express and respond to engage in

constructive and critical dialogue.

As learners consider these prompts from the teacher, they are encouraged to draw upon their experiences and prior knowledge, to make inferences and connections, and to ask and answer questions. The teacher can help to start this questioning by asking:

● What is meant by the lyrics/poem? ● How could I identify if word choices may have deeper

meaning? ● How do my experiences influence my interpretation of

the lyrics?


Critical Thinking This provides learners with an opportunity to recognize that

experiences shape perspectives.


The teacher provides feedback as learners ask questions and attempt to answer their own questions using prior knowledge, inferences, evidence from the text and their own perceptions.

The teacher can offer the following question while learners engage in the following experience:

● How might the experiences/perspectives of others influence my interpretation?



Next, the teacher plays a different song by the same artist. Now, learners will decide when to stop and wonder to collectively compile a list of questions that help them interpret the lyrics. Finally, learners have an opportunity to answer the compiled questions through a think-pair-share group discussion.




relative to the ideas and contributions of others.


Learners consider the ideas, perceptions, and perspectives of peers to answer the compiled questions.

The teacher can provide each group with a source containing biographical information of the artist to further contextualize and explain the lyrics. The teacher may wish to model strategies for determining relevant information that will help learners come to know the intentions of the lyrics.

Learners consider information about the lived experiences of the artist in order to refine their initial interpretations. This also allows them to consider how the perspective of the artist influences what they understand. Using this new information learners decide on a final possible interpretation of the song. Learners can choose to decide on an interpretation of the first or second song as per their preference.



opportunity to synthesize information from relevant and

reliable sources as well as analyse and evaluate evidence, arguments, and ideas.

To support this process, teachers may prompt learners with the following questions:

● How do the author/artist’s lived experiences influence their work? ● How do I combine the artist’s perspective with my own to interpret/create meaning from the

lyrics?



Suggested Evidence of Learning (Conversation/Observation/Product)

Evidence of learning can be collected as learners evaluate perceptions and perspectives of the artist and the impact these have on the creation of their music. Further evidence can be gathered as learners synthesize perceptions and perspectives to arrive at a final interpretation of the song.

Learners will now produce a visual, video, text, etc., about the journey that their interpretation has taken through the previous sections of the learning experience. To facilitate this, teachers can ask the following questions:

● How has my interpretation changed? ● How can the perceptions of others influence their

creation of meaning? ● How do the lived experiences of others influence how I

understand what I read/hear/view? ● How did my prior knowledge impact how I made sense of

the song? ● How did I evaluate new information to synthesize versus

not include? ● How can I recognize if my thinking has changed?



opportunity to evaluate the purpose, audience, and choice of

media when communicating.


Learners communicate the impact of the process of exploring the perceptions and experiences of others and how they impact the creation of meaning.



Outcome: Learners will analyse the accuracy, reliability, validity and bias in a range of written, audio, visual, and digital communication forms

Rationale Learners are offered opportunities to examine multiple communication forms to recognize how accuracy, reliability, validity, and bias influence meaning. Learners will compare and question a variety of sources to develop a critical lens on what they hear, say, view, and write. Learners are mindful of their perspectives, and the perspectives of others in the analysis of texts.

Competencies ● Citizenship (CZ) ● Communication (COM) ● Critical Thinking (CT) ● Technological Fluency (TF)

Indicators ● Compare reliability of information from a variety of sources (CZ/COM/CT/TF) ● Question the validity of information in a range of communication forms (CZ/COM/CT/TF) ● Investigate how bias influences the message of communication forms (COM/CT/CZ/TF) ● Analyse information for accuracy in a range of communication forms (CZ/COM/CT/TF)

Concepts and (Guiding Questions) Accuracy, Reliability, and Validity

● Why should I question what I hear and see? ● How do my experiences and worldview influence my understanding of accuracy, reliability, and

validity? ● How do I know if a source is reliable?

Bias ● How are stereotyping, prejudice, and discrimination recognized in communication forms? ● How are voice, perspective, and point of view represented in and beyond the text?

Communication Forms ● Why is it important to recognize the impact of accuracy, reliability, validity, and bias on

meaning? ● How do I detect accuracy, reliability, validity and bias in various communication forms?



Skills Analyse Gather and select appropriate information; determine accuracy, validity, and relevance of the information; identify perspectives, communicate findings.


Question Generate questions in response to increasingly complex problems and/or issues. Choose and develop a specific inquiry question to investigate.


Background Knowledge In English Language Arts grade P–7, learners are engaged in responding personally and critically to a range of culturally diverse texts, making connections and reacting to texts from and through multiple perspectives. This outcome provides a great opportunity for the encouragement and development of student voice and choice. In previous grades, learners combine information from a variety of sources (personal, world, literary knowledge) to think differently about a topic or a text. They use personal experience and knowledge to ask questions of texts. They recognize and discuss a variety of perspectives and points of view and identify prejudice, bias, and stereotyping in texts. In Grade 8, the art of asking critical questions is an important component of this outcome. Understanding the dintinction between accuracy, reliability, validity, and bias is fundamental. Detecting accuracy, reliability, validity, and bias and the impact they have on meaning in various communication forms is of utmost importance.

Learning Experiences The suggested indicators are organized in a way to scaffold learning in support of the outcome. The exploration of skills and concepts for this outcome can be done in any order, concurrently, or selectively based on the progression of learning. The experience described below is presented independently from the other indicators that support the outcome, however, in practice multiple indicators can be addressed simultaneously. For example, learners may investigate how bias influences the message while comparing the reliability of information.

Indicators ● Compare reliability of information from a variety of sources (CZ/COM/CT/TF) ● Question the validity of information in a range of communication forms (CZ/COM/CT/TF) ● Investigate how bias influences the message of communication forms (COM/CT/CZ/TF) ● Analyse information for accuracy in a range of communication forms (CZ/COM/CT/TF)



Overview There are many reasons for communication. This learning experience will explore a specific message, and relate how the purpose and meaning of this message are conveyed. In this investigation learners will investigate how bias influences the message presented in this video.

Evidence of Learning for the indicator: Investigate how bias influences the message of communication forms

For this indicator, evidence can be gathered as learners ask questions, locate relevant details, and recognize perspectives regarding bias as it appears in messaging created for a persuasive purpose. The evidence found through the learning experience for this indicator are suggestions of what teachers can look for in relation to skills and concepts. Regardless of the methods used, it is necessary for teachers to be intentional about collecting evidence of student learning to inform next steps for instruction.

Description of learning experience for the indicator Investigate how bias influences the message of communication forms

Potential Guiding Questions ● How do I detect accuracy, reliability, validity and bias in various communication forms?



responsive way.

Introduction

As a class, learners will have an opportunity to watch/read a news report about a specific conflict. (To create an opportunity for cross curricular learning, choose a concept that relates to Science or Social Studies). While watching, learners can generate questions they have about the conflict.


Critical Thinking This provides learners an

opportunity to ask critical and purposeful questions and

formulate decisions based on evidence.

Based on the individually developed questions, the learners can identify similar topics to create interest groups, with teacher guidance as needed. Those groups will combine and refine their questions to develop a single inquiry question that will allow learners to compare information from a variety of perspectives.




Evidence of learning can be gathered as learners ask and revise questions about the conflict.

Learners will then locate answers to their question from a variety of traditional and non-traditional sources, and from multiple perspectives. The goal is not for learners to find corroborating information, but rather to find opposing or differing perspectives about the same topic.

● How can I identify similar information that is portrayed in different ways?

● Who is presenting the information?



opportunity to develop curiosity, inquisitiveness and creativity,

flexibility, and persistence, open and fair mindedness.


Evidence of learning can be collected as learners locate details from differing sources and perspectives.

Learners will compare the information found in order to identify: ● strategies used by the media sources to shape a particular

viewpoint. ● information that was prioritized or omitted ● people, communities, groups, or stakeholders missing

from the reports.


Citizenship This provides learners an

opportunity to recognize the complexity and

interconnectedness of factors in analyzing issues.



Finally they consider how this perspective influences the message or content of the report. Teachers can help facilitate a discussion with the following questions

● Why is the source sharing the information in that way? ● Why was specific information included in the report?


Communication This provides learners an

opportunity to analyse the impact of information

communication technology in relation to social justice, social

equity issues.

Suggested Evidence of Learning (Observations/Conversations)

Teachers can provide feedback to learners as they compare their answers to recognize the perspective of the source.

The learners now have information and details that will help them to consider how bias influences the messages in relation to the conflict. Learners can communicate their findings in several ways:

● Make a video comparison of the ways that similar information was presented

● Design a graphic that represents the viewpoints/perspectives of the related groups as the perceive information

● Re-dub or re-write a media piece, replacing the parts of the report that were conveyed with bias.


Communication Communication: This provides

learners an opportunity to evaluate the purpose, audience,

and choice of media when communicating.

Suggested Evidence of Learning (Products)

Evidence of learning can be collected as learners communicate the findings of their investigation of how bias influences the message in relation to this conflict.



Moving Forward To continue cross curricular investigation:

● in Social Studies learners may consider the factors that influence how conflicts are covered in the media.

● in English language arts learners may reflect on how perspectives influence the construction of meaning.



Appendix

What is the Design Process? Design is a creative process that occurs in many settings and occupations. The design process is an approach for breaking down a large project into manageable chunks. Many people use the design process to develop and refine solutions to problems. In this process, learners do not follow a discrete set of linear steps. Instead the process is recursive, where the learner shifts back and forth among the various stages, modifying as necessary. The design process is embedded in the inquiry-based learning classroom where learners identify problems and find solutions based on audience and/or purpose. They exercise voice and choice throughout the process. The process involves: Identify a Problem Learners benefit from having a clear idea of the problem. The design process starts when the learner asks the following questions about a problem:

● What is the problem or need? ● Who has the problem or need? ● How might the problem be solved?

Research Problems can sometimes be solved using prior knowledge, but often it is necessary to seek new information and knowledge to provide inspiration for ideas. Suggested research could include:

● collecting sketches ● taking photographs ● gathering data ● finding information that relates to the problem

Ideas From the research, record as many ideas as possible through brainstorming to identify potential solutions. Consider the impact on your design. Ways to brainstorm ideas may include:

● using structured mind maps ● making lists ● writing random ideas ● sketching



Life Cycle Analysis When involved in the design process learners need to consider the lifecycle of the resources/materials that go into making, using, and disposing of a product. This process considers the environmental impact of a product through its life cycle. Learners may ask the following questions:

● From where did the resources/materials come? Are they safe to use? ● How were the resources/materials made and processed? ● How will learners recycle, reuse, or dispose of resources/materials? ● How will I know the impact of the end of life of my design?

Design The learner will take the preliminary ideas and suggest several possible solutions. Learners may choose a singular idea, or a combination of several ideas and develop a final product or solution. Although the chosen design should, ideally, be the best one, constraints such as time, cost, life cycle considerations, or resources may impact the learner’s decision. Evaluate Although modification is ongoing as the learner moves through the process--a final evaluation determines if the product solves the initial problem for which it was designed. Look back at the details and check the requirements carefully. Ask such questions as:

● Did my solution solve the problem? ● How well does the design function? ● How could the design be improved? ● How is the design appropriate for the intended audience and purpose?

What does it look like in the classroom?

● talking with others about their thinking ● gathering information on the identified problem and possible solutions ● using sketches, scrap materials, technology software, books, media ● engaging and re-engaging with the steps to modify throughout

How do I know it’s working? The learner

● is engaged ● revisits each stage of the process as is necessary ● can communicate their learning process ● cites references as applicable





What is the Research Process?

Question to select a topic of interest/inquiry

● What do I already know about the topic? What more do I want to know?

Narrow research topics

● What do I want my audience to know?

● What is my purpose in this inquiry?

Gather, select, and evaluate sources

● How/where will I find information?

● What resources are available to me?

● To whom can I speak about this topic?

● How do I evaluate resources for bias, validity, accuracy, and relevance?

● What key word(s) will help to find accurate, valid, unbiased, relevant

information?

Organize information

● use an outline, matrix, or notes

● sort notes using a personal method (color code, circle, highlight, etc.)

● determine if there is enough information to answer the research question

○ If not enough information what other sources are available?

Develop a plan and record important information from relevant sources

● make notes with graphic organizers such as T-chart, Cornell Method,

Double-Entry Diary

● Summarize and paraphrase

Cite

● use direct quotation with accurate citations

● identify sources of information



Create and Communicate: Next Steps

● follow Writing Process(es)

● create a first draft of research project

● include works cited, bibliography, or resource page

● determine presentation form (essay, photo essay, multimedia form)

What does it look like in the classroom? ● quickwrite a topic or idea of interest

● brainstorm what you already know about a topic of interest

● talk with others about a topic

● Watch videos, select texts, conduct interviews, etc. to gather information

about a topic

● jot down a preliminary outline

● map, web, or cluster ideas using semantic mapping or a graphic organizer

● select relevant and critical information

● record sources, notes, and direct quotes from the research

How do I know it’s working? The learner is

● brainstorming and developing ideas

● identifying a topic

● gathering and selecting information

● sorting notes and determining the relevance of information

● communicating information in their own words

● citing sources

● Self assessing how to improve research skills

● identifying what has been learned

● considering options in the refinement of their research process





What is the Writing Process?

Writing is the creation of both print and non-print texts using a variety of processes that require thought, trial and error, and risk-taking. Explicit teaching for all phases of this process, through a workshop model, provides a framework to support student authors in relation to their strengths, interests, and challenges.

Note: The process outlined here follows a set of linear steps for clarity purposes, however, writing can become a more recursive process which shifts back and forth among the various phases as students become more knowledgeable, confident and flexible writers. IDEA GENERATION (pre-writing) Perhaps the hardest part of writing is choosing a focus and deciding what to include in relation to the audience and purpose. In this phase the writer

● brainstorms using webs, diagrams or outlines. ● talks with others to develop topics. ● free-writes.



Note: ● Focusing on an adherence to all the conventions in this phase may interfere

with the generation and fluency of ideas. ● Provision should be made for some element of learners’ choice of form,

genre, topic or technology, considering a variety of audiences and purposes.

DRAFTING In the drafting phase, text is composed. The message and framework of the text begin to take shape. During the drafting phase

● ideas are organized. ● main ideas are established, details are added, and the form of the text

becomes clearer. ● the writer begins to work out the issues of purpose, audience, and tone. ● text is generated more quickly, with less concern for correctness or

organization. Note:

● It is not necessary to complete a first draft before shifting to Revising. More experienced writers may attend to corrections while drafting.

REVISING Revision literally means to “see again.” The writer looks for areas that should be changed in order to improve the substance of the piece. The focus continues to be content, with the added considerations of organization, form, tone, and style. Revision involves

● expanding ideas/message by including details. ● making decisions about enhancing clarity, organization and focus. ● adding, moving, or deleting ideas, details, information, images, or scenes. ● attending to word choice and sentence fluency for clarity and style.

Note:

● Authors may shift between drafting and revising several times



EDITING and PROOFREADING Authors move into the Editing and Proofreading phase of the writing process once the major considerations of content and organization have been settled and the writing is in its finished or near-finished state. The purpose of editing is to ensure the writing is readable and understandable for the specific audience and purpose. The author makes corrections and additions to

● the conventions and mechanics of the work. ● matters of organization, fluency, consistency, and style. ● sentence structure and paragraphing. ● verb tense agreement and other aspects of grammar.

Proofreading shifts away from the creation of new text and involves a final polish of superficial conventions like:

● spelling, syntax, formatting, capitalization, and punctuation. Note:

● Student authors should receive explicit instruction on conventions of print and multimedia texts

● Authors need considerable time and practise with editing and proofreading strategies

PUBLISHING This is the communicative phase of writing which is often called the “Final Copy”. In this phase the writer decides if and how to share the work, depending on audience and purpose. If sharing with others the writer must:

● select a format (print/oral) ● consider aspects of presentation

○ Print: layout, use of color, visuals, etc. ○ Oral: visuals, intonation, pausing, emotion, projection of voice etc.

Note:

● Not all writing is published. For the purposes of assessment, a final draft may be all that is required rather than a published copy



What does it look like in my classroom? ● Generating ideas:

o talk and share o draft storyboards or semantic maps or other tools/organizers

● Drafting: o writing, uninterrupted to get ideas on the page o double-space drafts of print text

● Revising: o new ideas or information between the lines or in different colors o multiple revised drafts o alternative word choices or phrasings in the margins o alternative plot paths, character conversations, sequence of

argument, leads, conclusions, etc. o arrows, underlining, or symbols (not necessarily edit notation) in

different colored pencils/pens to mark and plan revisions on rough drafts

o track changes through a word processing software

o highlight, cut, paste, and copy functions of word processing software, or audio/visual editing software for multimedia drafts

● Editing/Proofreading: o re-organizing sections of text by numbering them in the margin of

the draft ● Publishing

o Author’s Chair or peer writers’ groups

How do I know it’s working? The writing process is successful when the learner:

● talks about various aspects of the writing process ● can generate ideas to springboard into a first draft ● asks questions about how to improve their writing ● outlines or plans their revision ● can distinguish between revision, editing, and proofreading ● uses revision and editing strategies to improve writing ● engages and re-engage with the same piece to encourage revision ● plans and executes a presentation if appropriate



What are organizational structures? Organizational structures are how communication is arranged (sequence, form, structure) to effectively express ideas and information—the internal structure of the piece. It is the pattern of sequence the writer uses to develop the main idea through relevant, essential, and supporting details. Organizational structures will vary with the different types of writing.

What does it look like in the classroom?

Grade Seven Grade Eight

● identify a variety of sentence types for

fluency and style

● the writing is effectively organized

with skillful use of varied transitions

● writing style, tone of voice, language

choice, and text organization fit the

audience and suit the purpose

● Uses text features such as photos,

titles, tables, charts, and bold print to

achieve a specific purpose

● identify a variety of sentences types

to enhance fluency, style, and voice

● Uses texts features such as font,

colour, whitespace, placements of

words and pictures, placement of

information, word choice, visuals,

graphs, charts, bulleted lists

How do I know it’s working? The learner

● recognizes that presentation and organization affect the message of a communication

● clearly organizes paragraphs with logical, effective flow from one to the next

● uses a structure that suits and achieves the intended purpose

● writes narratives that include a beginning, followed by rising action, climax, and a

resolution

● uses highlighters, sticky notes, double entry diaries, and graphic organizers, for

reviewing texts to find evidence with the intention of building independence

● uses graphic organizers, sentence strips, index cards, and color coding of information

according to topics


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English Language Arts 8 - Nova Scotia

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