Creation Mythologies: Greek & First Nations

Learning Outcomes:

Outcome: CR8.4

View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text. 

1. Demonstrate the behaviours of an effective and active viewer including formulating questions before viewing; viewing attentively; relating text to self, text to other texts, and text to world; recognizing main ideas and underlying messages and values; recognizing how images and other elements (e.g., data displays) are capturing and holding attention; identifying the impact the text is having on self; reflecting and reviewing in light of purpose.
2. Demonstrate ability to navigate and process information when viewing websites, films, videos, and presentations.
3. Identify the different techniques (including data displays) used in different media works (including digital) to impact viewers.
4. Identify creative uses of language in visual and multimedia texts including those associated with popular culture (e.g., animation, video, computer games).
5. Compare how various forms of media (e.g., newspaper, radio, TV, and Internet) cover the same topic.
6. Compare various styles of data displays for clarity and effectiveness.
7. Evaluate the overall effectiveness and impact of a range of individual visual and multimedia texts (including digital texts).

Outcome: CR8.6

Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to evaluate the purpose, message, point of view, craft, values, and biases, stereotypes, or prejudices. 

1. Demonstrate the behaviours of an effective and active reader including previewing text, anticipating author’s message, reading with purpose in mind, recognizing main ideas and relevant details for purpose, making jot notes to assist recall, considering author’s reasoning for creating text, analyzing and evaluating ideas and craft as one reads, and recognizing underlying biases, stereotypes, or prejudices in text.
2. Demonstrate an understanding of the main ideas, events, or themes of a variety of novels, stories, poetry, and other oral, print, and electronic media.
3. Interpret and report on information obtained from more than one source to inform others.
4. Use various forms of note making (e.g., lists, summaries, observations, descriptions) appropriate to purpose and situation.
5. Demonstrate the ability to comprehend and use everyday texts (e.g., directions, schedules, brochures) and make judgements about purpose and importance.
6. Utilize note making and outlining as learning tools.
7. Show understanding that the author’s experience, background, and culture influenced the treatment of theme.
8. Identify with and develop an understanding of the characters the author has created from what they say and do and from what other characters and the narrator say about them.
9. Select, independently, texts that address learning needs and interests.

Outcome: CC8.1

Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One’s Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points). 

1. Create a variety of texts (i.e., oral presentations, written and other compositions) that represent experiences, ideas, and information about identity, social responsibility, and efficacy with clarity, correctness, and variety.
2. Create speeches, writing, and other representations that feature the following qualities:
   Message Content or Ideas (Meaning):Focuses on main ideas and information; provides relevant details, examples, and explanations; is accurate, complete, and uses own words; shows some individuality or originality in literary texts; contains ideas and images that create an impact.
   Organization and Coherence (Form):Introduces the topic and purpose; provides some context; sticks to the topic; is easy to follow with related ideas grouped together and sequenced logically; uses appropriate connecting words; creates a logical ending; includes appropriate and required text features (e.g., titles, headings, diagrams, illustrations), correctly constructed.
   Language Conventions (Style and Language Choices):Uses clear purpose and language; shows a good sense of audience; contains description and variety in diction; contains a variety of sentence lengths and varied sentence beginnings; demonstrates the use of several different conjunctions; formulates complete, simple, compound, and complex sentences correctly (avoiding run-ons and fragments); applies the conventions of oral and written language, including correct spelling, correct punctuation (including use of colon, dash, and hyphen), uses legible cursive handwriting and clear representations which are visually accurate, legible, and neatly presented.
3. Represent, articulate, and explain personal viewpoints clearly.
4. Summarize main ideas discussed and conclusions drawn, encourage others to contribute, disagree courteously/sensitively, answer others’ questions clearly and politely, and add to others’ ideas
5. Participate in group inquiry related to the themes and issues being studied in English language arts:

Outcome: CC8.5

Create and present a variety of visual and multimedia presentations including an illustrated report, a role play that ends with a tableau, a dramatization, presentation software, a newscast with adequate detail, clarity, and organization to explain (e.g., an important concept), to persuade (e.g., an opinion on an issue, a mini-debate), and to entertain (e.g., a humourous incident). 

1. Explore ideas and express understanding using various forms of representing (e.g., storyboarding, illustrating, role playing, e-mailing, preparing a concept map).
2. Choose appropriate medium/media to fully explore and extend ideas.
3. Choose appropriate technology (including digital) to represent understanding and enhance communication.
4. Design graphic organizers to demonstrate understanding of ideas and information.
5. Use visuals (e.g., data displays) and other techniques to portray key ideas.
6. Consider ways to enhance clarity and impact of representations.
7. Integrate various forms of representing (e.g., music, audio tape, graphic organizer, diagram) to express understanding and to enhance oral and written communications.
8. Experiment with representing in a variety of familiar and unfamiliar forms (e.g., presentation software, dramatization, illustrated report).
9. Use more than one type of media in a presentation.

Outcome: CC8.8

Write to describe a landscape scene; to narrate a personal story or anecdote and a historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review. 

1. Demonstrate the ability to write effective, coherent multi-paragraph (minimum of 5 paragraphs) narrative, descriptive, expository, and persuasive essays of at least 500 to 800 words using appropriate before, during, and after strategies.
2. Create narrativetexts (e.g., story, anecdote, historical narrative) as follows
   • establish a context, plot, and point of view
   • use a range of narrative devices (e.g., dialogue, tension, suspense)
   • make the narrative engaging
   • develop character
   • develop it systematically leading to a climax or conclusion.
3. Create expository, informational, and proceduraltexts (e.g., presentation of findings, a biography, a documented research report, a résumé and covering letter) as follows:
   • pose relevant questions to limit scope of presentation
   • introduce the purpose, and define a thesis
   • develop topic with important facts, details, examples, and explanations from multiple authoritative sources
   • include several paragraphs or sections organized in logical sequences
   • use transitions
   • organize and display information on charts, maps, and graphs
   • offer conclusion(s).
4. Create descriptivetexts (e.g., a landscape scene) as follows:
   • present a clear and colourful picture of the place
   • include sensory details and vivid words
   • use a logical order (e.g., near to far).
5. Create persuasivetexts (e.g., mini-debate, a review) as follows:
   • include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgement)
   • provide support by reasons, explanations, and evidence
   • support opinion with examples from text
   • present a clear organization.
6. Compose originaltexts (e.g., lyrical and narrative poems, letters, scripts, humourous instructions) using a variety of different literary techniques (e.g., imagery, dialogue, figurative language).

Outcome: AR8.1

Use information gathered in self-assessment and teacher’s assessment to develop and work on goals for improving viewing, listening, reading, representing, speaking, and writing. 

1. Evaluate the quality of own contributions to group process, and set goals and plans for development.
2. Develop and use criteria for evaluating self, goals, and projects.
3. Appraise own and others’ work to determine the appropriateness of resource choices, language use, organization, and communication forms.
4. Assess own and others’ work for clarity, correctness, and variety.
5. Reflect on and assess viewing, listening, and reading experiences and the strategies selected; use relevant criteria to assess viewing, listening, and reading activities; and set goals for each.
6. Contribute to and use criteria to self-assess and set goals.
7. Identify and analyze effectiveness of a variety of language strategies and competency level of self as a representer, speaker, and writer.
8. Collect materials for a portfolio or e-portfolio that reflect language achievement in relation to career choices.

Outcome: AR8.2

Appraise own and others’ work for clarity, correctness, and variety. 

1. Evaluate the quality of own contributions to group process, and set goals and plans for development.
2. Develop and use criteria for evaluating self, goals, and projects.
3. Appraise own and others’ work to determine the appropriateness of resource choices, language use, organization, and communication forms.
4. Assess own and others’ work for clarity, correctness, and variety.
5. Reflect on and assess viewing, listening, and reading experiences and the strategies selected; use relevant criteria to assess viewing, listening, and reading activities; and set goals for each.
6. Contribute to and use criteria to self-assess and set goals.
7. Identify and analyze effectiveness of a variety of language strategies and competency level of self as a representer, speaker, and writer.
8. Collect materials for a portfolio or e-portfolio that reflect language achievement in relation to career choices.