View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).
| (a) |
View, listen to, read, and respond to a variety of visual, multimedia (including digital), oral, and print texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway). |
| (b) |
Demonstrate comprehension of a variety of visual, oral, print, and multimedia (including digital) texts by: understanding the ideas: Clearly, completely, and accurately summarize and explain the ideas and implicit and explicit messages (including setting, main characters, conflicts, events) in texts; cite details that support the main ideas; make logical inferences; interpret obvious themes or author's message logically. understanding, using, and analyzing the text structures and (language) features of texts to construct meaning: Use key text features (e.g., headings, diagrams, paragraphs); recognize organizational patterns (e.g., text structure) and structural cues within texts (e.g., transition words); recognize rhetorical techniques and craft of texts (e.g., hyperbole, parallelism, colour, repetition); identify how texts were constructed, shaped, and produced. responding to and interpreting texts: Make, explain, and justify reactions and personal connections to texts; give opinions and make judgements supported by reasons, explanations, and evidence; make judgements and draw conclusions about ideas on the basis of evidence; make logical interpretations of the author's message; make and support inferences about characters' feelings, motivations, and point of view; organize response and interpretation around several clear ideas or premises. |
| (c) |
Explain the motivation of the characters in literary texts, providing evidence from each text. |
| (d) |
Identify and describe techniques used to create mood in visual, oral, written, and multimedia (including digital) texts. |
| (e) |
Explain preferences for various texts, genres, or specific authors. |
| (f) |
Identify and explain connections between new ideas and information and previous beliefs, values, and experiences. |
| (g) |
Identify stereotyping in what is seen, heard, and read and begin to recognize its negative impact on individuals and society. |
| (h) |
Identify techniques used to create particular effects or portray various people and cultures. |
| (i) |
Discuss how similar ideas, people, experiences, and traditions are conveyed in a variety of oral, print, and other texts. |
| (j) |
Consider how text has contributed to understanding of self and others (e.g., cultural groups). |
| (k) |
Describe and give examples to explain personal criteria for assessing and responding to what is viewed, heard, or read. |
| (l) |
Evaluate the content, quality, organization, and presentation of a text. |
| (m) |
Produce response journals and use interactive websites such as web logs ("blogs" for short) that serve as journals. |
| (n) |
Describe the purpose of specific texts and explain how their key features aid understanding. |
- The Secret Path (animated film)
This document will assist individuals and communities to engage in meaningful discussions and actions to respond to the experiences, perspectives and needs of students and families who are gender and/or sexually diverse (GSD).
Content includes:
- Gender and Sexual Diversity
- First Nations and Métis Ways of Knowing
- Assumptions, Privilege and Oppression
- Comprehensive School Community Health (CSCH)
- CSCH Approach to Creating Inclusive Schools