ELA 9 Student Friendly Outcomes, “I can …”

General Outcome 1 – I can listen, speak, read, write, view, and represent to explore my own thoughts, ideas, feelings, and experiences.

I can talk with others and share, develop and explain my own opinions of points of view after experiencing a media text. Suggested Reading: On The Sidewalk Bleeding, The Most Dangerous Game, The Pigman) Activities include: Initial journal entries – Read – Revisit Journal Entries, Comprehension Questions, Letter writing, Character Sketch, Artwork.

I can explore and explain how relationships with others affect personal understandings. Students will re-write narrative work from third person to first person. Students will share and modify original text in a group situation.

I can extend understanding by taking different points of view when rereading and critically thinking about a variety of texts.

I can develop and extend understanding by expressing and responding in a variety of ways. (Written work, oral presentation)

I can explain personal choices for texts and genres by particular writers, artists, storytellers and filmmakers.

I can think about my goals and change them based upon my capabilities in language learning.

I can join my own ideas and interpretations with new understandings which come from discussing and experiencing text.

I can look closely at and reexamine ideas and information and situations from different points of view to find patterns and see relationships.

I can evaluate whether new information expands understanding by considering different opinions and exploring things that are not clear.

General Outcome 2 – I can listen, speak, read, write, view, and represent to understand and respond (personally and critically) to oral, print, and other media texts.

I can talk about how understandings of the same text might be different, because of what we know and where we come from.

I can use things I’ve read before, personal experience and things I already know as a beginning for thinking about and interpreting ideas encountered in texts.

I can identify things that are directly or indirectly stated in text; listen and respond to various interpretations of the same text.

I can adjust my reading rate (skim, scan, or read slowly) and strategies to help my understanding of the passage which is less connected to what I know, my background and personal experiences.

I can preview difficult texts and understand their purpose, content and structure and use this information to set a goal and select strategies for reading.

I can use knowledge of visual and textual cues and structural features when skimming various print and other media texts to locate relevant information effectively and efficiently.

I can think about and talk about how the structural features of informational materials, such as textbooks, bibliographies, databases, catalogues, web sites, commercials and newscasts, improve the understanding of communication.

I can apply and explain the best methods for identifying and comprehending words in context; change methods according to the purpose for reading and the difficulty of the texts.

I can use reference materials, including a writer’s handbook, to check correct usage, look at uncertainties and solve problems that come up.

I can experience oral, print and other media texts from a variety of cultural traditions and genres, such as essays, broadcast advertisements, novels, poetry, documentaries, films, electronic magazines and realistic fiction.

I can find and talk about how timeless themes are developed in a variety of oral, print and other media texts.

I can consider what was happening in history when developing my own points of view or interpretations of oral, print and other media texts.

I can compare and contrast my own life situation with themes of oral, print and other media texts.

I can create a variety of projects to explain themes found in oral, print or other media texts in different forms or genres.

I can consider someone else’s ideas about oral, print and other media text, and look back to the texts for supporting or contradicting evidence.

I can look closely at how the choices and reasons why characters do things in oral, print and other media texts provide new meaning into those of self and others.

I can find and talk about the author’s intended message and point of view in oral, print and other media texts.

I can talk about and explain various ideas and opinions of the same oral, print or media text.

I can connect with the author’s message, emotions and experiences in oral, print and other media texts to issues of personal interest or importance.

I can discuss how techniques, such as irony, symbolism, perspective and balance, communicate meaning and enhance effect in oral, print and other media texts.

I can discuss character development in terms of consistency of behaviour and possibility of change.

I can describe how theme, dominant impression and mood are developed and sustained through choices in language use and how the plot, setting and character work together.

I can locate features that define certain oral, print and other media texts; discuss differences in style and their effects on content and audience impression.

I can explain why the features of a variety of texts indicate what they are for.

I can evaluate the effectiveness of different types of media texts for presenting ideas and information.

I can compare the development of character, plot and theme in two oral print or other media texts.

I can evaluate the effectiveness of oral print and other media texts, considering the believability of plot and setting, the credibility of characters, and development and resolution of conflict.

I can compare a main character in one text to the main character in another text from a different time period, genre or form that it takes.

I can identify ways that a change in narrator might affect the overall meaning of oral, print and other media texts.


I can summarize the content of media texts, and suggest different ways to change text.

I can look closely at creative uses of language and visuals in popular culture, such as advertisements, electronic magazines and the Internet; recognize how imagery and figurative language, such as metaphor, create a dominant impression, mood and tone.

I can make overall statements based upon my own experience to create oral, print and other media texts on a theme.

I can create oral, print and other media text on common literary themes.

I can create oral, print and other media text that connect plot, setting and character, and show the significance of the action.

I can create oral, print and other media text that include main and minor characters, and show how the main character develops and changes as a result of action and events.

General Outcome 3 – I can listen, speak, read, write, view, and represent to manage ideas and information.

I can put together ideas and information from a variety of sources to develop my own opinions, points of view and general impressions.

I can evaluate the level of acceptance, accuracy, detail and appropriateness of oral, print and other media texts to support or further develop arguments, opinions or points of view.

I can select types and sources of information to achieve an effective balance between researched information and own ideas.

I can select information sources that will provide an opposite point of view or unique perspectives.

I can gather information which has multiple perspectives from a variety of sources when conducting research.

I can expand and use a variety of tools and text features, such as organizational patterns of texts, page layouts, font styles and sizes, colour and voice-overs, to access information.

I can point out primary and secondary sources, and determine the usefulness of each for research purposes.

I can follow up on cited references to locate additional information.

I can evaluate sources and ask myself: Are they current, reliable, or have a possible bias in the information for a particular research project?

I can organize ideas and information by making and choosing the best categories and organizational structures. (charts, tables, diagrams)

I can support all sections of a project by making sure that all key ideas are connected throughout.

I can make my work clearer by relating all key ideas to the overall project.

I can use own words to summarize and record information in a variety of forms; paraphrase and/or quote relevant facts and opinions; reference sources.

I can select and record ideas and information that will support an opinion or point of view, appeal to the audience, and suit the tone and length of the chosen form of oral, print or other media text.

I can choose specific vocabulary, and use the grammar rules accurately and effectively to enhance my writing.

I can evaluate information and ask myself. Is it useful, relevant and complete? Do I have enough information for each topic?

I can think about my new understanding and its importance to myself and others.

I can present ideas and information in many different ways. (print and other media texts, such as media scripts, multimedia presentations, panel discussions and articles.)

I can put in the correct visual, print and/or other media to support an impression or point of view which will engage the audience.

I can think about on the research process, identifying areas of strength and ways to improve further research activities.

General Outcome 4 – I can listen, speak, read, write, view, and represent to make my writing more clear and interesting to my readers.

I can share a variety of presentations of a topic with peers, and ask for feedback on the effectiveness of each.

I can cooperate with others in a group to make corrections based on feedback provided by peers.

I can revise introductions, consistent points of view, effective transitions between ideas and appropriate conclusions to make sure it is my best writing.

I can revise and improve transitions between ideas which will keep my writing organized.

I can revise to put together dialogue, description and explanations effectively.

I can develop personal handwriting styles appropriate for a variety of purposes.

I can identify and experiment with the text’s layout to enhance its presentation.

I can tell the difference between the denotative (negative) and connotative (positive) meaning of words and discuss effectiveness for achieving purpose and affecting audience.

I can explore the origin and use of words, phrases and jargon(language from occupations), including variations in language, accent and dialect(regional differences) in Canadian communities and regions.

I can experiment with the character’s language and parts of a story to send the message about the geographical location that represents its people.

I can identify and use parallel structure in my own writing. (Eg. Same endings in a list of verbs)

I can improve my communication by using related ideas, ideas from greatest to least importance, and the pairing of a noun and a proper noun in writing)

I can use different ways to make transitions work well between sentences and paragraphs in own writing.

On my own I can choose appropriate editing and proofreading strategies to correct spellings in my own writing.

I know when to pay attention to specific troublesome words and correct them.

I can locate and choose the best spelling of words for an interesting title, caption or slogan for an audience. (Puns, Homonyms, Homophones)

I can use quotation marks to distinguish words being discussed in own writing.

I can use dashes to show sentence breaks or interrupted speech, where appropriate in own writing.

I know the rules for punctuation can be different, and can change punctuation use for effect in own writing.

I can select, organize and present information to have others connect their own interests and personal experience.

I can choose appropriate types of proof and methods to clear up confusion about ideas and information to persuade readers and audience to see my view.

I can use several types of media throughout my presentation which improves its appeal, accuracy and persuasiveness.

When I watch and listen, I can understand how the speaker thinks about a topic and evaluate the truthfulness of what they are saying and the evidence they use.

When I watch and listen, I can provide feedback that encourages the presenter and audience to consider other ideas and additional information.

General Outcome 5 – I can listen, speak, read, write, view, and represent to respect, support, and collaborate with my classmates.

I can recognize how personal experiences, cultural traditions and Canadian ideas are presented in oral, print and other media texts.

In a group I can take responsibility for developing and sharing a variety of different media and allow others to share their findings in a respectful manner.

In a group I can look closely at how a variety of media reflect the traditions, beliefs and technologies of different cultures, communities or periods in history.

In a group I can explore and experiment with various ways to express and honor different people and events.

In a group I can create or use a variety of media that are respectful or people, opinions, communities and cultures.

I can add to my group’s efforts to reach agreement or conclusions, by participating in conversation to understand the ideas and viewpoints of others.

I can discuss and choose ways to best use my group members’ abilities and interests to achieve a group goal.

I can generate and access ideas in a group, and use a variety of methods to focus and clarify topics for research or investigations.

In a group I can share responsibility for the completion of team projects by setting a goal and using a plan for solving problems in a timely manner to complete the project on time.

I can set up and use criteria to evaluate group work and personal efforts which will allow me to set goals and make plans for improvement.