ELA 9 Student Friendly Outcomes, “How do I …”

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

How do I talk with others, 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.

How do I 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.

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

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

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

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

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

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

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

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

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

How do I 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.

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

How do I 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.

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

How do I 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.

How do I 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.

How do I 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.

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

How do I 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.

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

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

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

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

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

How do I 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.

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

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

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

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

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

How do I 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.

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

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

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

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

How do I 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.

How do I 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.

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


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

How do I 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.

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

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

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

How do I 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 – How do I listen, speak, read, write, view, and represent to manage ideas and information.

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

How do I 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.

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

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

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

How do I 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.

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

How do I follow up on cited references to locate additional information.

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

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

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

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

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

How do I 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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How do I 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.

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

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

How do I 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)

How do I use a variety of strategies to make effective transitions between sentences and paragraphs in own writing.

How do I demonstrate the deliberate, conscientious and independent application of a variety of editing and proofreading strategies to confirm spellings in own writing.

How do I identify situations in which careful attention to correct spelling is especially important.

How do I identify and use variant spellings for particular effects, depending on audience, purpose, content and context.

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

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

I know the rules for punctuation can vary, and adjust punctuation use for effect in own writing.

How do I select, organize and present information to appeal to the interests and background knowledge of various readers or audiences.

How do I choose appropriate types of evidence and strategies to clarify ideas and information, and to convince various readers and audiences.

How do I integrate a variety of media and display techniques, as appropriate, to enhance the appeal, accuracy and persuasiveness of presentations.

How do I follow the train of thought, and evaluate the credibility of the presenter and the evidence provided.

How do I provide feedback that encourages the presenter and audience to consider other ideas and additional information.

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

How do I examine how personal experiences, cultural traditions and Canadian perspectives are presented in oral, print and other media texts.

How do I take responsibility for developing and sharing oral, print and other media texts and for responding respectfully to the texts of others.

How do I analyze how oral, print and other media texts reflect the traditions, beliefs and technologies of different cultures, communities or periods in history.

How do I explore and experiment with various ways in which the language arts are used across cultures, age groups and genders and to honour and celebrate people and events.

How do I create or use oral, print and other media texts in ways that are respectful or people, opinions, communities and cultures.

How do I contribute to group efforts to reach consensus or conclusions, by engaging in dialogue to understand ideas and viewpoint of others.

How do I discuss and choose ways to coordinate the abilities and interest of individual group members to achieve group goals.

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

How do I share responsibility for the completion of team projects by establishing clear purpose and procedures for solving problems, monitoring progress to meet stated objectives.

How do I establish and use criteria to evaluate group process and personal contributions; set goals and make plans for improvement.