General Learning Expectation: Students independently and collaboratively read
and view a ... complicated as my friendship with Cass,” “Brian‟s sonnet shed.
ENGLISH LANGUAGE ARTS 11
Aboriginal Learning Outcomes
MINISTRY OF EDUCATION 2007
English Language Arts Grade 11 Reading and Viewing General Learning Expectation: Students independently and collaboratively read and view a variety of grade-appropriate literary, information, persuasive, and visual texts, with increasing complexity and subtlety (e.g., opinion-based material, advertising). Students read for enjoyment and to increase fluency.
Prescribed Learning Outcomes It is expected that students will: B1 read, both collaboratively and independently, to comprehend a wide variety of literary texts, including - literature reflecting a variety of times, places, and perspectives - literature reflecting a variety of prose forms - poetry in a variety of forms - significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels) - traditional forms from Aboriginal and other cultures - student-generated material
Suggested Achievement Indicators The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome. For further information, see the BC Performance Standards for Reading. By the end of Grade 11, students who have fully met the Prescribed Learning Outcome are able to: identify how elements of prose forms (e.g., setting, plot, character, tone, and theme) influence each other (e.g., elements of setting develop atmosphere, plot events contribute to theme, surprise ending may contribute to tone) identify how elements of poetry (imagery, sound devices, figurative language, tone, form, rhythm) contribute to the construction of meaning (e.g., how an image of a flaming match can suggest immediacy of desire, how the structure of the sonnet underscores the theme) make and explain inferences about the text (e.g., “John‟s wife doesn‟t recognize until too late what a fine husband he is,” “Ishmael‟s need for secrecy results in many others being unjustly implicated in the murder investigation.”) offer relevant insights regarding the text and/or author (e.g., “Sinclair Ross‟s view of human nature is very bleak,” “Robert Bly suggests that in a world of chaos and danger children provide us with solace and hope.”) make and support connections between the text and personal experience (e.g., “Torvald‟s protective attitude toward Norah is as complicated as my friendship with Cass,” “Brian‟s sonnet shed light on my attitude toward death.”) make and support connections to other texts (e.g., “Lady Macbeth is even more evil than Miss Strangeworth,” “The nature imagery in Frost‟s poem is romantic and comforting while Whitman‟s is realistic and menacing.”) explain how poetic devices help to create meaning (e.g., “The sound devices used in Hopkins‟ „Spring‟ help create the feeling of new growth and possibility. In line five...”) make reasoned judgments about aspects of the text and/or the text as a whole (e.g., “The characters of Obasan are more conflicted than those in The Jade Peony, but both novels shed light on the immigrant experience,” “Patrick Lane’s use of colloquial language enhances the realism of his poetry.”)
