Viewpoints and Reference Points Teacher Resource 11 Alberta Edition Curriculum Correlation Chart

Transcription

1 Viewpoints and Reference Teacher Resource 11 Alberta Edition Curriculum Correlation Chart 2001 Pearson Education Canada Inc.

2 General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 Discover possibilities Form tentative understandings, interpretations and positions refine strategies used to form tentative understandings, interpretations, and positions [for example, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognize that texts may be inaccurate, misleading or ambiguous] form tentative understandings and interpretations of works of literature and tentative positions on issues communicated by texts, and assess their potential by connecting own and others explorations and by exploring additional aspects of these texts Brother Dear, p. 34, #3; The Address, p. 41, #3; A Television Drama, p. 152, #1; Job of an Apple, p. 274, #1; Sense and Sensibility, p. 483, # Experiment with language, image and structure experiment with language, image and structure; and describe the different effects of such experiments on content, purpose and audience My Last Duchess, p. 227, #1; Flower of Waves, p. 251, #1; Horse-Fly Blue, p. 267, #2; Where Do You Get Your Ideas From? p. 357, #1; Non- Fiction Wrap-Up, p. 443, #1, #6 The Shivering Tree, #2; Brother Dear, #5; Silver Mine, Cobalt, #6; Boys and Girls, #1; SOS, #1; Holy Sonnet 10, #1; Ode to Autumn, #1; Lake Isle of Innisfree, #1; Beautiful Summer, #1; Horse-Fly Blue, #1; Bear on the Delhi Road, #1; Mother and Child, #1; Sonnet, #1; Surf s Up, #1; Some Paws for Concern, #1; Life of a Sportswriter, #1; Henry V, #1 Shivering Tree, #1; Learning the Language, #1; The Address, #1; Silver Mine, Cobalt, #1; Ramu and Rani, #1; Handful of Dates, #1; Companions Past and Present, #1; Love Must Not Be Forgotten, #2; The Pedestrian, #1; Gentlemen of the Jungle, #1; Do Seek Their Meat from God, #1; SOS, #1; Elegy on the Death of a Mad Dog, #1; Sometimes My Body Leaves Me, #1; In Progress, #1; My Last Duchess, #1; The Tables Turned, #1; Lake Isle of Innisfree, #1; Falling Song, #1; My Song, #2; Poetry, #1; In the Morning, #1; Narrow Fellow in the Grass, #1; The Titanic, #2; Bear on the Delhi Road, #1; Mother, #2; Macavity, #1; Sonnet, #1; In a Remote Korean Village, #1; Canadian Pioneers, #1; Reaction Interaction, #1; Marilyn Bell, #1; William Golding, #1; Fear of Science, #3; Engineered Food, #1; On Boy Trouble, #1 Shivering Tree, #4; Learning the Language, #3; Ramu and Rani, #2; The Storyteller, #1; SOS, #1; In Progress, #3; Ode to Autumn, #1; You Walked Gently Towards Me, #1, #6; Untitled (Vancouver), #1; Up, #1; Flower of Waves, #3; Profile of Africa, #4; In the Morning, #2, #6; Bear on the Delhi Road, #4; Mother and Child, #2; Mother, #2; Macavity, #4; Neighbour, #4, #6; My Old Newcastle, #6; Wrong Ism, #1; On Veterans, #4, #5; William Golding, #1; e-phobia? #1; Henry V, #1 pp. 6 7; 25 26; pp. 6 7; pp ;

3 use a variety of internal and external resources to explore ideas, observations, opinions, experiences and emotions [for example, stream-ofconsciousness writing and open discussion] 1.2 Extend awareness Consider new perspectives reflect on and describe personal responses to new perspectives; appraise whether such responses contribute to or inhibit personal awareness and understanding, and identify influences that have contributed to such responses; select appropriate strategies to extend awareness and understanding, and monitor their effectiveness; and modify selected strategies as needed Ramu and Rani, p. 85, #1; Falling Song, #2; Wrong Ism, p. 347, #1, Victory! p. 367, #3; e-phobia? p. 438, #1 SOS, p. 218, #1; The Tables Turned, p. 234, #1; My Song, p. 242, #1; Horse-Fly Blue, p. 267, #1; On Veterans, p. 380, #1 Shivering Tree, #6; Learning the Language, #6; Silver Mine, Cobalt, #3; Lamp at Noon, #1; The Charmer, #1; Handful of Dates, #2, #5; The Storyteller, #1; Sunday in the Park, #1; Gentlemen of the Jungle, #1; Elegy on the Death of a Mad Dog, #1; Sometimes My Body Leaves Me, #1; In Progress, #1; My Last Duchess, #1; Up, #1; Flower of Waves, #1; Ode to My Socks, #1; History Lesson, #2; Schooner, #2, #5; Mother, #3; My Old Newcastle, #6; The Open Car, #1; Wrong Ism, #1; Off to War, #2; How to Turn a Closed-Down Nuclear Reactor, #1; Engineered Food, #1; Reflections of Girls in the Media, #1; On Boy Trouble, #1; Life of a Sportswriter, #1; Henry V, #1; Shakespearean Baseball Game, #1; King Kong, #1; Sense and Sensibility, #1 Silver Mine, Cobalt, #1; Love Must Not Be Forgotten, #2; The Storyteller, #1; Sunday in the Park, #2; Gentlemen of the Jungle, #2; SOS, #1; Elegy on the Death of a Mad Dog, #1; Sometimes My Body Leaves Me, #2; In Progress, #1, #6; The Tables Turned, #1; Lake Isle of Innisfree, #1; You Walked Gently Towards Me, #1; Up, #1; Horse-Fly Blue, #2; Out, Out-, p. 148, #2, #5; Job of an Apple, #1; Schooner, #6; Mother and Child, #1; Mother, #1; Macavity, #1; Sonnet, #1; Remote Korean Village, #3; Neighbour, #1, #2; Canadian Pioneers, #1; Reaction Interaction, #1; Cartography of Myself, #1; Albert Einstein, #1, #2; Where the World Began, #1; Wrong Ism, #1; Victory! #2; On Veterans, #4; How to Turn a Closed-Down Nuclear Reactor, #1; Fear of Science, #2; Living Languages, Lasting Cultures, #1; On Boy Trouble, #1; Life of a Sportswriter, #2; Shakespearean Baseball Game, #1, #2; King Kong, #5; Sense and Sensibility, #2; Ignoble Knight, #1; Survival in the South, #2 pp ; pp

4 compare own ideas, perspectives and interpretations with those of others, through a variety of means [such as pro-con charts, alternative Internet search engines, comparison tables, plus-minus-interesting (PMI) charts, think-pair-share, and discussion groups on the Internet], to expand perceptions and understandings when exploring and responding to texts Brother Dear, p. 34, #3; Fire Down on the Labrador, p. 61, #1; Walk to the Jetty, p. 99, #3; The Charmer, p. 108, #1; Elegy on the Death of a Mad Dog, p. 218, #1; The Profile of Africa, p. 261, #1; In the Morning, p. 266, #1; Horse-Fly Blue, p. 267, #1; Schooner, p. 284, #1; In a Remote Korean Village, p. 301, #1; Cartography of Myself, p. 323, #1; Marilyn Bell, p. 365, #1; Victory! p. 367, #1; Off to War, p. 375, #1; On Veterans, p. 380, #1; Some Paws for Concern, p. 430, #1; Sustainable Development Information System, p. 436, #1; Non-Fiction Wrap- Up, p. 443, # Express preferences, and expand interests reflect on and describe personal text preferences, and identify influences that have contributed to the formation of these preferences; identify and describe strategies that may be used to expand interests in texts and text creators; select appropriate strategies to expand such interests, and monitor their effectiveness; modify selected strategies as needed Fire Down on the Labrador, p. 61, #1; Ode to Autumn, p. 234, #1; In the Morning, p. 266, #1; Untitled (Vancouver), p. 245, #2; Animation 101, p. 384, #2; e- phobia? p. 438, #2; Life of a Sports, p. 440, #1 Shivering Tree, #5; Silver Mine, Cobalt, #1; Fire Down on the Labrador, #6; The Charmer, #3; Companions Past and Present, #6; The Storyteller, #1; Gentlemen of the Jungle, #1; Initiation, #1; SOS, #2, #3; Elegy on the Death of a Mad Dog, #1, #5; Sometimes My Body Leaves Me, #1, #2, #3; In Progress, #1; Holy Sonnet 10, #1; My Last Duchess, #1; The Tables Turned, #2, #3; My Song, #1; Poetry, #1; History Lesson, #1, #2; Schooner, #2, #6; The Titanic, #2; Mother and Child, #1; Mother, #3; Remote Korean Village, #3; Neighbour, #2; Reaction Interaction, #1; Cartography of Myself, #1; Albert Einstein, #1, #2; Wrong Ism, #1; Where Do You Get Your Ideas From? #1; Victory! #1, #4; Off to War, #2; On Veterans, #4; Animation 101, #2; William Golding, #3; Surf s Up, #1; How to Turn a Closed-Down Nuclear Reactor, #1; The Talking Mace, #1; Sustainable Development Information System, #3; e-phobia? #4; Life of a Sportswriter, #1, #3; Henry V, #1; Branta Canadensis, #1, #2; King Kong, #1; Ignoble Knight, #1; Survival in the South, #5 Silver Mine, Cobalt, #1; Fire Down on the Labrador, #1; The Storyteller, #1; My Last Duchess, #1; The Tables Turned, #1; Ode to Autumn, #1; My Song, #1; Out, Out-, #1; Job of an Apple, #1; Mother and Child, #2; Macavity, #1; Reaction Interaction, #1; Cartography of Myself, #6; Surf s Up, #1; Living Languages, Lasting Cultures, #1; Henry V, #3; Shakespearean Baseball Game, #2 pp

5 expand interests in a range of genres and a variety of texts and text creators, and explain how the content and style of various texts appeal to audiences with particular interests and preferences Short Fiction Wrap-Up, p. 209, #2; Living Languages, Lasting Cultures, p. 422, #1; Some Paws for Concern, p. 430, # Set personal goals for language growth appraise own strengths and weaknesses as a language user; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth as a language user set goals, and employ strategies for language growth in relation to formal and informal personal communications and community involvement Fire Down on the Labrador, #6; The Pedestrian, #1; Untitled (Vancouver), #3; Flower of Waves, #1; In the Morning, #1; Out, Out-, #1; Mother and Child, #1, #2; Sonnet, #3, #5; Remote Korean Village, #5; Cartography of Myself, #6; Albert Einstein, #1; Victory! #4; Japanese Air and Submarine Attack, #1; On Veterans, #6; Animation 101, #1; Surf s Up, #1; How to Turn a Closed-Down Nuclear Reactor, #1; Fear of Science, #1; Engineered Food, #1; Living Languages, Lasting Cultures, #5; Shakespearean Baseball Game, #1; Ignoble Knight, #1 Silver Mine, Cobalt, #2; Fire Down on the Labrador, #6; Lamp at Noon, #1; The Charmer, #2; Handful of Dates, #3; A Television Drama, #1; The Storyteller, #2; Sunday in the Park, #2; Do Seek Their Meat from God, #1; In Progress, #2; The Tables Turned, #5; Ode to Autumn, #5; Up, #5; Poetry, #2; Ode to My Socks, #3; In the Morning, #3, #6; Narrow Fellow in the Grass, #2; Remote Korean Village, #4; Neighbour, #1; Cartography of Myself, #6; Albert Einstein, #1; The Open Car, #1; Where Do You Get Your Ideas From? #2; Victory! #4; Japanese Air and Submarine Attack, #1; Animation 101, #3; William Golding, #3; Engineered Food, #6; Living Languages, Lasting Cultures, #5; Henry V, #1; Shakespearean Baseball Game, #6; Sense and Sensibility, #6; Survival in the South, #3 Shivering Tree, #6; Lamp at Noon, #1; Handful of Dates, #2; Companions Past and Present, #3; A Television Drama, #1; The Storyteller, #2; Do Seek Their Meat from God, #1; Ode to Autumn, #5; Up, #3; Out, Out-, #6; Mother, #6; Remote Korean Village, #4; Cartography of Myself, #6; Albert Einstein, #1; The Open Car, #1; Wrong Ism, #3; Where Do You Get Your Ideas From? #2; Marilyn Bell, #5; Victory! #4; On Veterans, #6; Animation 101, #3; William Golding, #3; Engineered Food, #6; The Talking Mace, #3; Living Languages, Lasting Cultures, #5; e- phobia? #6 pp pp ; pp

6 English 20-1 General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and comprehend and respond personally, critically and creatively. 2.1 Construct meaning from text and context Discern and analyze content explain the text creator s purpose and analyze the target audience analyze aspects of a text that suggest the nature of the communication situation within which the text has been created [for example, elements that suggest whether a text creator is communicating as an individual or as a representative of a particular group], and analyze the milieu from which the text arose analyze and describe the interplay between a text and its context Gentlemen of the Jungle, p. 188, #1; Up, p. 250, #1; Albert Einstein, p. 325, #1; Victory! p. 367, #2; Garbage 101, p. 399, #1; Fear of Science, p. 404, #1; Sustainable Development Information System, p. 436, #1 Holy Sonnet 10, p. 226, #1; My Song, p. 242, #1; Living Languages, Lasting Cultures, p. 422, #2; King Kong, p. 473, #1 Learning the Language, p. 24, #1; Untitled (Vancouver), p. 245, #2; Non- Fiction Wrap-Up, p. 443, #6 Silver Mine, Cobalt, #5; Companions Past and Present, #2; Initiation, #2; Elegy on the Death of a Mad Dog, #1; My Song, #2; Macavity, #2; Sonnet, #1; Canadian Pioneers, #2; Reaction Interaction, #2, #3; Albert Einstein, #3; Marilyn Bell, #4; Animation 101, #1; Fear of Science, #1, #3; Engineered Food, #1; Life Needs Nourishing, #2; Some Paws for Concern, #3; Shakespearean Baseball Game, #1; Branta Canadensis, #2; King Kong, #4; Trifles, #1; Ignoble Knight, #2 Brother Dear, #2; Boys and Girls, #3; Companions Past and Present, #1, #2, #6; A Television Drama, #2; Elegy on the Death of a Mad Dog, #1; Up, #2; Schooner, #6; The Hidden Fence, #2; Japanese Air and Submarine Attack, #2; On Veterans, #1; William Golding, #3b; Fear of Science, #1; Ignoble Knight, #2 Fire Down on the Labrador, #4; Lamp at Noon, #6; Love Must Not Be Forgotten, #1; Gentlemen of the Jungle, #4; Falling Song, #1; Narrow Fellow in the Grass, #1; Macavity, #2; Canadian Pioneers, #4; Victory! #4; Off to War, #3; Ignoble Knight, #1; Survival in the South, #3 pp. 235; pp ; Understand and interpret content experiment with a variety of appropriate comprehension strategies [such as reading passages out loud, forming questions, making predictions, using context to determine the connotative meanings of words, using graphic organizers and making annotations] Short Fiction Wrap-Up, p. 209, #2; Poetry Wrap- Up, p. 303, #1; Where Do You Get Your Ideas From? p. 357, #2; Off to War, p. 375, #1 Boys and Girls, #3; Lamp at Noon, #1; A Television Drama, #1; The Storyteller, #2, #3; SOS, #1, #4; Sometimes My Body Leaves Me, #2; My Last Duchess, #1; Ode to Autumn, #1; My Song, #2; Poetry, #1; Flower of Waves, #2; Profile of Africa, #1; Job of an Apple, #1; Schooner, #5; The Titanic, #3; Albert Einstein, #3; Where the World Began, #1; The Open Car, #2; Where Do You Get Your Ideas From? #2; Marilyn Bell, #2; Japanese Air and Submarine Attack, #2; How to Turn a Closed-Down Nuclear Reactor, #1; Engineered Food, #1; Living Languages, Lasting Cultures, #1; Life Needs Nourishing, #2; On Boy Trouble, #2; Life of a Sportswriter, #2; Shakespearean Baseball Game, #6; Sense and Sensibility, #1 pp ; 22 23;

7 English refine and expand own repertoire of comprehension strategies analyze and describe the relationships between a text s controlling idea and its supporting ideas and supporting details describe the relationships among plot, setting, character, atmosphere and theme when studying a narrative compare the personality traits, roles, relationships, motivations, attitudes and values of characters developed/persons presented in literature and other texts identify archetypal qualities of characters, when appropriate describe a text creator s tone and register, and identify the moral and ethical stance communicated by a text, when appropriate Off to War, p. 375, #1 History Lesson, p. 260, #1; Mother, p. 294, #1; On Boy Trouble, p. 426, #1; Trifles, p. 500, #1 To Da-duh, p. 121, #1; The Pedestrian, p. 158, #1; Do Seek Their Meat from God, p. 197, #1; Sense and Sensibility, p. 483, #1 Ramu and Rani, p. 85, #3; The Charmer, p. 108, #2; To Da-duh, p. 121, #1; A Cap for Steve, p. 178, #1 The Profile of Africa, p. 261, #1; My Old Newcastle, p. 309, #2; Canadian Pioneers, p. 313, #1; Where the World Began, p. 333, #2; William Golding, p. 391, #2; Engineered Food, p. 408, #2 Learning the Language, #1; Boys and Girls, #1; A Television Drama, #1; The Pedestrian, #1; Do Seek Their Meat from God, #1; In Progress, #2; Holy Sonnet 10, #3; The Tables Turned, #4; Lake Isle of Innisfree, #3; Poetry, #2, Schooner, #4, #5; Mother and Child, #3; Sonnet, #4; Remote Korean Village, #6; Albert Einstein, #1; Where Do You Get Your Ideas From? #2; Victory! #4; Japanese Air and Submarine Attack, #2; The Talking Mace, #3; Henry V, #1; Shakespearean Baseball Game, #1, #6 The Address, #2; The Pedestrian, #2; Initiation, #2; Falling Song, #2; Up, #2; Job of an Apple, #3; My Old Newcastle, #3; Reaction Interaction, #5; Where the World Began, #3, #4; The Open Car, #4; Where Do You Get Your Ideas From? #3; Victory! #3, #4; Off to War, #1, #4; Animation 101, #2; Fear of Science, #1; Life Needs Nourishing, #3; Some Paws for Concern, #3; Life of a Sportswriter, #2; Branta Canadensis, #2; King Kong, #1 Learning the Language, #1; The Address, #4; Boys and Girls, #2; Fire Down on the Labrador, #2, #4; Lamp at Noon, #6; Walk to the Jetty, #3; The Charmer, #3; Love Must Not Be Forgotten, #2; Sunday in the Park, #3; Initiation, #4; My Last Duchess, #1; Off to War, #1; King Kong, #1; Sense and Sensibility, #1 Boys and Girls, #3; The Charmer, #1, #3; To Daduh, #4; Lake Isle of Innisfree, #2; History Lesson, #3; The Hidden Fence, #2; Ignoble Knight, #1 Ramu and Rani, #4; Holy Sonnet 10, #5, Poetry #4; Mother and Child, #4; William Golding, #5; King Kong, #3; Ignoble Knight, #3 Learning the Language, #3; Love Must Not Be Forgotten, #5; The Storyteller, #4; Sunday in the Park, #1; Elegy on the Death of a Mad Dog, #1, #4; Sometimes My Body Leaves Me, #3; The Tables Turned, #1; Falling Song, #4; Untitled (Vancouver), #1; Ode to My Socks, #3b; History Lesson, #4; Out, Out- #3; Sonnet, #2; Neighbour, #4; My Old Newcastle, #4; Canadian Pioneers, #2; The Open Car, #4; Marilyn Bell, #4; William Golding, #3; Garbage 101, #2; Engineered Food, #2; Branta Canadensis, #6; Ignoble Knight, #2; Survival in the South, #4, #5 pp pp pp ; 163 7

8 English identify and interpret figurative language and symbol, and interpret familiar allusions explain how imagery contributes to atmosphere, characterization and theme analyze visual and aural elements, and explain how they contribute to the meaning of texts describe the relationship between audience response to the content of a presentation and audience response to the performance of the presenter Learning the Language, p. 24, #2; The Charmer, p. 108, #3; To Daduh, p. 122, #2; The Hidden Fence, p. 302, #1; Branta Canadensis, p. 471, #1; Trifles, p. 500, #2 Fire Down on the Labrador, p. 61, #2; To Da-duh, p. 122, #2; You Walked Gently Towards Me, p. 243, #1; Flower of Waves, p. 251, #1 Silver Mine, Cobalt, p. 43, #1; Beautiful Summer, p. 266, #2; Mother and Child, p. 287, #1; Untitled (Vancouver), p. 245, #1; e-phobia? p. 438, #3 Drama Wrap-Up, p. 523, #3 The Charmer, #6; To Da-duh, #3; Handful of Dates, #6; The Pedestrian, #2; Gentlemen of the Jungle, #4; Do Seek Their Meat from God, #3; SOS, #3; Sometimes My Body Leaves Me, #1; My Last Duchess, #4; Lake Isle of Innisfree, #2; You Walked Gently Towards Me, #2, #4; Up, #4; Poetry, #1; In the Morning, #4a; Out, Out-, #4; Job of an Apple, #2, #4; Mother and Child, #1; Sonnet, #4; Remote Korean Village, #6; Where the World Began, #3; Where Do You Get Your Ideas From? #2; Japanese Air and Submarine Attack, #3; Surf s Up, #3; Garbage 101, #4; The Talking Mace, #2; Henry V, #6; Shakespearean Baseball Game, #3; Ignoble Knight, #1 Ramu and Rani, #4; Walk to the Jetty, #2, #4; Handful of Dates, #1; Love Must Not Be Forgotten, #2; Tables Turned, #1; Ode to Autumn, #2; You Walked Gently Towards Me, #2; Untitled (Vancouver), #1, #2; Poetry, #3; Flower of Waves, #1; Beautiful Summer, #1; Out, Out-, #3; Schooner, #3; Mother and Child, #2; Remote Korean Village, #5; My Old Newcastle, #2; Albert Einstein, #4; Where the World Began, #1; Victory! #2; Japanese Air and Submarine Attack, #2; Off to War, #4; Talking Mace, #2; Reflections of Girls in the Media, #5; Life Needs Nourishing, #4; e-phobia? #1 Silver Mine, Cobalt, #3, #5; Fire Down on the Labrador, #2, #4; Ramu and Rani, #3; Companions Past and Present, #2; In Progress, #4; You Walked Gently Towards Me, #2; Untitled (Vancouver), #3; Narrow Fellow in the Grass, #4; Schooner, #1; Mother and Child, #2; Neighbour, #1; The Hidden Fence, #3; Albert Einstein, #2; Victory! #2, #3, #4; Japanese Air and Submarine Attack, #3; Off to War, #1, #4; Living Languages, Lasting Cultures, #1; Life Needs Nourishing, #3, #4; Sustainable Development Information System, #6; e-phobia? #2; King Kong, #1, #4; Trifles, #1 The Shivering Tree, #3; Poetry, #3; Sonnet, #2; William Golding, #3b; Shakespearean Baseball Game, #1, #5; Sense and Sensibility, #6 pp. 112; 129; ; 166 pp ; pp ; ; pp. 4; Engage prior knowledge reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new text; select appropriate strategies to engage prior knowledge, and monitor their effectiveness; and modify selected strategies as needed A Television Drama, p. 152, #1; Mother, p. 294, #1 Fire Down on the Labrador, #1; Companions Past and Present, #6; A Television Drama, #5; The Pedestrian, #1; In Progress, #2; History Lesson, #1; Mother and Child, #1; Where Do You Get Your Ideas From? #1; Some Paws for Concern, #1 pp

9 English assess personal expectations for texts to be studied in light of prior experiences with and observations about similar contexts, content and text forms explain how prior understandings of rhetorical devices used in previouslystudied works of literature and prior understandings of textual elements and structures employed or developed, contribute to understandings of new texts classify the genre of new texts according to attributes of genres previously studied Ramu and Rani, p. 85, #2; Love Must Not Be Forgotten, p. 146, #2 Gentlemen of the Jungle, p. 188, #1; Poetry, p. 250, #2 Macavity, p. 295, #1; Sonnet, p. 295, #1 Shivering Tree, #2; The Pedestrian, #1; Ode to My Socks, #1; In the Morning, #1; Job of an Apple, #4; Remote Korean Village, #4; How to Turn a Closed-Down Nuclear Reactor, #1; Some Paws for Concern, #1; e-phobia? #2; Shakespearean Baseball Game, #3 To Da-duh, #3; Sometimes My Body Leaves Me, #4; In Progress, #3; The Tables Turned, #4; Ode to Autumn, #1; Horse-Fly Blue, #4; Job of an Apple, #4; Narrow Fellow in the Grass, #1; Where Do You Get Your Ideas From? #2; Surf s Up, #1; Engineered Food, #1; Henry V, #3; Sense and Sensibility, #6 Lamp at Noon, #2; The Pedestrian, #1; The Tables Turned, #5; Lake Isle of Innisfree, #3; Remote Korean Village, #4; Surf s Up, #1; Henry V, #3 p Use reference strategies and reference technologies identify and use a variety of appropriate reference strategies [such as formulating and refining questions, and exploring works cited in other references] and reference technologies [such as library catalogues and Internet search engines] to aid understanding create and use own reference materials [such as a personalized dictionary/ glossary and a personalized URL address list] to aid understanding Elegy on the Death of a Mad Dog, p. 218, #1; Sometimes My Body Leaves Me, p. 219, #2; Beautiful Summer, p. 266, #1; Japanese Air and Submarine Attack, p. 373, #3; How to Turn a Closed- Down Nuclear Reactor, p. 401, #1; Shakespearean Baseball Game, p. 461, #1 William Golding, p. 391, #3; Henry V, p. 449, #2 The Shivering Tree, #5; Boys and Girls, #6; The Storyteller, #2; Gentlemen of the Jungle, #2; Elegy on the Death of a Mad Dog, #2; The Tables Turned, #4; Ode to Autumn, #5; Poetry, #4; Ode to My Socks, #1; History Lesson, #1; Profile of Africa, #1; Out, Out-, #4; Narrow Fellow in the Grass, #2; Mother and Child, #1, #3; In a Remote Korean Village, #2; Albert Einstein, #5; Where the World Began, #4; Where Do You Get Your Ideas From? #1; Animation 101, #2; William Golding, #2; Living Languages, Lasting Cultures, #2, #4; On Boy Trouble, #4; Some Paws for Concern, #4; Shakespearean Baseball Game, #3 The Shivering Tree, #5; Walk to the Jetty, #2; My Song, #3; You Walked Gently Towards Me, #4; Poetry, #1; Albert Einstein, #5; Japanese Air and Submarine Attack, #4; Animation 101, #2; Surf s Up, #3; Reflections of Girls in the Media, #2; Life Needs Nourishing, #1; e-phobia? #4 pp p Understand and appreciate textual forms, elements and techniques Relate form, structure and medium to purpose, audience and content identify a variety of text forms [including communications forms, such as letters and memoranda, and literary forms, such as poems, narratives and dramatizations], and describe the relationships of form to purpose and content Learning the Language, p. 24, #3; Short Fiction Wrap-Up, p. 209, #1; Holy Sonnet 10, p. 226, #2; The Hidden Fence, p. 302, #2; Life Needs Nourishing, p. 424, #2 Gentlemen of the Jungle, #4; SOS, #4; Elegy on the Death of a Mad Dog, #1; In Progress, #3, #4; The Tables Turned, #3; Ode to Autumn, #6; Flower of Waves, #4; Ode to My Socks, #1; In the Morning, #1; Sonnet, #3; Canadian Pioneers, #3; William Golding, #1; Fear of Science, #1, #4; Engineered Food, #2; Reflections of Girls in the Media, #2, #3; On Boy Trouble, #2; e-phobia? #3 pp ;

10 English identify and describe audience factors [such as age, gender and culture] that may have influenced a text creator s choice of form and medium explain how a variety of organizational patterns and structural features contribute to purpose and content analyze the effect of medium on message The Storyteller, p. 165, #1; Sunday in the Park, p. 184, #2; In Progress, p. 226, #1; Untitled (Vancouver), p. 245, #1; Poetry Wrap-Up, p. 303, #5; Reflections of Girls in the Media, p. 421, #1; Boy Trouble, p. 426, #2; Drama Wrap-Up, p. 523, #2 A Cap for Steve, p. 178, #2; Initiation, p. 208, #2; Bear on the Delhi Road, p. 285, #1; The Open Car, p. 342, #2; Where Do You Get Your Ideas From? p. 357, #1; On Boy Trouble, p. 426, #1; Life of a Sportswriter, p. 440, #1; Survival in the South, p. 522, #1 Reaction Interaction, p. 318, # 1; Animation 101, p. 384, #2; e- phobia? p. 438, #3; King Kong, p. 473, #1 Boys and Girls, #3; Companions Past and Present, #6; The Storyteller, #3; My Song, #2; Where Do You Get Your Ideas From? #2; Surf s Up, #2; Shakespearean Baseball Game, #1 The Address, #2; To Da-duh, #1; Sunday in the Park, #4; Gentlemen of the Jungle, #3; In Progress, #4; Holy Sonnet 10, #3; Job of an Apple, #3; The Titanic, #3; In a Remote Korean Village, #1; My Old Newcastle, #3; Cartography of Myself, #3; Where the World Began, #1; Wrong Ism, #2b; Marilyn Bell, #2; Japanese Air and Submarine Attack, #1; Fear of Science, #4; Reflections of Girls in the Media, #3; Living Languages, Lasting Cultures, #2; Life Needs Nourishing, #3; Henry V, #6; Trifles, #2; Survival in the South, #4 Fire Down on the Labrador, #4; My Last Duchess, #2; My Song, #2; Bear on the Delhi Road, #2, #3; On Veterans, #2; Surf s Up, #2; Living Languages, Lasting Cultures, #2; Sustainable Development Information System, #2; Henry V, #4 pp pp ; pp ; 248; 255; Relate elements, devices, and techniques to created effects identify rhetorical devices [such as repetition] and stylistic techniques [such as straightforward sentence structures] that create clarity, coherence and emphasis in print and nonprint texts The Address, p. 41, #3; Lamp at Noon, p. 73, #2; A Cap for Steve, p. 178, #2; Holy Sonnet 10, p. 226, #1; Schooner, p. 284, #1; Poetry Wrap- Up, p. 303, #6; Surf s Up, p. 395, #1; On Veterans, p. 380, #2; Garbage 101, p. 399, #2 A Television Drama, #3; The Storyteller, #5; Sunday in the Park, #5; Initiation, #4; SOS, #3, #4; Sometimes My Body Leaves Me, #1, #4; My Last Duchess, #3; Lake Isle of Innisfree, #3, #4; You Walked Gently Towards Me, #2, #3; Up, #4; History Lesson, #4; Profile of Africa, #2; In the Morning, #3; Narrow Fellow in the Grass, #2, #3; The Titanic, #3; Bear on the Delhi Road, #4; Mother, #3; Sonnet, #4; Remote Korean Village, #4; Neighbour, #2; Canadian Pioneers, #4; Wrong Ism, #3; Where Do You Get Your Ideas From? #3; Marilyn Bell, #3; On Veterans, #2, #3; Surf s Up, #3; Garbage 101, #3, #6; How to Turn a Closed-Down Nuclear Reactor, #4; On Boy Trouble, #2, #4; Some Paws for Concern, #4; Henry V, #3; King Kong, #2 pp. 62;

11 English explain how various textual elements and stylistic techniques [such as diction, syntax and image] contribute to the creation of atmosphere, tone and voice recognize irony and humour in print and nonprint texts, and identify language and ideas used to create irony and humour Learning the Language, p. 24, #2; Lamp at Noon, p. 73, #2; Handful of Dates, p. 129, #3; Companions Past and Present, p. 131, #2; The Storyteller, p. 166, #2; Falling Song, #1; Beautiful Summer, p. 266, #1; Narrow Fellow in the Grass, p. 275, #1; Macavity, p. 295, #1; Poetry Wrap-Up, p. 303, #5; Albert Einstein, p. 325, #1 The Storyteller, p. 165, #1; Do Seek Their Meat from God, p. 197, #2; History Lesson, p. 260, #2; Trifles, p. 500, #1 Learning the Language, #3, #5; Lamp at Noon, #3; Walk to the Jetty, #2; To Da-duh, #3; A Television Drama, #4; The Storyteller, #5; Sunday in the Park, #4; Do Seek Their Meat from God, #1, #3; SOS, #4; In Progress, #4; Sonnet, #3; My Last Duchess, #3; The Tables Turned, #5; Ode to Autumn, #1, #2; You Walked Gently Towards Me, #3; Up, #2, #4; Poetry, #4; Ode to My Socks, #1; History Lesson, #4; Profile of Africa, #2; In the Morning, #3; Horse-Fly Blue, #2, #3; Out, Out-, #3; Job of an Apple, #1; Narrow Fellow in the Grass, #2, #3; Schooner, #3; Bear on the Delhi Road, #3; Mother, #3, #4; Macavity, #2; In a Remote Korean Village, #1, #4; Canadian Pioneers, #4; Cartography of Myself, #5; The Open Car, #3; Where Do You Get Your Ideas From? #2; Marilyn Bell, #3; Japanese Air and Submarine Attack, #3; Off to War, #3; Life Needs Nourishing, #4; On Boy Trouble, #3; Some Paws for Concern, #3; Henry V, #3; Shakespearean Baseball Game, #6; Branta Canadensis, #3; Survival in the South, #4 A Television Drama, #3; Gentlemen of the Jungle, #2; Do Seek Their Meat from God, #4; History Lesson, #4; In the Morning, #4b; Bear on the Delhi Road, #3; The Open Car, #4; Engineered Food, #4; On Boy Trouble, #4; Life of a Sportswriter, #4; Sense and Sensibility, #4 pp ; pp. 136; recognize the use of personification and hyperbole in print and nonprint texts, and describe their effects Lamp at Noon, #6; SOS, #3; Sometimes My Body Leaves Me, #4; Ode to Autumn, #3; My Song, #4a; You Walked Gently Towards Me, #3; In the Morning, #4; Out, Out-, #3; Job of an Apple, #4; Sonnet, #4; Remote Korean Village, #3; Neighbour, #3; How to Turn a Closed-Down Nuclear Reactor, #4; Some Paws for Concern, #4; Life of a Sportswriter, #4, #6; Henry V, #6; Branta Canadensis, #4a pp. 159; recognize the use of musical devices in print and nonprint texts [such as alliteration, onomatopoeia and imitative harmony], and describe their effects Ode to My Socks, p. 260, #1 Learning the Language, #2; Walk to the Jetty, #4; To Da-duh, #3; The Pedestrian, #3; SOS, #4; In Progress, #3; Holy Sonnet 10, #4; Ode to Autumn, #3; Lake Isle of Innisfree, #4; Falling Song, #3; Poetry, #1, #3; Flower of Waves, #3; Ode to My Socks, #6; Beautiful Summer, #3, #4; Horse-Fly Blue, #3; Narrow Fellow in the Grass, #4; Schooner, #1, #3, #4; The Titanic, #4; Bear on the Delhi Road, #2; Mother, #4; Macavity, #4; Neighbour, #3; Cartography of Myself, #4; Where the World Began, #3; Wrong Ism, #3; Japanese Air and Submarine Attack, #3; On Veterans, #3; How to Turn a Closed-Down Nuclear Reactor, #4; Living Languages, Lasting Cultures, #3; Life Needs Nourishing, #3; e- phobia? #5; Henry V, #2, #4; Branta Canadensis, #4a; Ignoble Knight, #4 p

12 English differentiate between effective and ineffective presentations, and analyze the differences analyze persuasive techniques used in a variety of print and nonprint texts Short Fiction Wrap-Up, p. 209, #5; Poetry, p. 250, #2; The Profile of Africa, p. 261, #2; Horse-Fly Blue, p. 267, #2; Mother and Child, p. 287, #1; The Hidden Fence, p. 302, #2; Canadian Pioneers, p. 313, #2; Victory! p. 367, #2; Surf s Up, p. 395, #1; Life Needs Nourishing, p. 424, #1; Sense and Sensibility, p. 483, #2 Fear of Science, p. 404, #1, #2; Engineered Food, p. 408, #1 Brother Dear, #2; Silver Mine, Cobalt, #5; Boys and Girls, #3; Lamp at Noon, #4; Walk to the Jetty, #3, #4; A Cap for Steve, #4; Do Seek Their Meat from God, #3; SOS, #5; Elegy on the Death of a Mad Dog, #3; In Progress, #4; My Last Duchess, #2; My Song, #3, #4; You Walked Gently Towards Me, #3; Beautiful Summer, #2; Horse-Fly Blue, #2; Narrow Fellow in the Grass, #2, #3; The Titanic, #3; Mother, #3; Sonnet, #2; Neighbour, #4; Reaction Interaction, #3; Albert Einstein, #1, #3, #4; The Open Car, #3; Wrong Ism, #3; Where Do You Get Your Ideas From? #3, #4; Marilyn Bell, #3; Victory! #3; Off to War, #3; Japanese Air and Submarine Attack, #4; On Veterans, #2, #4; William Golding, #4; Surf s Up, #2; Garbage 101, #3; How to Turn a Closed- Down Nuclear Reactor, #3; Engineered Food, #4; Reflections of Girls in the Media, #4; Life Needs Nourishing, #1; Some Paws for Concern, #1, #3; Sustainable Development Information System, #2; e-phobia? #5; Henry V, #6; Shakespearean Baseball Game, #1, #2; Branta Canadensis, #2; Sense and Sensibility, #4 The Pedestrian, #6; History Lesson, #3; The Hidden Fence, #2; Wrong Ism, #2b; Where Do You Get Your Ideas From? #3; On Veterans, #2; Living Languages, Lasting Cultures, #2; Henry V, #2, #6; King Kong, #2 pp. 7 8; pp. 67; ; Respond to a variety of print and nonprint texts Connect self, text, culture and milieu identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion Brother Dear, p. 34, #1; Lamp at Noon, p. 73, #1; Cartography of Myself, p. 323, #2; Living Languages, Lasting Cultures, p. 422, #2; e-phobia? p. 438, #1 The Shivering Tree, #3; Boys and Girls, #3, #5; Ramu and Rani, #2; The Charmer, #5; A Cap for Steve, #1; Sunday in the Park, #1; Initiation, #1; The Tables Turned, #1; History Lesson, #3, #4; Bear on the Delhi Road, #1; Surf s Up, #2; Garbage 101, #1; Ignoble Knight, #4; Survival in the South, #1, #3 pp ; ;

13 English respond personally and analytically to ideas developed in works of literature and other texts compare the ideas, information, arguments, emotions, experiences, values and beliefs expressed in works of literature and other texts with own experiences, opinions, beliefs, values and ethical perspectives appreciate and explain how the choices and motives of characters and persons portrayed in texts may provide insight into the choices and motives of self and others identify and examine ways in which cultural and societal influences are reflected in a variety of Canadian and international texts The Address, p. 41, #1; Silver Mine, Cobalt, p. 43, #1; Love Must Not Be Forgotten, p. 145, #1; Canadian Pioneers, p. 313, #1; Branta Canadensis, p. 471, #2 Lamp at Noon, p. 73, #1; Sunday in the Park, p. 184, #1; Gentlemen of the Jungle, p. 188, #2; Poetry, p. 250, #1; Out, Out-, p. 274, #1; Surf s Up, p. 395, #2; Non- Fiction Wrap-Up, p. 443, #4; Henry V, p. 449, #3; Ignoble Knight, p. 512, #1 The Address, p. 41, #1; Boys and Girls, p. 59, #1; Initiation, p. 208, #1; Animation 101, p. 384, #3 Learning the Language, p. 24, #1; Gentlemen of the Jungle, p. 188, #3; On Veterans, p. 380, #3; Drama Wrap-Up, p. 523, #1 Fire Down on the Labrador, #6; Ramu and Rani, #2, #5; Pedestrian, #2; A Cap for Steve, #4, #6; Sunday in the Park, #1, #5; Initiation, #1; Sometimes My Body Leaves Me, #2; In Progress, #2; Holy Sonnet 10, #6; Ode to Autumn, #2; Falling Song, #1; You Walked Gently Towards Me, #1; Untitled (Vancouver), #2; Up, #1; Flower of Waves, #2; Ode to My Socks, #2; Horse-Fly Blue, #2; Schooner, #1; The Titanic, #4; My Old Newcastle, #2; Reaction Interaction, #3; Where Do You Get Your Ideas From? #4; On Veterans, #3; Off to War, #4; Garbage 101, #1; Fear of Science, #2; On Boy Trouble, #1; Living Languages, Lasting Cultures, #3a; Some Paws for Concern, #3; Life of a Sportswriter, #4; Sense and Sensibility, #2; Ignoble Knight, #4; Survival in the South, #1 The Shivering Tree, #5; A Cap for Steve, #6; In Progress, #1; The Tables Turned, #1; Ode to My Socks, #5; History Lesson, #3; Profile of Africa, #3; The Titanic, #4; Bear on the Delhi Road, #1; Neighbour, #2; Fear of Science, #2; Trifles, #3; Ignoble Knight, #1, #4; Survival in the South, #3 Brother Dear, #5; Sunday in the Park, #3; History Lesson, #3; Schooner, #6 Boys and Girls, #5; Love Must Not Be Forgotten, #3; The Pedestrian, #6; Holy Sonnet 10, #5; Ode to My Socks, #5; History Lesson, #1, #3; Profile of Africa, #3; Bear on the Delhi Road, #1; The Hidden Fence, #1; Surf s Up, #2; Sense and Sensibility, #5; Trifles, #3; Survival in the South, # Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts identify criteria to evaluate the effectiveness of text Shivering Tree, #1; Learning the Language, #1; Brother Dear, #2; The Address, #2; Boys and Girls, #1; Walk to the Jetty, #1; Falling Song, #2; Untitled (Vancouver), #4; Japanese Air and Submarine Attack, #4; William Golding, #2; Garbage 101, #2; The Talking Mace, #3; Reflections of Girls in the Media, #3; Living Languages, Lasting Cultures, #4 pp ; pp pp. 111; pp ; 69 72; ; pp. 57; 64; 82; 235; 243; 245; 259;

14 English assess the truth and significance of a text s theme or controlling idea, and the adequacy, relevance and effectiveness of its content [for example, the effectiveness of supporting details, examples or illustrations] assess the appropriateness of own and others understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the plausibility of events in feature films] analyze and assess character and characterization in terms of consistency of behaviour, motivation and plausibility History Lesson, p. 261, #2; Out, Out-, p. 274, #1; Neighbour, p. 301, #1, 2; Fear of Science, p. 404, #2; Life of a Sportswriter, p. 440, #3; Sense and Sensibility, p. 483, #1 Do Seek Their Meat from God, p. 197, #1; Initiation, p. 208, #2; Ode to Autumn, p. 235, #2; Neighbour, p. 301, #2; Where the World Began, p. 333, #1; Surf s Up, p. 395, #2; Living Languages, Lasting Cultures, p. 422, #1; Henry V, p. 449, #3 The Address, p. 41, #2; Walk to the Jetty, p. 99, #2; Handful of Dates, p. 129, #3; You Walked Gently Towards Me, p. 243, #2 Brother Dear, p. 34, #2; The Address, p. 41, #2; Ramu and Rani, p. 85, #3; Walk to the Jetty, p. 99, #1; A Cap for Steve, p. 178, #1; Sometimes My Body Leaves Me, p. 219, #1; My Last Duchess, p. 227, #2; William Golding, p. 391, #2; Survival in the South, p. 522, #2; Drama Wrap-Up, p. 523, #4 Fire Down on the Labrador, #2; The Charmer, #4; Gentlemen of the Jungle, #3; Do Seek Their Meat from God, #2; Initiation, #5; SOS, #2; In Progress, #3b; The Tables Turned, #2; You Walked Gently Towards Me, #2, #4; Profile of Africa, #2; In the Morning, #3; Horse-Fly Blue, #4; My Old Newcastle, #4; Marilyn Bell, #3; Animation 101, #2; William Golding, #4; Garbage 101, #3; Living Languages, Lasting Cultures, #4; Life Needs Nourishing, #1; Shakespearean Baseball Game, #1; Sense and Sensibility, #4; Trifles, #2 The Address, #4; Walk to the Jetty, #2; Initiation, #3; SOS, #2, #4; Sometimes My Body Leaves Me, #1; Holy Sonnet 10, #1, #5; The Tables Turned, #2, #3; Ode to Autumn, #3; Lake Isle of Innisfree, #3; Falling Song, #3, #4; Ode to My Socks, #3a The Shivering Tree, #3; Walk to the Jetty, #3; The Charmer, #4; The Pedestrian, #2, #6; Profile of Africa, #4; Schooner, #4; Cartography of Myself, #2; Shakespearean Baseball Game, #2 Boys and Girls, #3; Lamp at Noon, #4; Handful of Dates, #4; A Television Drama, #2; The Pedestrian, #5; A Cap for Steve, #2; Gentlemen of the Jungle, #3; Initiation, #2, #4; Sometimes My Body Leaves Me, #1; Falling Song, #2; Lake Isle of Innisfree, #2; My Old Newcastle, #2; Reflections of Girls in the Media, #3; Branta Canadensis, #3; King Kong, #3; Sense and Sensibility, #5; Ignoble Knight, #3 pp. 57; 75 76; 84 pp ; pp ; pp. 111;

15 English analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose Fire Down on the Labrador, p. 61, #2; The Titanic, p. 284, #1; In a Remote Korean Village, p. 301, #1; Poetry Wrap-Up, p. 303, #2; Life Needs Nourishing, p. 424, #2; King Kong, p. 473, #2 Silver Mine, Cobalt, #4, #5; Fire Down on the Labrador, #2, #3; Walk to the Jetty, #2; Elegy on the Death of a Mad Dog, #3; Schooner, #3; Mother and Child, #2; Victory! #3; Sustainable Development Information System, #2 pp ; 243; 259; Appreciate the effectiveness and artistry of print and nonprint texts develop appropriate terminology for discussing the effectiveness and artistry of a broad variety of texts describe the effectiveness of various texts and media for presenting feelings, ideas and information, and for evoking response Poetry Wrap-Up, p. 303, #4; My Old Newcastle, p. 309, #1; Branta Canadensis, p. 471, #2 Silver Mine, Cobalt, p. 43, #2; Fire Down on the Labrador, p. 61, #2; Do Seek Their Meat from God, p. 197, #2; Falling Song, #1; The Titanic, p. 284, #1; Where the World Began, p. 333, #1; Where Do You Get Your Ideas From? p. 357, #3; On Veterans, p. 380, #2; How to Turn a Closed- Down Nuclear Reactor, p. 401, #1; The Talking Mace, p. 412, #1 The Storyteller, #1; Silver Mine, Cobalt, #1; Sometimes My Body Leaves Me, #2; In Progress, #2; The Tables Turned, #5; Untitled (Vancouver), #4; Up, #4; Ode to My Socks, #2; Out, Out-, #1; Mother and Child, #5; Macavity, #2; Neighbour, #3; Wrong Ism, #3; On Veterans, #3, #4; Animation 101, #3; Surf s Up, #3; The Talking Mace, #2, #3; Reflections of Girls in the Media, #2; Living Languages, Lasting Cultures, #3; e-phobia? #2; Life of a Sportswriter, #4 Walk to the Jetty, #4; Do Seek Their Meat from God, #3; SOS, #5; Elegy on the Death of a Mad Dog, #3; Ode to Autumn, #2; Lake Isle of Innisfree, #2, #4; Falling Song, #4; Up, #4; Poetry, #3; Ode to My Socks, #2; Profile of Africa, #4; Schooner, #1, #4; Mother and Child, #2, #5; In a Remote Korean Village, #2, #5; My Old Newcastle, #2; Canadian Pioneers, #3; Where the World Began, #1; Marilyn Bell, #4; Off to War, #2, #4; On Veterans, #2, #4; Living Languages, Lasting Cultures, #2, #4; Life of a Sportswriter, #2 pp. 50; 119; 150; 163; 181 pp. 57; 75 76; 82; 84 85;

16 General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information. 3.1 Determine inquiry requirements Focus on purpose and presentation form reflect on and describe strategies for determining the depth and breadth of inquiry and for identifying the purpose, audience and potential forms of presentation; select and monitor appropriate strategies; modify selected strategies as needed describe the scope of the inquiry or research topic and the purpose of inquiry or research; identify the target audience; and identify the potential form for the presentation of inquiry or research findings, when applicable [such as narrative, report, diary entry or biography] Lake Isle of Innisfree, p. 235, #2; Narrow Fellow in the Grass, p. 275, #1 Boys and Girls, #6; Sunday in the Park, #6; Gentlemen of the Jungle, #5; Elegy on the Death of a Mad Dog, #5; In Progress, #1; Up, #3; In the Morning, #6; Out, Out-, #2; The Titanic, #5; Japanese Air and Submarine Attack, #1, #2; Animation 101, #6; William Golding, #6; Engineered Food, #6; The Talking Mace, #3 Ramu and Rani, #6; Sunday in the Park, #6; Gentlemen of the Jungle, #5; SOS, #6; Elegy on the Death of a Mad Dog, #5; Ode to Autumn, #5; You Walked Gently Towards Me, #5; Up, #3; Beautiful Summer, #6; The Titanic, #1, #5; Mother, #6; Animation 101, #6; William Golding, #6; Engineered Food, #6; Life of a Sportswriter, # Plan inquiry or research, and identify information needs and sources reflect on and describe strategies for developing an inquiry or research plan that will foster understanding; select and monitor appropriate strategies; and modify selected strategies as needed to plan inquiry or research effectively develop a repertoire of effective strategies for planning inquiry and research that will address the topic and satisfy contextual requirements and requirements of presentation form Sustainable Development Information System, p. 436, #2 Lamp at Noon, #5; Ramu and Rani, #6; Handful of Dates, #2; Love Must Not Be Forgotten, #1; A Television Drama, #4; SOS, #2; Up, #3; History Lesson, #1; Bear on the Delhi Road, #5, #6; Mother, #6; My Old Newcastle, #1; Albert Einstein, #5; Marilyn Bell, #4; Victory! #6; Japanese Air and Submarine Attack, #2; William Golding, #6; Living Languages, Lasting Cultures, #5; Sense and Sensibility, #3 Silver Mine, Cobalt, #2; Ramu and Rani, #6; A Cap for Steve, #6; Sunday in the Park, #6; Do Seek Their Meat from God, #5; Initiation, #5; SOS, #6; Sometimes My Body Leaves Me, #6; Ode to Autumn, #5; You Walked Gently Towards Me, #5; Up, #3; History Lesson, #1; In the Morning, #6; Out, Out-, #2; The Titanic, #1; Mother, #6; My Old Newcastle, #5; Where the World Began, #2, #4; Where Do You Get Your Ideas From? #5; Marilyn Bell, #5; William Golding, #6; Surf s Up, #4; Living Languages, Lasting Cultures, #5; Life of a Sportswriter, #5; Branta Canadensis, #3, #5; Sense and Sensibility, #5 pp ; pp ; 81 86; 88 89; pp ;

17 determine breadth and depth of prior knowledge, and formulate questions to determine and categorize information needs and to guide the collection of required information identify, and predict the usefulness of information sources intended to fill gaps between prior knowledge and required information identify and select potential strategies and technologies for gathering, generating and recording information 3.2 Follow a plan of inquiry Canadian Pioneers, p. 313, #3; Animation 101, p. 384, #1 Marilyn Bell, p. 365, #3 You Walked Gently Towards Me, p. 243, #2; Poetry Wrap-Up, p. 303, #2; Marilyn Bell, p. 365, #2; Surf s Up, p. 395, #3; How to Turn a Closed-Down Nuclear Reactor, p. 401, # Select, record and organize information reflect on and describe strategies that may be used to select, record and organize information; select and monitor appropriate strategies; and modify selected strategies as needed My Song, p. 242, #2 Ramu and Rani, #6; Love Must Not Be Forgotten, #1; A Cap for Steve, #6; Sunday in the Park, #6; Do Seek Their Meat from God, #5; Initiation, #5; Ode to Autumn, #5; You Walked Gently Towards Me, #5; Up, #3; History Lesson, #1; Beautiful Summer, #6; Horse-Fly Blue, #5; The Titanic, #1; Mother, #6; My Old Newcastle, #1, #5; Japanese Air and Submarine Attack, #2; On Veterans, #1; Animation 101, #3; Surf s Up, #4; How to Turn a Closed-Down Nuclear Reactor, #2; The Talking Mace, #6; Some Paws for Concern, #6; Sustainable Development Information System, #1; Life of a Sportswriter, #5; Branta Canadensis, #5; Trifles, #4 Silver Mine, Cobalt, #2; Ramu and Rani, #6; Companions Past and Present, #1; Elegy on the Death of a Mad Dog, #2; History Lesson, #1; Animation 101, #4; How to Turn a Closed-Down Nuclear Reactor, #2; Sustainable Development Information System, #1; Branta Canadensis, #5 Silver Mine, Cobalt, #2; Ramu and Rani, #6; The Charmer, #4; Sunday in the Park, #6; Gentlemen of the Jungle, #6; Do Seek Their Meat from God, #5; SOS, #6; You Walked Gently Towards Me, #5; Untitled (Vancouver), #3, #4; Ode to My Socks, #5; History Lesson, #1; Beautiful Summer, #6; Remote Korean Village, #3; Cartography of Myself, #1; Where the World Began, #4; Marilyn Bell, #5; On Veterans, #1; Animation 101, #3; William Golding, #2, #6; How to Turn a Closed-Down Nuclear Reactor, #3; Sustainable Development Information System, #3; Life of a Sportswriter, #5; Shakespearean Baseball Game, #3 The Shivering Tree, #5; Fire Down on the Labrador, #5; Gentlemen of the Jungle, #6; SOS, #6; In the Morning, #6; Remote Korean Village, #3; Where the World Began, #2; Marilyn Bell, #5; Japanese Air and Submarine Attack, #2; Sense and Sensibility, #3 pp ; pp pp ; pp ;

18 select information and other material appropriate to purpose from a variety of print and nonprint sources record information accurately and completely; and document and reference sources, as appropriate organize information logically [such as by question, by category, by chronology or by cause and effect] The Shivering Tree, p. 16, #3; Learning the Language, p. 24, #1; Silver Mine, Cobalt, p. 43, #3; Fire Down on the Labrador, p. 61, #3; Companions Past and Present, p. 131, #3; Love Must Not Be Forgotten, p. 146, #3; Sunday in the Park, p. 184, #3; Short Fiction Wrap-Up, p. 209, #3; Flower of Waves, p. 251, #2; Albert Einstein, p. 325, #3; Japanese Air and Submarine Attack, p. 373, #3; Engineered Food, p. 408, #3; The Talking Mace, p. 412, #3 Animation 101, p. 384, #1 The Shivering Tree, #5; Boys and Girls, #6; Lamp at Noon, #5; Ramu and Rani, #6; The Charmer, #5; Companions Past and Present, #3; Gentlemen of the Jungle, #6; Do Seek Their Meat from God, #5; SOS, #6; Sometimes My Body Leaves Me, #6; Ode to Autumn, #5; My Song, #4; You Walked Gently Towards Me, #5; Untitled (Vancouver), #3; History Lesson, #1, #5; In the Morning, #2; Beautiful Summer, #6; Horse-Fly Blue, #5; The Titanic, #1, #5; Bear on the Delhi Road, #5; Mother and Child, #4, #5; Macavity, #6; Albert Einstein, #5; Where the World Began, #4; Marilyn Bell, #5; On Veterans, #5; Garbage 101, #5; The Talking Mace, #6; Trifles, #4 Brother Dear, #4; Ramu and Rani, #6; The Charmer, #5; Love Must Not Be Forgotten, #1; Gentlemen of the Jungle, #6; Ode to Autumn, #5; You Walked Gently Towards Me, #5; History Lesson, #1; In the Morning, #1, #6; Beautiful Summer, #6; Horse-Fly Blue, #5; The Titanic, #1, #5; My Old Newcastle, #5; Where the World Began, #4; On Veterans, #1; Animation 101, #4; Reflections of Girls in the Media, #4; Life of a Sportswriter, #5 Brother Dear, #4; Boys and Girls, #5; Ramu and Rani, #6; Gentlemen of the Jungle, #6; Initiation, #1; Sometimes My Body Leaves Me, #6; Ode to Autumn, #5; You Walked Gently Towards Me, #5; History Lesson, #1; The Titanic, #1, #5; Mother and Child, #5; Remote Korean Village, #3; My Old Newcastle, #5; Albert Einstein, #5; Where the World Began, #2; Marilyn Bell, #5; Japanese Air and Submarine Attack, #2; On Veterans, #5; Sustainable Development Information System, #3; Life of a Sportswriter, #5 pp ; pp ; 311; pp ;