Download Selected Curriculum Connections

ELA 10/20/30-1
Division 4 English Discussion Skills: Selected Curriculum Connections
ELA 10-1
ELA 20-1
ELA 30-1
2.3.1 identify and consider personal, moral, ethical and cultural
perspectives when studying literature and other texts; and reflect on
and monitor how perspectives change as a result of interpretation
and discussion
3.2.4 d. seek feedback from others and use own reflections to
evaluate the entire inquiry or research process, strive for
craftsmanship and accuracy, and take pride in efforts and
accomplishments
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors [volume, tone and
stress], nonverbal factors [gestures, posture, distance and eye
contact] and visual production factors [colour and contrast]
appropriate to purpose, audience and situation
4.1.4 d. experiment with various strategies to create rapport
between the presenter and the audience [ex. ask questions to involve
the audience]
5.1.1 a. monitor own use of verbal and nonverbal communication in
order to convey respect and consideration, as appropriate
5.1.1 d. analyze and describe verbal and nonverbal communication
that contributes to the inclusion or exclusion of individuals involved in
a communication situation, and use verbal and nonverbal
communication that is inclusive of other individuals [ex. use allusions
and acronyms that will be familiar to an audience, and use gender
inclusive nouns and pronouns]
5.1.1 e. differentiate between constructive criticism and ridicule, and
between irony and sarcasm
5.2.1 a. set appropriate personal goals for participation in a group;
respect, be open to, and be supportive of the thoughts, opinions and
contributions of others in a group; and share personal knowledge,
expertise and perspectives with others, as appropriate
5.2.1 b. reflect on and describe strategies used to negotiate,
coordinate and cooperate with others; select appropriate strategies
for negotiating, coordinating and cooperating with others; monitor
selected strategies; and modify selected strategies as needed to
accomplish group goals
5.2.1 c. ensure that a team’s purpose and objectives are clear
5.2.2 a. develop and use criteria to monitor and assess group
processes [division of labour and time management]
5.2.2 b. understand the various potential roles and responsibilities of
group members [researcher and presenter; director and participant;
and chairperson, recorder and timekeeper; or roles of Aboriginal
Elders in teaching about the medicine wheel and about respect,
humility, kindness, sharing, honesty, faith and perseverance], and
appreciate the contribution that these roles make to group processes
5.2.2 c. identify and use various means to facilitate completion of
group projects [ex. establish clear purposes and procedures for
solving problems, monitor progress, and make modifications to meet
stated objectives]
5.2.2 d. analyze the function of teamwork tools [such as checklists,
role descriptors, timelines and flow charts, whiteboards for
brainstorming, electronic list servers, agendas, and meeting notes],
and use such tools as appropriate
2.3.1 identify and consider personal, moral, ethical and cultural
perspectives when studying literature and other texts; and reflect on
and monitor how perspectives change as a result of interpretation
and discussion
3.2.4 d. seek feedback from others and use own reflections to
evaluate the entire inquiry or research process, strive for
craftsmanship and accuracy, and take pride in efforts and
accomplishments
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors [such as volume, tone
and stress], nonverbal factors [such as gestures, posture, distance and
eye contact] and visual production factors [such as colour and
contrast] appropriate to purpose, audience and situation
4.1.4 d. develop a repertoire of effective strategies that can be
used to create rapport with an audience [ex. use personal anecdotes
and examples]
5.1.1 a. monitor own use of verbal and nonverbal communication in
order to convey respect and consideration, as appropriate
5.1.1 d. analyze behavioural expectations of a communication
situation, explain how verbal and nonverbal communication
contributes to the inclusion or exclusion of individuals involved in a
communication situation, and use verbal and nonverbal
communication that is inclusive of other individuals [ex. use
empathetic listening skills when working in groups, and be aware of
body language]
5.1.1 e. accept, offer and appreciate the value of constructive
criticism
5.2.1 a. set appropriate personal goals for participation in a group;
respect, be open to, and be supportive of the thoughts, opinions and
contributions of others in a group; and share personal knowledge,
expertise and perspectives with others, as appropriate
5.2.1 b. reflect on and describe strategies used to negotiate,
coordinate and cooperate with others; select appropriate strategies
for negotiating, coordinating and cooperating with others; monitor
selected strategies; and modify selected strategies as needed to
accomplish group goals
5.2.1 c. ensure that a team’s purpose and objectives are clear
5.2.2 a. develop and use criteria to monitor and assess group
processes [division of labour and time management]
5.2.2 b. understand the various potential roles and responsibilities of
group members [such as researcher and presenter; director and
participant; and chairperson, recorder and timekeeper; or roles of
Aboriginal Elders in teaching about the medicine wheel and about
respect, humility, kindness, sharing, honesty, faith and perseverance],
and appreciate the contribution that these roles make to group
processes
5.2.2 c. identify and use various means to facilitate completion of
group projects [ex. establish clear purposes and procedures for
solving problems, monitor progress, and make modifications to meet
stated objectives]
5.2.2 d. understand and appreciate the function of teamwork tools,
assess how to work effectively and collaboratively as a team to
accomplish a task, understand the role of conflict in a group to reach
solutions, and manage and resolve conflict when appropriate
2.3.1 identify and consider personal, moral, ethical and cultural
perspectives when studying literature and other texts; and reflect on
and monitor how perspectives change as a result of interpretation
and discussion
3.2.4 d. seek feedback from others and use own reflections to
evaluate the entire inquiry or research process, strive for
craftsmanship and accuracy, and take pride in efforts and
accomplishments
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors [such as volume, tone
and stress], nonverbal factors [such as gestures, posture, distance and
eye contact] and visual production factors [such as colour and
contrast] appropriate to purpose, audience and situation
4.1.4 d. create rapport with an audience, by selecting from a
repertoire of effective strategies [ex. use humour to open a
presentation and set a positive tone with the audience]
5.1.1 a. monitor own use of verbal and nonverbal communication in
order to convey respect and consideration, as appropriate
5.1.1 d. analyze behavioural expectations of a communication
situation, explain how verbal and nonverbal communication
contributes to the inclusion or exclusion of individuals involved in a
communication situation, and use verbal and nonverbal
communication that is inclusive of other individuals [ex. use
empathetic listening skills when working in groups, and be aware of
body language]
5.1.1 e. accept, offer and appreciate the value of constructive
criticism [ex. use writing to respond to constructive criticism, and
accept and provide feedback in a constructive and considerate
manner]
5.2.1 a. set appropriate personal goals for participation in a group;
respect, be open to, and be supportive of the thoughts, opinions and
contributions of others in a group; and share personal knowledge,
expertise and perspectives with others, as appropriate
5.2.1 b. reflect on and describe strategies used to negotiate,
coordinate and cooperate with others; select appropriate strategies
for negotiating, coordinating and cooperating with others; monitor
selected strategies; and modify selected strategies as needed to
accomplish group goals
5.2.1 c. ensure that a team’s purpose and objectives are clear
5.2.2 a. develop and use criteria to monitor and assess group
processes [such as division of labour and time management]
5.2.2 b. analyze and explain the interplay among the roles adopted
by group members; and lead or support, when appropriate,
motivating a group for high performance
5.2.2 c. use and appreciate various means to facilitate completion of
group projects.
5.2.2 d. understand and appreciate the function of teamwork tools,
assess how to work effectively and collaboratively as a team to
accomplish a task, understand the role of conflict in a group to reach
solutions, and manage and resolve conflict when appropriate
ELA 10/20/30-2
ELA 10-2
ELA 20-2
ELA 30-2
3.2.4 d. seek feedback from others and use own reflections to
evaluate the entire inquiry or research process, strive for
craftsmanship and accuracy, and take pride in efforts and
accomplishments
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors [such as volume, tone
and stress], nonverbal factors [such as gestures, posture, distance and
eye contact] and visual production factors [such as colour and
contrast] appropriate to purpose, audience and situation
4.1.4 d. experiment with various strategies to create rapport
between the presenter and the audience [ex. use personal anecdotes
and examples, ask questions to involve the audience, and use
engaging body language]
5.1.1 a. monitor own use of verbal and nonverbal communication in
order to convey respect and consideration, as appropriate
5.1.1 d. analyze and describe verbal and nonverbal communication
that contributes to the inclusion or
exclusion of individuals involved in a communication situation, and use
verbal and nonverbal communication that is inclusive of other
individuals [ex. use allusions and acronyms that will be familiar to an
audience, and use gender inclusive nouns and pronouns]
5.1.1 e. differentiate between constructive criticism and ridicule, and
between irony and sarcasm [ex. seek clarification by asking
questions]
5.2.1 a. set appropriate personal goals for participation in a group;
respect, be open to, and be supportive of the thoughts, opinions and
contributions of others in a group; and share personal knowledge,
expertise and perspectives with others, as appropriate
5.2.1 b. reflect on and describe strategies used to negotiate,
coordinate and cooperate with others; select appropriate strategies
for negotiating, coordinating and cooperating with others; monitor
selected strategies; and modify selected strategies as needed to
accomplish group goals
5.2.1 c. ensure that a team’s purpose and objectives are clear
5.2.2 a. develop and use criteria to monitor and assess group
processes [such as division of labour and time management]
5.2.2 b. understand the various potential roles and responsibilities of
group members [such as researcher and presenter; director and
participant; and chairperson, recorder and timekeeper; or roles of
Aboriginal Elders in teaching about the medicine wheel and about
respect, humility, kindness, sharing, honesty, faith and perseverance],
and appreciate the contribution that these roles make to group
processes
5.2.2 c. identify and use various means to facilitate completion of
group projects [ex. establish clear purposes and procedures for
solving problems, monitor progress, and make modifications to meet
stated objectives]
5.2.2 d. analyze the function of teamwork tools [such as checklists,
role descriptors, timelines and flow charts, whiteboards for
brainstorming, electronic list servers, agendas, and meeting notes],
and use such tools as appropriate
3.2.4 d. seek feedback from others and use own reflections to
evaluate the entire inquiry or research process, strive for
craftsmanship and accuracy, and take pride in efforts and
accomplishments
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors [such as volume, tone
and stress], nonverbal factors [such as gestures, posture, distance and
eye contact] and visual production factors [such as colour and
contrast] appropriate to purpose, audience and situation
4.1.4 d. experiment with various strategies to create rapport
between the presenter and the audience [ex. use personal anecdotes
and examples, ask questions to involve the audience, and use
engaging body language]
5.1.1 a. monitor own use of verbal and nonverbal communication in
order to convey respect and consideration, as appropriate
5.1.1 d. analyze behavioural expectations of a communication
situation, explain how verbal and nonverbal communication
contributes to the inclusion or exclusion of individuals involved in a
communication situation, and use verbal and nonverbal
communication that is inclusive of other individuals [ex. use
empathetic listening skills when working in groups, and be aware of
body language]
5.1.1 e. accept, offer and appreciate the value of constructive
criticism [ex. use writing to respond to constructive criticism, and
accept and provide feedback in a constructive and considerate
manner]
5.2.1 a. set appropriate personal goals for participation in a group;
respect, be open to, and be supportive of the thoughts, opinions and
contributions of others in a group; and share personal knowledge,
expertise and perspectives with others, as appropriate
5.2.1 b. reflect on and describe strategies used to negotiate,
coordinate and cooperate with others; select appropriate strategies
for negotiating, coordinating and cooperating with others; monitor
selected strategies; and modify selected strategies as needed to
accomplish group goals
5.2.1 c. ensure that a team’s purpose and objectives are clear
5.2.2 a. develop and use criteria to monitor and assess group
processes [such as division of labour and time management]
5.2.2 b. understand the various potential roles and responsibilities of
group members [such as researcher and presenter; director and
participant; and chairperson, recorder and timekeeper; or roles of
Aboriginal Elders in teaching about the medicine wheel and about
respect, humility, kindness, sharing, honesty, faith and perseverance],
and appreciate the contribution that these roles make to group
processes
5.2.2 c. identify and use various means to facilitate completion of
group projects [ex. establish clear purposes and procedures for
solving problems, monitor progress, and make modifications to meet
stated objectives]
5.2.2 d. understand and appreciate the function of teamwork tools,
assess how to work effectively and collaboratively as a team to
accomplish a task, understand the role of conflict in a group to reach
solutions, and manage and resolve conflict when appropriate
3.2.4 d. seek feedback from others and use own reflections to
evaluate the entire inquiry or research process, strive for
craftsmanship and accuracy, and take pride in efforts and
accomplishments
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors [such as volume, tone
and stress], nonverbal factors [such as gestures, posture, distance and
eye contact] and visual production factors [such as colour and
contrast] appropriate to purpose, audience and situation
4.1.4 d. develop a repertoire of effective strategies that can be
used to create rapport with an audience [ex. use humour to open a
presentation]
5.1.1 a. monitor own use of verbal and nonverbal communication in
order to convey respect and consideration, as appropriate
5.1.1 d. analyze behavioural expectations of a communication
situation, explain how verbal and nonverbal communication
contributes to the inclusion or exclusion of individuals involved in a
communication situation, and use verbal and nonverbal
communication that is inclusive of other individuals [ex. use
empathetic listening skills when working in groups, and be aware of
body language]
5.1.1 e. accept, offer and appreciate the value of constructive
criticism [ex. use writing to respond to constructive criticism, and
accept and provide feedback in a constructive and considerate
manner]
5.2.1 a. set appropriate personal goals for participation in a group;
respect, be open to, and be supportive of the thoughts, opinions and
contributions of others in a group; and share personal knowledge,
expertise and perspectives with others, as appropriate
5.2.1 b. reflect on and describe strategies used to negotiate,
coordinate and cooperate with others; select appropriate strategies
for negotiating, coordinating and cooperating with others; monitor
selected strategies; and modify selected strategies as needed to
accomplish group goals
5.2.1 c. ensure that a team’s purpose and objectives are clear
5.2.2 a. develop and use criteria to monitor and assess group
processes [such as division of labour and time management]
5.2.2 b. analyze and explain the interplay among the roles adopted
by group members; and lead or support, when appropriate,
motivating a group for high performance
5.2.2 c. use and appreciate various means to facilitate completion of
group projects.
5.2.2 d. understand and appreciate the function of teamwork tools,
assess how to work effectively and collaboratively as a team to
accomplish a task, understand the role of conflict in a group to reach
solutions, and manage and resolve conflict when appropriate
ELA 10/20/30-4
ELA 10-4
ELA 20-4
ELA 30-4
1.1.2 b. experiment with a variety of strategies, activities and
resources to explore ideas, observations, opinions, experiences and
emotions; e.g., exploratory talk; keep a journal; take part in a
sharing circle; interview a member of the community, a local
employer or a coworker
1.2.3 e demonstrate a willingness to continuously learn and grow as
effective communicators
2.1.2 i. identify nonverbal cues that support a speaker’s intent; ex.
gestures and facial expressions
3.1.1 a. identify topics for research through a variety of strategies,
ex. discussion, brainstorms and webs, considering the audience, ex.
scope and potential presentation form, and the purpose, ex. to
inform, make decisions and persuade
3.1.2 b. use questions, discussion, reflection and other appropriate
strategies to guide and monitor an inquiry or research plan
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors, nonverbal factors, e.g.,
tone, volume, eye contact, gestures and posture, and visual
production factors, e.g., colour, contrast and movement, appropriate
to the purpose, audience and situation
5.1.1 a. use inclusive language and behaviour and communicate or
create texts in ways that demonstrate respect for people of different
heritage, cultures, genders, ages, abilities, opinions and communities,
including aboriginal people and communities
5.1.1 c. differentiate between constructive criticism and ridicule, and
between irony and sarcasm, and use
appropriate strategies to show respect
5.1.1 d. monitor the use of verbal and nonverbal communication to
convey inclusion, respect and
Consideration
5.2.1 a. set appropriate personal goals for participation in a group,
e.g., demonstrate respect and be open to and supportive of the
thoughts, opinions and contributions of others, and share personal
knowledge, expertise and perspectives, as appropriate
5.2.1 c. interact and communicate with others in a positive manner,
by considering appropriate dress, space and conversational skills;
e.g., when in a job interview, when communicating with a customer or
coworker
5.2.1 d. participate effectively as a group member to facilitate the
completion of group goals.
5.2.1 e. use an appropriate conflict-resolution model to identify and
clarify the conflict, recognize different points of view, generate
solutions, implement the best solution and assess the results
5.2.1 f. demonstrate listening and other appropriate behaviours
within a group; ex. listen without interrupting, focus on the speaker,
contribute to be heard, disagree courteously, accept conflicting
opinions, show respect for the rights and values of others.
5.2.2 a. recognize the various roles and responsibilities of group
members; ex. recorder, chair, Elder and coworker, and appreciate
the contribution that these roles make to the group process.
5.2.2 b. identify and apply appropriate leadership styles to
motivate a group; ex. be cooperative and supportive and use
problem-solving strategies.
5.2.2 d. use appropriate criteria and teamwork tools to assess and
monitor group processes; ex. checklists, role descriptors, flow charts,
discussion and questions
1.1.2 b. experiment with a variety of strategies, activities and
resources to explore ideas, observations, opinions, experiences and
emotions; e.g., exploratory talk; keep a journal; take part in a
sharing circle; interview a member of the community, a local
employer or a coworker
1.2.1 b. compare their own ideas, perspectives and interpretations
to those of others through a variety of strategies; e.g., discussion and
pro–con/think–pair–share charts
1.2.3 e demonstrate a willingness to continuously learn and grow as
effective communicators
2.1.2 i. evaluate the effectiveness of nonverbal cues in conveying a
speaker’s intent
3.1.1 a. identify topics for research through a variety of strategies,
ex. discussion, brainstorms and webs, considering the audience, ex.
scope and potential presentation form, and the purpose, ex. to
inform, make decisions and persuade
3.1.2 b. use questions, discussion, reflection and other appropriate
strategies to guide and monitor an inquiry or research plan
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors, nonverbal factors, e.g.,
tone, volume, eye contact, gestures and posture, and visual
production factors, e.g., colour, contrast and movement, appropriate
to the purpose, audience and situation
5.1.1 a. use inclusive language and behaviour and communicate or
create texts in ways that demonstrate respect for people of different
heritage, cultures, genders, ages, abilities, opinions and communities,
including aboriginal people and communities
5.1.1 c. differentiate between constructive criticism and ridicule, and
between irony and sarcasm, and use
appropriate strategies to show respect
5.1.1 d. monitor the use of verbal and nonverbal communication to
convey inclusion, respect and
consideration
5.2.1 a. set appropriate personal goals for participation in a group,
e.g., demonstrate respect and be open to and supportive of the
thoughts, opinions and contributions of others, and share personal
knowledge, expertise and perspectives, as appropriate
5.2.1 c. interact and communicate with others in a positive manner,
by considering appropriate dress, space and conversational skills;
e.g., when in a job interview, when communicating with a customer or
coworker
5.2.1 d. participate effectively as a group member to facilitate the
completion of group goals.
5.2.1 e. use an appropriate conflict-resolution model to identify and
clarify the conflict, recognize different points of view, generate
solutions, implement the best solution and assess the results
5.2.1 f. demonstrate listening and other appropriate behaviours
within a group; ex. listen without interrupting, focus on the speaker,
contribute to be heard, disagree courteously, accept conflicting
opinions, show respect for the rights and values of others.
5.2.2 a. recognize the various roles and responsibilities of group
members; ex. recorder, chair, Elder and coworker, and appreciate
the contribution that these roles make to the group process.
5.2.2 b. identify and apply appropriate leadership styles to
motivate a group; ex. be cooperative and supportive and use
problem-solving strategies.
5.2.2 d. use appropriate criteria and teamwork tools to assess and
monitor group processes; ex. checklists, role descriptors, flow charts,
discussion and questions
1.1.2 b. experiment with a variety of strategies, activities and
resources to explore ideas, observations, opinions, experiences and
emotions; e.g., exploratory talk; keep a journal; take part in a
sharing circle; interview a member of the community, a local
employer or a coworker
1.2.1 b. compare their own ideas, perspectives and interpretations
to those of others through a variety of strategies; e.g., discussion and
pro–con/think–pair–share charts
1.2.3 e demonstrate a willingness to continuously learn and grow as
effective communicators
2.1.2 i. evaluate the effectiveness of nonverbal cues in conveying a
speaker’s intent
3.1.1 a. identify topics for research through a variety of strategies,
ex. discussion, brainstorms and webs, considering the audience, ex.
scope and potential presentation form, and the purpose, ex. to
inform, make decisions and persuade
3.1.2 b. use questions, discussion, reflection and other appropriate
strategies to guide and monitor an inquiry or research plan
4.1.4 c. develop and deliver oral, visual and multimedia
presentations, using voice production factors, nonverbal factors, e.g.,
tone, volume, eye contact, gestures and posture, and visual
production factors, e.g., colour, contrast and movement, appropriate
to the purpose, audience and situation
5.1.1 a. use inclusive language and behaviour and communicate or
create texts in ways that demonstrate respect for people of different
heritage, cultures, genders, ages, abilities, opinions and communities,
including aboriginal people and communities
5.1.1 c. differentiate between constructive criticism and ridicule, and
between irony and sarcasm, and use
appropriate strategies to show respect
5.1.1 d. monitor the use of verbal and nonverbal communication to
convey inclusion, respect and
Consideration
5.2.1 a. set appropriate personal goals for participation in a group,
e.g., demonstrate respect and be open to and supportive of the
thoughts, opinions and contributions of others, and share personal
knowledge, expertise and perspectives, as appropriate
5.2.1 c. interact and communicate with others in a positive manner,
by considering appropriate dress, space and conversational skills;
e.g., when in a job interview, when communicating with a customer or
coworker
5.2.1 d. assess the effectiveness of group contributions to facilitate
the completion of group goals
5.2.1 e. assess the results and, based on new information, reevaluate the conflict resolution model and solution
5.2.1 f. demonstrate listening and other appropriate behaviours
within a group; ex. listen without interrupting, focus on the speaker,
contribute to be heard, disagree courteously, accept conflicting
opinions, show respect for the rights and values of others.
5.2.2 a. recognize the various roles and responsibilities of group
members; ex. recorder, chair, Elder and coworker, and appreciate
the contribution that these roles make to the group process.
5.2.2 b. identify and apply appropriate leadership styles to
motivate a group; ex. be cooperative and supportive and use
problem-solving strategies.
5.2.2 d. use appropriate criteria and teamwork tools to assess and
monitor group processes; ex. checklists, role descriptors, flow charts,
discussion and questions