Jr High Timetable 2015-2016






8:30- 9:25

Block 1

55 min

LA 7/8/9 Assenheimer

5/6 Math Wyman




Block 2

45 min

Science 9 Wyman

HW 7/8 Wyman








Block 3

50 min

Math 9 VC Salmon/O’Brien

Science 7/8 Wyman




Block 4

50 min

Math 8 VC Shields/O’Brien

Math 7  and HW9 Wyman








40 min

Block 5

PE 7/8/9 Wyman



50 min

Block 6


Math 9 VC Salmon/O’Brien

Math 7/8 Wyman

LA 7/8/9 Assenheimer

Wyman Prep





45 min

Block 7


2:15-2:45  5/6 PE Wyman

Social  7/8 /9  Assenheimer


2:15-2:45  5/6 PE Wyman

2:45-3:15 ½ PE Wyman

3:15-3:47 K PE Wyman

Social 7/8/9 Assenheimer



42 min

Block 8

CTF Wyman  

CTF Assenheimer








Long-Range Year Plan

Grade 7/8/9 Social/LA

3/4 Art and Health

Fort Assiniboine School


By Charlene Assenheimer












A Description of Our Junior High Classes


There are 8 grade 7 students, 5 grade 8 students and 3 grade 9 students. All students represent a diverse group of learners who are eager to do their best in all subject areas.



Links to School Goals


Goal 1: An Excellent Start to Learning

Engaged Learners                  Success for ALL Students

Outcome 1.1      Children in PHRD communities access inclusive early learning programs guided by jurisdiction quality standards.  Effective inclusive programs are achieved through collaborative development and implementation.


Goal 2: Success for Every Student

Engaged Learners                  Success for ALL Students

Outcome 2.1      Students achieve student learning outcomes.

Outcome 2.2      Students demonstrate proficiency in literacy and numeracy.

Outcome 2.3      Students demonstrate citizenship and entrepreneurship.

Outcome 2.4      The Achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated.


Goal 3: Quality Teaching and School Leadership

Engaged Learners                  Success for ALL Students

Outcome 3.1      Teacher preparation and professional growth focus on the competencies needed to help students learn.  Effective learning and teaching is achieved through collaborative leadership. 

Outcome 3.2      PHRD learning environments are varied, flexible and predictive of students’ diverse learning needs and exemplify balanced, evidence based assessments that inform instruction. 


Goal 4: Engaged and Effective Governance

Engaged Learners                  Success for ALL Students

Outcome 4.1      The education system demonstrates collaboration and engagement. 

Outcome 4.2      Students and Communities have access to safe and healthy learning environments.

Outcome 4.3      The jurisdiction demonstrates sound fiscal management, considering the needs of the community.




Special Learning Needs


-Reduced quantity assignments to improve quality for individual students.

-Modified pullout support with a program assistant for those who require small group or one on one support for academic success.

-Integration of diversified classroom techniques which include a range of assignments, presentations and assessments, which often integrate diverse subjects and learning styles. Choice allows students to feel empowered about their own learning.

-Inclusive environment for all students and staff.

-Each student may re-do an assignment or test once within one week of receiving the marked assignment, but those receiving less than 50% must re-do the assignment or test. The student must take the test during his/her lunch hour so as to not fall behind on the new unit being taught.


Homework Policy


Fifteen minutes of daily reading, weekly vocabulary practice, and/or reviewing content  for tests is expected as homework.  In general, the only other homework assigned is work that is not completed in the allotted time in class. Work will be collected in class. From time to time, I may ask students to bring in some information or articles from home. Overall our goal is to create good study habits, while allowing students time to spend with their families when not in school.


Assessment Policy


Students are regularly assessed both formative and summative by the teacher and marks and observations are recorded.

Anecdotal notes, written and verbal feedback are given and should be used to guide ones learning.


Grading System


80-100% An excellent demonstration of knowledge or skill in relation to the expected criteria for the assessment activity


70-79.9% A very good demonstration of knowledge or skill in relation to the expected criteria for the assessment activity


65-69.9% A good demonstration of knowledge or skill in relation to the expected criteria for the assessment activity


60-64.9% A satisfactory demonstration of knowledge or skill in relation to the expected

criteria for the assessment activity (Potentially at Risk)


50-59.9% A minimally acceptable demonstration of knowledge or skill in relation to the

expected criteria for the assessment activity (At Risk).

N<50% Below enrolled grade levelexpectations A less than satisfactory demonstration of knowledge or skill in relation to the expected criteria for the assessment activity (Intervention is necessary.) There is a mandatory do-over policy for any assignment below 50% and an optional policy for anyone who chooses to re-do to improve. Sometimes this may mean taking time out of non-academic times to restudy or re-do an assignment or test.


Programming in which the learner outcomes are significantly different from the programs of study and are specifically selected to meet students’ special education needs. Assessment feedback is specific to the modified learning outcome.


Programming that retains the learner outcomes of the programs of study and in which adjustments to the instructional process are provided to address the special education needs of the student Assessment feedback is in the same form as with other students.


The status when a student has not submitted an assessment activity for evaluation.



Progress reports are sent home as units are completed and you may log in to the Powerschool system to check your progress as the year progresses. Student self/peer assessment is integrated into assignments and daily lessons.

Tests, assignments and quizzes are recorded in Powerschool. Portfolios are used to collect student work. Goal setting conferences are in October.  Student led conferences are in March.

Report Cards are sent home in July by mail.


Classroom Discipline

Students receive one warning. Second offense their name is on the board and a recess detention is served. Time varies dependent on the offense. Third offense student is sent to the office for the remainder of class and must phone home to tell parents of their poor choices. They will serve a lunch detention in the office. Repeat behavior may result in an in-school suspension.


Incentive Programs

Mystery Motivator: Students are entered into a weekly draw for an in class individual or group prize, on the condition that they have not had their name written on the board for poor behavior or have any incomplete or late assignments.

Green and Gold-Students will also be recognized for green and gold awards for individual acts of responsibility, respect and kindness. Each month 5 students are drawn for the school and will be recognized at a whole school assembly and will select a prize for their achievement from the prize cupboard displayed in the hallway. 

Character Education: Two students are recognized each month for demonstration the characteristics of a specific trait and honored at our monthly whole school assembly.      






Cloud Callout: Father’s DayCloud Callout: Remembrance Day Cloud Callout: STPI/IPP’sCloud Callout: Mother’s DayCloud Callout: Valentine’s DayCloud Callout: ChristmasSubject

Cloud Callout: HalloweenSeptember



Cloud Callout: New Semester Semester

Cloud Callout: BreakDecember


Cloud Callout:  Student-led Conferences


Cloud Callout: EasterMarch


Cloud Callout: Final Report cardsMay






Students will listen, speak, read, write, view and represent to:

  1. Explore thoughts, ideas, feelings and experiences.
  2. Comprehend and respond personally and critically to oral print and other media texts.
  3. Manage ideas and information.
  4. Enhance the clarity and artistry of communication.
  5. Support and collaborate with others.

All general outcomes are considered in all activities for the year. Individual objectives are presented daily and weekly depending on the objective. Objectives will be presented as “learning targets” for students to learn to monitor the achievement of each target. Targets are listed below to match associated lessons when they will be assessed


Grade 7/8 Reading Strategies:

Predict, visualize, connect, question, clarify, evaluate

Fountas and Pinnell testing September, February, June for at risk readers



Exploring Genre




Comprehension Test

Whole Class Novel Study:



Independent reading: 1st book report due


Comprehension Test

Poetry Unit







Small Group Novel Study


Group Project


Midterm-Comprehension and writing







SS-9 Immigration

Research Project




Independent reading: 2nd book report due




Independent Novel Study:


Review Film study


Daily 5

Compare and Contrast Assignment


Terms Quiz








Gr. 7/8/9-Writer’s Strategy-Two 40 minute classes per week



Sentences and Paragraphs





Writing good sentences

Narrative Writing


Story re-writing of a myth or legend-use suspense, exaggeration, foreshadowing,dialogue and description to show rising action and conflict

Main and Minor characters.


Assess: Ideas Organization and Sentence Fluency

Formal versus Informal






Literary techniques











Assess: Ideas, Organization, word choice and Voice





Friendly and Business







Assess  Editing and Revision

Focus on discarding information that is irrelevant

Essay Setting purpose:













Assess: Audience and Purpose and Point of View


Research Skills: Resource selection


Choice Board Project SS8 SS9









Assess: Use of and reference of resources, note taking skills and organization


Essay: How to focus a topic


Current Event: Diverse Viewpoints Persuasive







Assess: Content focus and organization



Final essay and business letter:
























General Outcome

Students will demonstrate an understanding of the events and factors that have changed the ways of life

in Canada over time and appreciate the impact of these changes on citizenship and identity.

Grade 3/4 Art/Health



Art:All about Me/

Health: Healthy Body Image

Health: Nutrition

Art: Thanks giving



Art: Multicultural Christmas

Health: Safety and Responsiblity


Health: Body systems

Art: The Masters




Art: The Ukraine?Easter Health: Relationships


Art: Spring

Health: Problem Soving

Art: Modern

Health: Stress Management


Art: Found





Grade 8 Social expands on the concept of intercultural

contact and continues to develop historical

thinking skills through an examination of past

societies in different parts of the world.

Renaissance Europe

Worldviews: Contact and Change: Pearson

Before for the Renaissance

Times of Change

Expansion of Trade


Discovery and Invention

Spread of Knowledge



Points of View



Assess: 10 quizzes@D2L

Culminating Assignment: choice board


September Current Events: Due on the last class day of each Month

Chapter quizzes



Aztecs: Worldview in conflict:

The people of the Sun

For the Food of the People

Spain Looks Westward

Deadly Meeting

Worldviews in Conflict


Assess: Unit Test

Culminating Assignment: Menu Assignment-Pairs?


January Current Events: Due on the last day of the Month

Chapter quizzes


Midterm end of January


Collaborate with?



Japan: From Isolation to Adaptation Part 1

Shaping a Unique Worldview

Japan under the Shogun

Edo Japan: A closed Society


March Current Events:

Essay see LA essay




Japan Part 2

 Contact and Change in Meiji Japan

Return to Roots


Assess: and

Unit Test


Culminating Assignment: Comparison Poster-Independent


May Current Events due on the last class day of each Month Chapter Quizzes

Review for Final

Assess: Cumulative Final Exam


Grade 9 Social

Students will demonstrate an understanding and appreciation of how Canada’s political processes impact

citizenship and identity in an attempt to meet the needs of all Canadians.

9.1 Issues for Canadians: Governance and Rights

General Outcome

Students will demonstrate an understanding and appreciation of how Canada’s political processes impact

citizenship and identity in an attempt to meet the needs of all Canadians.

9.2 Issues for Canadians: Economic Systems in Canada and the

United States

General Outcome

Students will demonstrate an understanding and appreciation of how economic decision making in

Canada and the United States impacts quality of life, citizenship and identity.



Specific Outcomes

9.1.4 examine the structure of Canada’s federal political system




9.1.5 analyze the role that citizens and organization play in Canada’s justice system


Court presentation-partners

9.1.6 assess, critically, the impact of the Canadian Charter of Rights and Freedoms on the

legislative process in Canada

Info Graphic

9.1.7 assess, critically, how the increased demand for recognition of collective rights has

impacted the legislative process in Canada


PP-small group



9.1.8 assess, critically, how legislative processes attempt to address emerging issues of immigration



9.2.4 compare and contrast the principles and practices of market and mixed economy


Create an island study

9.2.5 assess, critically, the relationship between consumerism and quality of life in Canada and

the United States



9.2.6 assess, critically, the interrelationship between political decisions and economic systems


Research assignment



Review For PAT


Provincial Achievement Exam






















Grade 7 Prioritized learning outcomes                            




Extend understanding by finding and exploring text on related topics and themes

(Whole class novel study-group novel study)

Choose appropriate strategies to generate ideas and focus topic (narrative, essay)

Listen and respond constructively to alternative ideas or opinions

Express personal understanding based on prior knowledge and experiences. (drama unit)

Use suspense, exaggeration, foreshadowing, dialogue and description to show rising action and develop conflict(drama unit)

Talk with others to elaborate ideas

Explain how content and forms of text interact to influence understanding

(drama unit, whole class novel study)

Create text with a unified point of view, carefully developed plot and endings consistent with previous events (drama unit)

Discuss appropriate sources for purpose and audience, form and point of view

Explore and evaluate text recommended by others (small group novel study)

Create text based on a particular topic or theme (drama unit)

Seek information from a variety of sources

Ask questions to enhance understanding (all)

Consider audience, purpose and point of view (film study)

Evaluate research skills

Use prior knowledge and experiences to understand new ideas and information (all)

Use note taking and outlining to summarize important ideas and information (group novel study)

Present ideas and opinions without dominating the discussion

Select and read new text with purpose(book reports)

Plan and organize information and data collection based on instructions (non-fiction)

Identify and use explicit techniques to arouse and maintain interest and to convince an audience

Identify, connect and summarize  main ideas from two sources on the same topic(comparison assignment)

Use a variety of tools to enhance text (all)

Listen attentively to organize and classify information and to carry out multistep instructions

Use concept mapping and mental rehearsal to remember main ideas and details (small group novel study, film study, graphic novel study)

Organize information according to categories that suit a particular topic or purpose (non-fiction)

Ask questions to clarify understanding

Adjust reading rate and strategies to account for changes in structural features of texts and complexity of content. (social)

Produce text with well-developed and linked ideas and sections (essay)

Explain how differing perspectives and unique reactions expand understanding

Identify visual and textural cues such as numbers, bullets, first/then/next, before/after to that signal organizational to enhance understanding of ideas and information. (non-fiction)

Make notes using headings, sub-headings, and graphic organizers(small group novel study, graphic novel unit)

Discuss how ideas, people and experiences and cultural traditions are portrayed in text

Identify and use textbook features to access ideas and read with purpose ( social)

Evaluate the evidence you have used to support your opinion (essay)

Identify and discuss recurring themes

Apply knowledge of phonics, sight vocabulary, structural analysis, language and context clues depending and purpose and rate of reading (all)

Use newly discovered content features to enhance writing(non-fiction)

Demonstrate respect for diverse cultures

Skim and scan to confirm spelling or locate meanings of unfamiliar words(social)

Choose and use printing, cursive writing or word processing depending on the task and purpose

Collaborate by building on the ideas of others

Experience a variety of text and media (all)

Identify how format of documents enhances presentation of content(formal versus informal)

Take responsibility for the roles you assume in the group

Justify own point of view using evidence in text (all)

Experiment with figurative language to emphasize or express emotion (poetry)

Help to set and achieve group goals by inviting others to speak, suggesting alternative, assigning tasks, sharing resources and listening to a variety of points of view.

Organize information and opinions  around two or three key ideas (essay)

Use subordinate clauses correctly(grammar)

Evaluate group process and personal contributions to determine strengths and to propose areas of improvement

Predict and discuss consequences of events(all)

Use correct subject and verb agreement in sentences with compound subjects(grammar)


Compare choices and behaviours of characters(drama unit, whole class, small group independent, graphic and film)

Distinguish between formal an informal conventions


Analyze how plot develops by showing connections between plot and subplot and the interrelationship of plot setting and characters(drama unit, film study)

Identify and use common subjective and objective forms of pronouns correctly(grammar)


Identify and explain conflict-how is it developed and how is it resolved(drama, whole class, small group, independent, graphic, film)

Use reference materials to confirm spelling(narrative)


Develop, clarify and defend own interpretation based on evidence from text and own experience(small group)

Extend spelling vocabulary to commonly used terms in literature but uncommonly used in media or everyday(narrative, essay)


How do colour, shape, composition, suspense, foreshadowing, and flashback are used to communicate meaning and enhance text and media (graphic, film)

Apply specific spelling strategies for learning and remembering words(grammar)


Reflect and revise initial impressions of text through subsequent reading, listening and viewing activities (drama unit)

Use periods and commas with quotation marks to indicate direct speech(conventions)


Identify a variety of forms and genres of text by identifying specific characteristics (all)

Use commas to separate phrases(conventions)


Analyze connections among plot and subplot, main and supporting characters, main idea and theme (film)

Use quotation marks to identify information taken form secondary sources in own writing



Identify the narrator’s perspective and how it affect’s overall meaning of text (drama unit)

Clarify and support ideas or opinions with details (book reports)


Explain ways in which figurative language and imagery convey meaning (drama, poetry, graphic)



Retell text from another point of view (small group)



Ask Questions to make sense of information(all)



Distinguish between fact and opinion (non-fiction)



Skim and scan to quickly locate specific information (non-fiction)



Use a pre-established criteria to evaluate usefulness of information (non-fiction)



Connect new information with prior knowledge(non-fiction)



Compare, contrast and combine ideas from several sources (drama unit)



Evaluate content features that enhance effectiveness of text (drama unit, graphic novel)



Identify differences in standard English and Slang (graphic novel, poetry)



Identify and explain  figurative language in context (poetry)





Grade 8 LA Prioritized Outcomes(correlates with Grade7 and 9)




Connect new and prior knowledge to enhance understanding

Take notes and make outlines

Acknowledge the value of others ideas and opinions

Review, Reread and Reflect

Use a thesaurus to enhance writing

Exchange ideas and opinions to clarify understanding

Identify and consider diverse ideas, opinions and experiences to develop and extend own

Write and represent narratives from another point of view

Reconsider own ideas in light of new information

Explain how text develops and communicates ideas, information and experiences

Create text related to issues in text and own life

Reflect on own growth in effective use of language to set, revise and extend personal goals

Explore personal interest and genre by particular artists, writers, etc.

Create text with both main and minor characters

Use reference and cite materials effectively

Paraphrase main ideas and supporting details by rereading

Select format to suit a particular audience and purpose

Explain how technique such as word choice or camera angle enhance communication

Monitor understanding by skimming and scanning carefully

Experiment with several ways to focus a topic

Select the most appropriate information sources for a topic

Use read, recite review to enhance comprehension and memory

Use a variety of text tools

Choose a plan to gather and record information

Identify structural features of a variety of texts encountered in everyday life: newspapers, magazines, ads, schedules, booklets. Etc.

Record key ideas and information

Obtain information from a variety of sources

Use strategies for word identification, vocabulary development and spelling

Avoid the overuse of direct quotations

Use a consistent and approved format to give credit for quoted material

Explore genre

Organize information and ideas creatively and logically

Communicate ideas in a variety of ways-interviews, mini lessons and documentaries

Explain connections between own interpretation and information in text

Organize information chronologically

Select appropriate visuals to engage the audience

Make connections between biographical information about authors, illustrators, storytellers an film makers

Organize information to show a cause and effect relationship

Evaluate the research process and suggest alternative ways to reach research goals

Interpret choices and motives of characters and compare to self and others

Organize information to develop a comparison

Share your work and invite feedback

Identify and describe character attributes and motivations using evidence from text and personal experiences

Organize information to show a point of view

Evaluate peers and suggest revisions

Explain how characters are developed and reasons for character change

Summarize main ideas and supporting details in point form

Explore how new words, phrases and expressions enter the language as a result of popular culture, technology and other languages

Compare two similar texts considering plot, characters, conflicts and main ideas

Discard information that is irrelevant

Plan and facilitate small group and whole class presentations to share information

Identify ways that characters can be developed

Revise by adding words and phrases that emphasize important ideas

Plan, Shape and Present information to achieve a specific purpose

Explain how plot, character and setting are interconnected

Revise to enhance sentence variety

Show good listening by anticipating the organizational pattern of a presentation and identifying the main ideas and supporting details

Explain how word choice figurative language, plot, setting and character work together to create mood or tone

Use electronic editing functions to enhance coherence

Use respectful verbal and non-verbal feedback

Evaluate how choice of form is appropriate for purpose and audience

Use paragraph structures to demonstrate unity and coherence

Clarify and broaden perspective by comparing ideas of self to others

Compare usefulness of texts

Vary handwriting style and pace depending on context, audience and purpose

Compare how text and media reflect culture and history

Compare theme and main idea or topic

Choose effective format depending on audience, content and purpose

Use inclusive language and actions that show respect for people of different cultures, genders, ages and abilities

Identify and explain character qualities and motivations by what they say and do

Experiment with figurative language, voice and sentence patterns to create mood

Contribute to group goals by contributing ideas, organizing and completing tasks and evaluating your contribution to improve

Compare and contrast the different perspectives provided by first and third person narration

Infer literal and figurative meaning of text in context using idioms, analogies, metaphors and similes


Summarize text and explain choices the author made

Use words and phrases to enhance ideas and descriptions


Identify creative use of language and visuals in pop culture

Use correct pronoun-antecedent agreement


Explain how imagery and figurative language such as hyperbole create tone and mood

Use consistent verb tense


Retell text from different points of view

Use a variety of simple and complex sentences to make writing interesting


Identify and trace the development of arguments and opinions in text

Develop a systematic approach to studying and remembering the correct spelling of key words


Adjust reading rate to suit purpose

Use knowledge of spelling strategies to spell unfamiliar words


Develop a criteria to evaluate the usefulness of a particular text

Identify the use of spelling variants and discuss the effectiveness based on audience and purpose


Evaluate relevance of gathered information

Use hyphens to break up words at the end of a line and to make a new word from two related words


Connect prior knowledge with new ideas and information to develop a new understanding

Use parenthesis appropriately


Identify semi-colons, dashes and hyphens when reading and use them to enhance comprehension

Use appropriate capitalization and punctuation for referencing text















LA 9 Outcome Analysis

  1. Discover and Explore
  • Justify opinions and points of view (extend understanding by taking other points of view) (Social Studies Debates)
  • Explore how interactions with others affect personal understanding (Novel study)
  • Explain preferences for text and genres by particular writers, artists, storyteller and film makers (Book reports)
  • Reflect on personal learning/ attainment of goals (SPTI)
    1. Clarify and extend
  • Consider other’s ideas by integrating one’s own perspective with new understandings (Small Group Novel Study)
  • Examine points of view and patterns in relationships (Novel studies and book reports)
  • Assess new information for relevance (Film Study)
    1. Strategies and Cues
  • Discuss how interpretations of text may vary according to prior knowledge and experiences (Small Group Novel Study)
  • Use previous experiences an prior knowledge to reflect on and interpret text (Small Group Novel Study)
  • Identify IMPLICIT and EXPLICIT ideas and information in text (Whole Group Novel Study)
  • Preview text and choose appropriate reading strategy (Book report)
  • Use visual and textual cues and structural features when skimming and scanning to locate relevant information effectively and efficiently (Currrent Events)
  • Analyze structural features of a variety of print and media text to show how they enhance efficiency of communication. (Media Study)
  • Apply and explain effective procedures for identifying and comprehending words in text ( Novel studies)
  • Use reference materials including writers handbook (short story, essay)
    1. Respond to Text
  • Experience a variety of genre (everything)
  • Identify and discuss development of timeless themes ( Novel and film studies)
  • Consider historical context when developing points of view ( Novel Study)
  • Compare and contrast themes to own life experiences (Novel and film studies)
  • Express themes in a variety of forms (novel/film studies)
  • Consider peers interpretation (novel study)
  • Analyze choices and motivations of characters and compare to self
  • Identify and discuss theme and point of view (Novel and film study)
  • Discuss various interpretations of the same text (novel and film study)
  • Relate themes, emotions and experiences to issues of significance ( all)
  • Discuss how techniques such as  IRONY, SYMBOLISM, PERSPECTIVE AND PROPORTION, communicate meaning and enhance text ( novel and film study)
  • Discuss character development in terms of consistency of behaviour and plausibility of change ( novel and film study)
  • Describe how them, dominant impression and mood are developed and sustained through choices in language use and the interrelationship of plot, setting and character. ( novel and film study, short story)
  • Discuss features that define certain styles and genre of text (novel study)
    1. Understanding Form and Technique
  • Explain the relationship between purpose and characteristics of various forms of text. (all)
  • Evaluate the effectiveness of different types of media texts for presenting ideas and information (Media Unit)
  • Compare the development of character, plot and theme  in two texts ( Novel study)
  • Evaluate effectiveness of text based on the believability of characters, plot, setting and the resolution of conflict (Novel study)
  • Compare a main character in one text to the main character in another from a different era, genre or medium ( novel study)
  • Summarize the content of media text and suggest alternatives ( media unit)
  • Analyze creative uses of language and visuals ( media and film unit) Think IMAGERY, FIGURATIVE LANGUAGE METAPHOR TO CREATE A DOMINANT IMPRESSION, MOOD OR TONE.
    1. Create text
  • Use own experience to create text based on common themes ( novel, film and media studies)
  • Create text that interrelate plot, setting and character and reveal the significance of the action
  • Create text that includes minor and major characters and show how main character changes because of actions
  • Synthesize ideas and information from a variety of sources to develop opinions and points of view
  • Assess adequacy, accuracy, detail and appropriateness of text to support arguments, opinions and points of view
  • Select from a variety of resources to find the appropriate information to suit your purpose
  • Use a variety of writing tools, spell check, fonts, voice overs etc.
  • Distinguish between primary and secondary sources
  • Follow a cited resource to find additional information ( footnotes)
  • Evaluate sources for bias and reliability

3.3  Organize information

  • Choose appropriate graphic organizer to meet purpose
  • Create effective transitions between sentences and paragraphs
  • Develop coherence by relating all key ideas to the overall theme and purpose
  • Use  own words to summarize and record information in a variety of ways
  • Choose specific vocabulary and use conventions accurately to enhance writing
  • Evaluate usefulness, relevance and completeness of information and revise to improve
  • Reflect on new understanding
  • Reflect on ways to improve your research skills

4.1 Enhance and improve

  • Peer assessment
  • Self assessment
  • Revise to ensure effective INTRODUCTIONS AND CONCLUSIONS, Transitions Between Paragraphs, to maintain  a consistent organizational pattern between ideas, and to combine narration, description and exposition effectively. ( Anecdotes, essays, short stories)
  • Experiment with principles of design to enhance the presentation of text
  • Distinguish between DENOTATIVE AND CONNOTATIVE meanings of words and discuss effectiveness for achieving purpose and affecting audience
  • Explore the derivation and use of words, phrases and jargon ( media study)
  • Identify and use PARALLEL STRUCTURE
  • Identify and use coordination, subordination and apposition to enhance communication
  • Use a variety of strategies to make effective transitions between sentences and paragraphs
  • Edit and proofread to confirm spellings
  • Identify when correct spelling is important
  • Identify when variant spelling is appropriate for audience, purpose and affect. Use quotation marks effectively


  • Use dashes to show sentence breaks or interrupted speech


  • Know that rule for punctuation can vary and adjust accordingly


4.3 Present and Share

  • Select, organize and present information to appeal to the interest and background interests of a variety of audiences
  • Choose appropriate evidence and strategies to clarify ideas and information to convince a variety of audiences
  • Integrate technology and a variety of display techniques to enhance purpose of presentation
  • Be a good listener  and audience when others are presenting
  • Provide constructive feedback

5.1 Work with others

  • Respect diversity
  • Take responsibility to developing and sharing text
  • Respond respectfully to others
  • Analyze how text and media reflect unique traditions and beliefs
  • Contribute to group efforts by helping to reach consensus
  • Discuss and choose ways to coordinate abilities and interests of individual group members to achieve group goals
  • Generate ideas in a group
  • Share responsibility for completion of team projects by establishing clear purpose and problems solving procedures
  • Establish criteria to assess group work, set goals to improve