English 11 - Comprehend and Respond (Strategies and Skills)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• consciously use and evaluate a wide variety of strategies before, during, and after reading, viewing, and listening to increase their comprehension and recall
• describe and apply appropriate strategies for locating and using information from a variety of print and non-print sources
• use efficient note-making and note-taking strategies
• explain the effects of a variety of literary devices and techniques, including figurative language, symbolism, parody, and irony

To view the prescribed learning outcomes for Comprehend and Respond (Strategies and Skills) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Instruct students in how to take dash-form and standard-outline-form notes from pieces of non-fiction writing. Explain how to use these notes to summarize the main ideas and use their own language to develop précis. Provide a choice of non-fiction and prose selections to summarize using this strategy.
• With the class, discuss and generate a list of literary terms. Provide students with definitions of these terms and have them develop a chart to be displayed in the class. During a literature study, have students record all the literary elements they can identify as they read. Have students work in small groups to share what they have discovered about the dynamics of these elements in the piece of literature. Ask each group to choose three literary elements and report to the class on their impact on the quality and power of the piece.
• Provide material on a single topic for reading, viewing, and listening. Ask students to work in groups to generate several questions about the material and research the answers. Ask groups to challenge other groups with their questions and then to discuss the strategies they used to locate the information.

SUGGESTED ASSESSMENT STRATEGIES

• Assess students' knowledge of skills and strategies in a variety of independent and group contexts, looking for evidence that they can:
  • describe problems when they have difficulty
  • suggest appropriate strategies or approaches
  • consider their purpose and the nature of the problems in choosing approaches
  • persist, trying different approaches when one is not effective
  • objectively analyse what worked and how they can apply what they've learned to new situations
• After students have studied literary terms and elements, check on their knowledge by asking each student, in turn, to offer one piece of information or an example from the reading or writing selections. Continue until no one can think of another example or piece of information. This activity can be done as a literature bee or relay in which students drop out when they cannot contribute a new piece of information.
• Have students keep ongoing lists of skills and strategies they are developing, along with examples of how and when they have used each one. From time to time, they can review the lists and comment on strategies that they:
  • frequently use for specific kinds of tasks
  • rely on for a wide variety of tasks
  • do not find particularly useful
  • have difficulty using effectively

RECOMMENDED LEARNING RESOURCES

• Coast To Coast
• Discovering Poetry
• Family Issues
• Far and Wide
• Global Matters
• Horizons
• Inside Stories for Senior Students
• Nineteenth Century Short Stories
• Notes on a Prison Wall
• On The Edge
• The Oxford Dictionary of Current English
• The Prentice Hall Reader
• The Prose Reader
• Reflections
• Searchlights
• The Stolen Party
• Stories from Asia
• The Storyteller
• Tracing One Warm Line
• The Way We Word
• What A Writer Needs
• World Literature
• World Literature, Signature Edition
• Worlds in Small
• Your Voice and Mine

• In Perspective

Previous Page Next Organizer

  BC Ministry of Education Home Page