Grade 10 - Comprehend and Respond (Strategies and Skills)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• describe and assess the strategies they use before, during, and after reading, viewing, and listening for various purposes
• consciously use strategies that help them sustain their concentration
• compose questions to guide their reading, listening, or viewing based on what they already know about a topic
• use efficient strategies for locating, recording, and organizing research information from a variety of sources
• locate and interpret examples of literary techniques, including symbolism
• describe how tone and mood affect the drama of a story, play, or film

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students choose a current topic related to a novel they are reading (e.g., the history of racism, telepathy, the treatment of people with disabilities) and then respond to the following questions in writers' notebooks:
  • What do you know about the topic?
  • What do you wonder about the topic?
  • What questions would help you learn more about the topic?
  Have students share their ideas with partners and, if appropriate, incorporate some of their partners' ideas.
• Ask students to write about a bird, a tree, and a body of water using a variety of moods (e.g., carefree, angry, jealous, afraid). This activity can lead to a discussion of symbolism. (e.g., What kind of bird might suggest happiness?)
• Show students that the same words or images used in different contexts can create different moods. For example, provide students with several paragraphs on the same topic (e.g., a sunset as described in a mystery, a romance, and a horror story) and ask them to pick out the descriptive words in each that establish the mood.

SUGGESTED ASSESSMENT STRATEGIES

• To assess students' abilities to read closely for specific purposes, have them analyse passages noting the descriptive words used. Suggest that they use a thesaurus to find words with similar meanings and consider how substituting these might change the meaning or impact of the passage. Note the extent to which they are able to identify nuances and subtleties of meaning and to analyse how these effects are created.
• Provide a brief preview of a selection and have students generate five key questions about it. Have them complete their reading, viewing, or listening; answer their questions; and explain how the questions affected the way they approached the selection. Look for evidence that they are able to:
  • draw on previous knowledge to speculate about new material
  • use previous information, including knowledge of genre or form, to create logical questions
  • develop questions that focus on key aspects of a work
  • use information they acquire to answer their own questions
  • explain how questioning focusses their attention and helps them make connections between previous and new experiences
• Assess students' use of research resources by determining if:
  • their sources are relevant and appropriate, and show an awareness of standard references and resources (e.g., electronic databases, libraries)
  • their notes and records are clear and easy to use, relevant, and include an appropriate level of detail and complete and accurate source notes

RECOMMENDED LEARNING RESOURCES

• Coast To Coast
• Family Issues
• The Issues Collection
• Mini Anthologies - Grade 9/10
• Stories from Asia
• Touching all the Bases
• What A Writer Needs

• In Perspective

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