Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences



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Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

Grade

Grade 6

Grade 7

Grade 8

Grade 9

Outcome:

Using the traits and techniques of composing

and

creating


CC6.1 Create with clarity various visual, multimedia, oral, and written texts that explore:

*These Big Ideas are developed within each unit

CC7.1 Create with clarity and correctness various visual, multimedia, oral, and written texts that explore:


  • identity

  • social responsibility

  • efficacy




CC8.1 Create with clarity, correctness, and variety, various visual, multimedia, oral, written texts that explore:

  • identity

  • social responsibility

  • efficacy




CC9.1 Create with clarity, correctness and effect various visual, multimedia, oral, and written texts that explore:

  • identity

  • social responsibility

  • efficacy

Big Ideas/

Enduring

Understanding

I can use specific traits of language to enhance the expression of my ideas on identity, social responsibility and efficacy.

Essential

Question(s)

Am I able to use the traits of language to enhance my expression of ideas?/Is what I am saying clear and intriguing?/How do I say what I want to say?

Know













Indicators/Do


Indicators/Do

(con’t)



Message Content or Ideas (Meaning) Does my message demonstrate a deep understanding?

Focuses on straightforward ideas and information relevant to audience and purpose CC6.2, 7,8,9.3



  • student choose audience (peers or family)

  • with teacher assistance purpose is determined (explain)

  • student choose audience (community-town mayor, school SLC president)

  • with teacher assistance purpose is determined (explain, describe, persuade)

  • student collectively develop a short list of audience to choose from

  • with teacher assistance purpose is determined (explain, describe, persuade)

    • students choose an audience

    • students determine the appropriate purpose

Provides relevant details, examples, and explanations

    • 5 points that explain

    • 5 points that explain, describe, or persuade

    • 3 major points supported by examples or evidence

    • 5 major points supported by purposeful examples or evidence

Uses own words

  • to accurately explain topic
  • to accurately explain, describe or persuade


  • to make effective arguments

  • to articulate the key points to match their purpose and audience

Organization and Coherence (Form): What form suits my purpose and audience? What are the conventions of those forms?

Adheres to the features particular to the product



    • see Appendix #1 (form features)

    • see CC6.7, 7,8,9.8 Organization

    • see CC6.4, 7,8,9.4 Textual




Word Choice CC6.2, 7,8,9.3 What is the power of a word?

  • word selection is appropriate to audience and purpose

  • chooses succinct words (strong message in few words)

  • words chosen to have an emotional impact




  • chooses Key Words that encourage the listener or reader to ignite thinking

  • strong adjectives and verbs (fighting words)




  • use coordinating conjunctions accurately

(and, so, but, nor, so, for, yet) CC6.3 Syntactical


  • use order conjunctions appropriately (first, next, last) CC7.4 Syntactical

  • use subordinate conjunctions CC7.4 Syntactical

  • experiment with conjunctive adverbs

  • use a variety of conjunctive adverbs

CC7.4 Syntactical

Author Voice What do I care about and how do I express that?

  • tone is consistent

  • earnest, pleasing manner

  • the writer makes the topic interesting

  • begins to build credibility

  • moments of enthusiasm

  • tone is consistent and adds interest

  • honest and sincere manner

  • writer cares about the topic

  • takes some risks by revealing self

  • curious and enthusiastic



  • tone is consistent and add interest

  • honest, personal and engaging

  • writer is passionate about the topic

  • the writer shows feelings and emotions in the paper.

  • the reader gets a sense of humor, sadness, happiness, suspense, excitement, etc. from the writing.

  • tone enhanced through personal insights

  • honest and sincere manner; it is written from the heart

  • strong commitment to topic

  • convictions come out through the words


  • language intrigues, delights or moves the reader in a few instances

Sentence Fluency What’s a good sentence?

  • see CC6.3, 7,8,9.4 - Syntactical

Conventions Why are there conventions?

Written/Visual CC6.3, 7,8,9.4 - Other

  • chooses the print type to make message clear (font choice, handwriting, etc.)

  • chooses the print type to make message clear (font choice, handwriting, etc.)

  • product is visually accurate

  • chooses a variety of print type to make message clear (font choice, handwriting, etc.)

  • clarifies elements of script through print variety (italics, bold, etc.)

  • chooses a variety of print type to make message effective (font choice, handwriting, etc.)

  • chooses print technique (highlight, colour, multidimensional) that ‘pops’ words for effect

Written CC6.3, 7,8,9.4 - Syntactical

  • correct punctuation with a focus on: hyphen (connects words)

exclamation marks

quotation marks (direct)


  • correct punctuation with a focus on:


comma

apostrophe

quotation marks (indirect)


  • correct punctuation with a focus on:

comma

colons


quotation marks (embedded, direct and indirect)

  • correct punctuation with a focus on

colon and semi-colon

dash and hyphen

quotation marks (embedded, direct and indirect)

parenthesis



Oral CC6.3, 7,8,9.4 - Other

  • articulation

  • expression - sincerity, intensity

  • fluency

  • timing - pace

  • eye contact

  • articulation

  • expression – experiments with a variety of volumes

  • fluency

  • timing - pauses

  • eye contact

  • articulation

  • expression – tonal/emotional quality

  • fluency

  • timing – pace and pauses

  • eye contact




  • articulation

  • uses a variety of expressive techniques for emphasis

  • fluency

  • timing - use of anticipation

  • eye contact

Evidence of Understanding

Products:



Written

explanations



Visual

diagrams



Oral

instructions



Multimedia

cartoons


Written

letters to editor


Visual

pamphlets



Oral

personal narratives –with story elements (speaking)



Multimedia

i.e Voicethread



Written and Oral

Persuasive speeches



Written, Oral, Visual,

responses or reactions to texts



Multimedia

short video scripts





Written

Persuasive essay



Written and Oral

Debates


Visual and Multimedia

Promotional Ad (opinion)




Observations:













Conversations:













Sept. 27, 2010





Living Sky School Division No. 202




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