Get help with English 10
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The official New Brunswick English 10 curriculum
New Brunswick defines English 10 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source New Brunswick's official K-12 education resourcesRead it on the government site — www2.gnb.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand SL | 11 | Speaking and Listening |
| Strand RV | 18 | Reading and Viewing |
| Strand WR | 11 | Writing and Representing |
Every skill below, taught one on one.
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How MapleMind teaches English 10 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Speaking and ListeningOfficial strand · Strand SL
The Speaking and Listening strand of the Atlantic Canada ELA framework at the Grade 10 level.
Exploring Ideas Through Talk
- Examine the ideas of others in discussion and presentation to clarify and extend their ownELA10-GCO1.1 — Examine the ideas of others in discussion and presentation to clarify and extend their own understanding
- Construct ideas about issues by asking relevant questionsELA10-GCO1.2 — Construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed
- Present a personal viewpoint to a group of listeners,ELA10-GCO1.3 — Present a personal viewpoint to a group of listeners, interpret their responses, and take others’ ideas into account when explaining their positions
- Listen critically to analyse and evaluate ideas and information in order to formulate and refineELA10-GCO1.4 — Listen critically to analyse and evaluate ideas and information in order to formulate and refine opinions and ideas
Communicating Clearly
- Participate in a range of speaking situations,ELA10-GCO2.1 — Participate in a range of speaking situations, demonstrating an understanding of the difference between formal and informal speech
- Recognize that communication involves an exchange of ideas (experiences, informationELA10-GCO2.2 — Recognize that communication involves an exchange of ideas (experiences, information, views) and an awareness of the connections between the speaker and the listener; use this awareness to adapt the message, language and delivery to the context
- Give precise instructions, follow directions accurately,ELA10-GCO2.3 — Give precise instructions, follow directions accurately, and respond thoughtfully to complex questions
- Recognize that oral communication involves physicalELA10-GCO2.4 — Recognize that oral communication involves physical qualities and language choices depending on the situation, audience, and purpose
Interacting with Sensitivity and Respect
- Demonstrate active listening and respect for the needs,ELA10-GCO3.1 — Demonstrate active listening and respect for the needs, rights, and feelings of others - analyse the positions of others
- Demonstrate an awareness of the power of spoken languageELA10-GCO3.2 — Demonstrate an awareness of the power of spoken language by articulating how spoken language influences and manipulates, and reveals ideas, values, and attitudes
- Demonstrate an awareness of varieties of language and communication styles - recognize the socialELA10-GCO3.3 — Demonstrate an awareness of varieties of language and communication styles - recognize the social contexts of different speech events
The official wording — 11 outcomes in this unit
- ELA10-GCO1.1
examine the ideas of others in discussion and presentation to clarify and extend their
- ELA10-GCO1.2
construct ideas about issues by asking relevant questions and responding thoughtfully to questions posed
- ELA10-GCO1.3
present a personal viewpoint to a group of listeners, interpret their responses, and take
- ELA10-GCO1.4
listen critically to analyse and evaluate ideas and information in order to formulate and
- ELA10-GCO2.1
participate in a range of speaking situations, demonstrating an understanding of the difference between
- ELA10-GCO2.2
recognize that communication involves an exchange of ideas (experiences, information, views) and an awareness
- ELA10-GCO2.3
give precise instructions, follow directions accurately, and respond thoughtfully to complex questions
- ELA10-GCO2.4
recognize that oral communication involves physical qualities and language choices depending on the situation,
- ELA10-GCO3.1
demonstrate active listening and respect for the needs, rights, and feelings of others -
- ELA10-GCO3.2
demonstrate an awareness of the power of spoken language by articulating how spoken language
- ELA10-GCO3.3
demonstrate an awareness of varieties of language and communication styles - recognize the social
Unit 2Reading and ViewingOfficial strand · Strand RV
The Reading and Viewing strand of the Atlantic Canada ELA framework at the Grade 10 level.
Reading and Viewing a Range of Texts
- Read from a wide variety of print texts, which includeELA10-GCO4.1 — Read from a wide variety of print texts, which include drama, poetry, fiction, and non-fiction from contemporary, pre- twentieth century Canadian and world writing
- View a wide variety of media and visual texts, such asELA10-GCO4.2 — View a wide variety of media and visual texts, such as broadcast journalism, film, TV, advertising, CD-ROM, Internet, and music videos
- Seek meaning in reading, using a variety of strategies,ELA10-GCO4.3 — Seek meaning in reading, using a variety of strategies, such as cueing systems, utilizing prior knowledge, analysing, inferring, predicting, synthesis, and evaluating
- Use specific strategies to clear up confusing parts of aELA10-GCO4.4 — Use specific strategies to clear up confusing parts of a text (e.g., reread/review the text, consult another source, ask for help) and adjust reading and viewing rate (e.g., skimming, scanning, reading, viewing for detail) according to purpose
- Demonstrate an understanding of the impact of literaryELA10-GCO4.5 — Demonstrate an understanding of the impact of literary devices and media techniques (editing symbolism, imagery, figurative language, irony, etc.) have on shaping the understanding of the text
Research and Information
- Research, in systematic ways, specific information from aELA10-GCO5.1 — Research, in systematic ways, specific information from a variety of sources - select appropriate information to meet the requirements of a learning task - analyse and evaluate the chosen information - integrate chosen information in a way that effectively meets the requirements of a learning task and/or solves personally defined problems Reading a variety of print texts is critical for students to extend their analysis of language and the structures of texts. Providing good models of varying complexity will help students understand themselves as readers, and become more experienced in selecting and interpreting text. In viewing visual and media texts, students need opportunities that represent differing points of view and models of construction.
Responding Personally to Texts
- Articulate personal responses to text with a supported point of viewELA10-GCO6.1 — Articulate personal responses to text by expressing and supporting a point of view about the issues, themes, and situations within texts, citing appropriate evidence
- Respond to the texts they are reading and viewing by questioning, connecting, evaluatingELA10-GCO6.2 — Respond to the texts they are reading and viewing by questioning, connecting, evaluating, and extending
- Make thematic connections among print texts, publicELA10-GCO6.3 — Make thematic connections among print texts, public discourse, and media
- Demonstrate a willingness to consider more than oneELA10-GCO6.4 — Demonstrate a willingness to consider more than one interpretation of text
Responding Critically to Texts
- Examine the different aspects of texts (language, style,ELA10-GCO7.1 — Examine the different aspects of texts (language, style, graphics, tone, etc.) that contribute to meaning and effect
- Make inferences, draw conclusions, and make supportedELA10-GCO7.2 — Make inferences, draw conclusions, and make supported responses to content, form, and structure
- Explore the relationships among language, topic, genre,ELA10-GCO7.3 — Explore the relationships among language, topic, genre, purpose, context, and audience
- Recognize the use and impact of specific literary and media devicesELA10-GCO7.4 — Recognize the use and impact of specific literary and media devices (e.g., figurative language, dialogue, flashback, symbolism)
- Discuss the language, ideas, and other significantELA10-GCO7.5 — Discuss the language, ideas, and other significant characteristics of a variety of texts and genres
- Respond critically to a variety of print and media textsELA10-GCO7.6 — Respond critically to a variety of print and media texts
- Demonstrate an awareness that texts reveal and produceELA10-GCO7.7 — Demonstrate an awareness that texts reveal and produce ideologies, identities, and positions
- Evaluate ways in which both genders and various culturesELA10-GCO7.8 — Evaluate ways in which both genders and various cultures and socio-economic groups are portrayed in media texts
The official wording — 18 outcomes in this unit
- ELA10-GCO4.1
read from a wide variety of print texts, which include drama, poetry, fiction, and
- ELA10-GCO4.2
view a wide variety of media and visual texts, such as broadcast journalism, film,
- ELA10-GCO4.3
seek meaning in reading, using a variety of strategies, such as cueing systems, utilizing
- ELA10-GCO4.4
use specific strategies to clear up confusing parts of a text (e.g., reread/review the
- ELA10-GCO4.5
demonstrate an understanding of the impact of literary devices and media techniques (editing symbolism,
- ELA10-GCO5.1
research, in systematic ways, specific information from a variety of sources - select appropriate
- ELA10-GCO6.1
articulate personal responses to text by expressing and supporting a point of view about
- ELA10-GCO6.2
respond to the texts they are reading and viewing by questioning, connecting, evaluating, and
- ELA10-GCO6.3
make thematic connections among print texts, public discourse, and media
- ELA10-GCO6.4
demonstrate a willingness to consider more than one interpretation of text
- ELA10-GCO7.1
examine the different aspects of texts (language, style, graphics, tone, etc.) that contribute to
- ELA10-GCO7.2
make inferences, draw conclusions, and make supported responses to content, form, and structure
- ELA10-GCO7.3
explore the relationships among language, topic, genre, purpose, context, and audience
- ELA10-GCO7.4
recognize the use and impact of specific literary and media devices (e.g., figurative language,
- ELA10-GCO7.5
discuss the language, ideas, and other significant characteristics of a variety of texts and
- ELA10-GCO7.6
respond critically to a variety of print and media texts
- ELA10-GCO7.7
demonstrate an awareness that texts reveal and produce ideologies, identities, and positions
- ELA10-GCO7.8
evaluate ways in which both genders and various cultures and socio-economic groups are portrayed
Unit 3Writing and RepresentingOfficial strand · Strand WR
The Writing and Representing strand of the Atlantic Canada ELA framework at the Grade 10 level.
Writing to Explore and Reflect
- Use writing and other ways of representing to - extend ideas and experiences - reflectELA10-GCO8.1 — Use writing and other ways of representing to - extend ideas and experiences - reflect on their feelings, values, and attitudes - describe and evaluate their learning processes and strategies
- Use note-making, illustrations, and other ways of representing to reconstruct knowledgeELA10-GCO8.2 — Use note-making, illustrations, and other ways of representing to reconstruct knowledge
- Choose language that creates interesting and imaginativeELA10-GCO8.3 — Choose language that creates interesting and imaginative effects
Creating Texts
- Demonstrate skills in constructing a range of texts for aELA10-GCO9.1 — Demonstrate skills in constructing a range of texts for a variety of audiences and purposes
- Create an organizing structure appropriate to the purpose, audienceELA10-GCO9.2 — Create an organizing structure appropriate to the purpose, audience, and context of texts - select appropriate form, style, and content for specific audiences and purposes - use a range of appropriate strategies to engage the reader/ viewer
- Analyse and reflect on others’ responses to writing and audiovisual productions and consider thoseELA10-GCO9.3 — Analyse and reflect on others’ responses to writing and audiovisual productions and consider those responses in creating new pieces
Crafting with Precision
- Demonstrate awareness of what writing/representationELA10-GCO10.1 — Demonstrate awareness of what writing/representation processes and presentation strategies work for them in relation to audience and purpose
- Consistently use the conventions of written language in final productsELA10-GCO10.2 — Consistently use the conventions of written language in final products
- Experiment with the use of technology in communicatingELA10-GCO10.3 — Experiment with the use of technology in communicating for a range of purposes
- Demonstrate commitment to crafting pieces of writing and other representationsELA10-GCO10.4 — Demonstrate commitment to crafting pieces of writing and other representations
- Use a range of materials and ideas to clarify writing and other ways of representing for a specificELA10-GCO10.5 — Use a range of materials and ideas to clarify writing and other ways of representing for a specific audience (e.g., graphs, illustrations, tables)
The official wording — 11 outcomes in this unit
- ELA10-GCO8.1
use writing and other ways of representing to - extend ideas and experiences -
- ELA10-GCO8.2
use note-making, illustrations, and other ways of representing to reconstruct knowledge
- ELA10-GCO8.3
choose language that creates interesting and imaginative effects
- ELA10-GCO9.1
demonstrate skills in constructing a range of texts for a variety of audiences and
- ELA10-GCO9.2
create an organizing structure appropriate to the purpose, audience, and context of texts -
- ELA10-GCO9.3
analyse and reflect on others’ responses to writing and audiovisual productions and consider those
- ELA10-GCO10.1
demonstrate awareness of what writing/representation processes and presentation strategies work for them in relation
- ELA10-GCO10.2
consistently use the conventions of written language in final products
- ELA10-GCO10.3
experiment with the use of technology in communicating for a range of purposes
- ELA10-GCO10.4
demonstrate commitment to crafting pieces of writing and other representations
- ELA10-GCO10.5
use a range of materials and ideas to clarify writing and other ways of
What it looks like in the app
Common questions
Can MapleMind help me with English 10?
Yes. MapleMind's AI tutor covers all 40 skills in New Brunswick's English 10 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to New Brunswick's official curriculum?
Yes. Every skill in this course maps to an official outcome code from New Brunswick's Grade 10 English Language Arts curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open English 10 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official New Brunswick curriculum for English 10?
The official source is linked on this page — New Brunswick's official K-12 education resources. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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