Page 108 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Form
3.2 select the media form best suited to the topic, purpose, and audience for a media text they plan to create, and explain why it is the most appropriate choice (e.g., explain why a multi- media presentation would be the most effective way to convince shareholders that a multina- tional corporation should improve its child labour practices; explain why a pamphlet would be the most effective way to lobby for a particu- lar program to help poor people)
Teacher prompt: “What media form would be the most effective way to interest a Grade 9 class in reading a short story you enjoyed?”
Conventions and Techniques
3.3 identify a variety of conventions and/or tech- niques appropriate to a media form they plan to use, and explain why these will help com- municate a specific aspect of their intended meaning most effectively (e.g., conventions/ techniques for a storyboard for a videotaped editorial on a current issue: an outline of types of shots, camera angles, sound effects, dialogue, and transitions between shots to be used, includ- ing brief notes about how each will contribute to the overall message; conventions/techniques for a multimedia presentation for peers to promote environmental awareness: an outline of images, text, and sound effects to be used, including brief notes about how each will contribute to the overall message)
Teacher prompts: “Why do you think fast- food restaurants use pictures of selected menu items as well as printed listings on their menu board?” “What criteria would you use to determine the shots in your videotaped editorial? How might the order of the shots help you convey your message more effectively?”
Producing Media Texts
3.4 produce media texts, including complex texts, for a variety of purposes and audiences, using the most appropriate forms, conventions, and techniques (e.g., a reading promotion campaign to support personal reading or a school-wide sustained silent reading program, using a variety of media forms, including posters in the library, computer presentations at an assembly, and a special“pitch”during morning announcements; a commercial to raise awareness about Aboriginal rights)
Teacher prompt: ”What kind of content would you need to include in a travel magazine to attract particular types of advertisers?”
4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
4.1 demonstrate insight into their strengths and weaknesses as media interpreters and produc- ers, and practise the strategies they found most helpful when interpreting and creating partic- ularly complex media texts to improve their skills (e.g., use feedback from the target audience for a media text they produced to evaluate its success; use feedback from peers to help identify their personal strengths as media creators and strategies that might help them improve)
Teacher prompt: “How could analysing the appeal of a controversial television show help you in creating your own show?”
Interconnected Skills
4.2 explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., the ability to identi- fy words that indicate bias in written material can help them detect bias when interpreting media messages)
Teacher prompt: “How could participation in a classroom dialogue about bias help you identify bias in media texts?”
MEDIA STUDIES
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English
ENG4U