Page 53 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 9, Academic
1. Understanding Media Texts: demonstrate an understanding of a variety of media texts;
2. Understanding Media Forms, Conventions, and Techniques: identify some media forms and
explain how the conventions and techniques associated with them are used to create meaning;
3. Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
1. Understanding Media Texts
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
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SPECIFIC EXPECTATIONS
By the end of this course, students will:
Purpose and Audience
1.1 explain how both simple and complex media texts are created to suit particular purposes and audiences (e.g., both the feature articles and the advertisements in a women’s fashion magazine are designed to appeal to – and influence – women’s sense of fashion and beauty, and to promote sales; a web page about skateboarding has both video clips that feature new and challenging jumps and links to advertisers promoting the latest equipment)
Teacher prompt: “What elements in this teen magazine advertisement for a skin care prod- uct appeal to the target audience? How does the ad affect the way members of the target audience see themselves?”
Interpreting Messages
1.2 interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey (e.g., explain what the
words, symbols, and images on a cereal box communicate about the cereal; explain what the title and cover art of a graphic novel communi- cate about the story and its intended audience1)
Teacher prompts: “What messages about fam- ily life are communicated by character rela- tionships and plot outcomes in your favourite TV sitcom?” “What kinds of messages are often
stated in the speeches, posters, and other campaign materials of students running for student council? What kinds of messages are sometimes implied?”
Evaluating Texts
1.3 evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intend- ed purpose (e.g., compare the film adaptation of a novel to the novel itself and explain what is communicated more effectively and less effec- tively by the film; explain how the content, graphics, design, and layout of a popular teen magazine contribute to its success2)
Teacher prompt: “How clearly do the icons on a digital camera screen identify what their functions are?”
Audience Responses
1.4 identify and explain different audience responses to selected media texts (e.g., poll friends and family members to gauge their reac- tions to a movie trailer, and explain differences in their responses; explain differences in male and female peers’ reactions to a music video)
Teacher prompt: “Do students, teachers, and principals respond differently to morning announcements in schools? Why?”
MEDIA STUDIES
OVERALL EXPECTATIONS
By the end of this course, students will:
1. TL Media 7-10 “Exploring the Key Concepts of Media Literacy”
2. TL Media 7-10 “Reading Graphical Texts” 6