Page 105 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

3. Adapting to School Life in Ontario
By the end of this course, students will:
Knowledge of the Ontario Secondary School System
3.1 describe a variety of aspects of the Ontario secondary school system that can help them achieve personal, educational, and occupa- tional goals (e.g., the learning skills outlined in the Provincial Report Card; the assessment crite- ria outlined in the provincial achievement charts; the prerequisites for postsecondary education and training; types of courses; graduation requirements and related terms, including“com- pulsory credit”,“transcript”, “full disclosure”, “literacy test”,“community involvement”,“diplo- ma”,“certificate of achievement”,“Specialist High-Skills Major”)
Study Skills and Strategies
3.2 identify and use a variety of appropriate study and test-preparation strategies (e.g., make notes; rehearse with cue cards; use process of elimina- tion; manage time efficiently; follow directions carefully)
Teacher prompt: “What strategies are most helpful when you are studying for a test or exam?”
Strategies for the Cooperative Classroom
3.3 identify some essential strategies for partici- pating in cooperative learning activities and use them effectively to complete group tasks (e.g., listen actively; clarify directions; share ideas; plan and delegate tasks; offer constructive criticism)
Knowledge of School and Community Resources
3.4 identify school and community policies and resources that are provided to support learn- ing and explain how to use them (e.g., school board bullying and harassment policies and pro- cedures; Safe Schools policies; local organizations where students can volunteer in order to complete their community service requirement; cooperative education and apprenticeship programs; school- to-work transition programs)
By the end of this course, students will:
Understanding Media Texts
4.1 view, read, and listen to media texts, and identify strategies used in them to influence specific audiences (e.g., figurative language, striking or provocative visual images, visual conventions, logos and slogans, youth-oriented music)
Teacher prompt: “What visual clues are used to identify ‘good’ and ‘bad’ characters in movies and music videos you have seen recently?”
Interpreting Media Texts
4.2 demonstrate understanding that different media texts may reflect different points of view, and suggest reasons why particular perspec- tives are presented (e.g., marketing concerns may influence whether media texts include or ignore people of a particular age, gender, income level, or ethnocultural background; news reports of a conflict may present more than one point of view to try to achieve the“balance”appropriate for a general audience)
Teacher prompt: “Whose point of view is most often presented in media texts? Why? Who is often absent from advertising in magazines and on television?”
Creating Media Texts
4.3 create a variety of media texts for specific pur- poses and audiences (e.g., a news report sum- marizing the causes and potential consequences of a current issue such as Aboriginal land claims; an editorial to explain and support a position on an issue; an interview with a person with a physical disability about barriers and access in public places for publication in a school or com- munity magazine/newspaper; a public-service announcement on a current issue relevant to students such as poverty, AIDS, violence prevention, or global warming)
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
4. Developing Media Knowledge and Skills
103
English as a Second Language
ESLDO