Page 117 - 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 wide variety of aspects of the Ontario secondary school system that can help them achieve personal, educational, and occupational goals (e.g., assistance with postsecondary planning and goal setting; policies on the accommodation of religious observances/practices)
Study Skills and Strategies
3.2 identify appropriate and effective study skills and test-preparation strategies, and use them to achieve their academic goals (e.g., use posi- tive self-talk to decrease anxiety; keep a learning log of their study schedules, strategies, and achievement of goals)
Strategies for the Cooperative Classroom
3.3 identify a variety of appropriate strategies for participating in cooperative learning activities, and use them effectively to complete group tasks (e.g., use conflict-resolution strategies; encourage participation of all group members; share decision making; show respect for diverse points of view)
Knowledge of School and Community Resources
3.4 identify a variety of school and community policies and resources that are available to support learning, and explain how to use them to achieve educational success (e.g., TOEFL preparation classes; multilingual col- lections in libraries; postsecondary education guides; school board Internet-use policy; public reference libraries)
By the end of this course, students will:
Understanding Media Texts
4.1 view, read, and listen to a variety of media texts, and explain some ways in which they influence society (e.g., how the ideas and images in various media affect social and cultural
norms, lifestyles, and gender roles)
Teacher prompt: “Which groups in Canada are represented most positively and which are most negatively represented in ads on television and in magazines?”
Interpreting Media Texts
4.2 analyse coverage of current local, national, or global issues in a variety of media texts to identify subjective approaches and types of bias
Teacher prompt: “In this news report about a conflict between two countries, does the reporter favour one side over the other? Give support for your opinion.”
Creating Media Texts
4.3 create a variety of media texts for specific pur- poses and audiences, and explain how the purpose and audience influenced their design decisions and language choice (e.g., a class newspaper or pamphlet to inform parents about the achievements and activities of students in the class; an advertising campaign to appeal to spe- cific consumer groups; a review of a television program, film, or artistic performance to encour- age teenagers or adults to see it)
4. Developing Media Knowledge and Skills
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
115
English as a Second Language
ESLEO