Page 141 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

missed work; complete a personal timeline to project goals for the school year)
Teacher prompt: “Explain how an agenda can help you manage your time and meet school- work deadlines.”
Strategies for the Cooperative Classroom
3.3 negotiate roles and tasks in group learning activities (e.g., take on the roles of recorder, time keeper, or facilitator, as needed)
Teacher prompt: “Each person in your group took on a different role. How did that help your group finish the task?”
Knowledge of School and Community Resources
3.4 identify some school and community resources that are available to support classroom learn- ing (e.g., school guidance services, school settle- ment workers, newcomer resources available from www.settlement.org, school and public libraries, in-school study and computer rooms, tutoring programs, community recreation centres)
By the end of this course, students will:
Understanding Media Texts
4.1 view, read, and listen to different types of media texts to obtain and record key information (e.g., compile a weather report based on television forecasts; summarize sports results from the newspaper; obtain transportation schedules from websites)
Interpreting Media Texts
4.2 identify the purpose and intended audience of different types of media texts (e.g., advertising flyers, public service or travel brochures, televi- sion commercials)
Creating Media Texts
4.3 create media texts for different purposes (e.g., a poster to advertise a school event, a stamp to commemorate an invention or discovery, a coat of arms to represent themselves or their families, a song to tell people about a favourite activity)
4. Developing Media Knowledge and Skills
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
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English Literacy Development
ELDBO