Page 153 - 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 number of policies and practices in place in the Ontario secondary school system (e.g., the role of teachers; involvement of parents in school life and changes after their child turns eighteen; discipline expectations and consequences; district school boards’ equity and antidiscrimina- tion policies)
Study Skills and Strategies
3.2 use a number of appropriate time-management and study skills and strategies to carry out learning tasks in all subject areas (e.g., establish a study schedule; organize notes for study; meet with peers to plan projects; use graphic organiz- ers to categorize information; highlight key infor- mation; create a personal mnemonic device)
Strategies for the Cooperative Classroom
3.3 interact appropriately and respectfully in co- operative learning activities (e.g., help keep the group on task; take turns; take on different roles as needed; show respect for other points of view)
Knowledge of School and Community Resources
3.4 identify and use a number of school and com- munity resources that are available to support lifelong learning (e.g., school/community clubs and sports teams; the public library; guidance department brochures and personnel; career information databases; career days, field trips, and job shadow programs; settlement agencies)
By the end of this course, students will:
Understanding Media Texts
4.1 view, read, and listen to media texts in a vari- ety of forms to identify their key elements and characteristics (e.g., compare the format of tele- vision sitcoms, game shows, and reality programs; compare the styles of news delivery used on tele- vision and in newspapers and tabloids; compare advertisements in magazines, on billboards, and in pop-ups on the Internet)
Interpreting Media Texts
4.2 identify features in media texts that are used to appeal to specific audiences (e.g., font style and size on packaging and in advertisements; pictures, illustrations, and colour in a brochure; images that feature people in a specific age group; celebrity endorsement in advertisements; type of music played in television advertisements)
Teacher prompt: “What messages do adver- tisements on television and in magazines give about physical appearance for women and men?”
Creating Media Texts
4.3 create media texts for a number of different audiences and purposes, and explain their choice of format (e.g., create a brochure to attract young travellers to their country of origin; produce a board game related to a classroom unit of study; create an advertisement for a new or imaginary product)
Teacher prompt: “Think of advertisements aimed at specific audiences: for example, people who like basketball, people who like fast cars, or people who like a certain type of music. How do you know an advertisement is designed to appeal to that audience?”
4. Developing Media Knowledge and Skills
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
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