Page 163 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Canadian Diversity
2.3 identify needs that all people share and needs that are different because of culture, religion, language background, age, and/or gender role (e.g., summarize information from films, videos, and print sources on diverse needs of people in Canadian communities)
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 aspects of the Ontario secondary school system that can help them achieve their personal, educational, and/or occupa- tional goals (e.g., the focus on both process and product in the achievement chart categories, the focus on learning skills in the Provincial Report Card, policies on accommodating religious dress and worship traditions)
Study Skills and Strategies
3.2 use a variety of appropriate time-manage- ment, study, and test-preparation skills and strategies to carry out learning tasks in all subject areas (e.g., make notes; rehearse with cue cards; determine priorities; manage time efficiently; follow directions)
Strategies for the Cooperative Classroom
3.3 participate effectively in cooperative learning activities to complete group tasks (e.g., express opinions appropriately; express disagreement politely; pay attention to peers’ and teachers’ comments; contribute by building on peers’ and teachers’ comments; negotiate group roles and tasks)
Knowledge of School and Community Resources
3.4 identify and explain the purpose of a variety of school and community resources that are available to support lifelong learning, and use them appropriately as needed (e.g., summer, night, and virtual school opportunities; interna- tional language classes; the school board’s poli- cies and procedures on bullying and harassment; antidiscrimination and safe schools policies; local organizations where students can volunteer in order to complete the diploma requirement
for community involvement activities; public reference libraries)
By the end of this course, students will:
Understanding Media Texts
4.1 view, read, and listen to coverage of the same subject or issue in different media sources and compare the type of information provided (e.g., compare television, newspaper, and Internet accounts of a natural disaster or a sports event)
Teacher prompt: “How did the map in the newspaper report help you understand the television coverage of the hurricane?”
Interpreting Media Texts
4.2 compare media texts that are designed to appeal to different audiences, and identify elements that are aimed at specific groups (e.g., visuals that show particular types of people or that evoke a particular mood, youth-oriented language and music, key words or slogans that reveal a particular point of view)
Teacher prompt: “Do you think all people who read this brochure will react in the same way? Would an older person react in the same way as a teenager? Why or why not?”
Creating Media Texts
4.3 create media texts for a variety of audiences and purposes, and explain their content and design decisions (e.g., a mock television or radio announcement to inform students about a school- related issue, a multi-media presentation to orient newcomer students to the school and community, a movie poster based on a novel they have read)
4. Developing Media Knowledge and Skills
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
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