Page 173 - 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 graduation requirements of the Ontario secondary school system and support services that are available to help them achieve their goals (e.g., graduation requirements and related components, such as compulsory credit, tran- script, full-disclosure requirements, the literacy test, diploma requirements for community involvement activities, the Specialist High-Skills Major program, criteria for earning a diploma or certificate of achievement; services to assist with planning and goal-setting for postsecondary life)
Study Skills and Strategies
3.2 use a wide variety of study and time- management skills effectively to carry out learning tasks, and explain their relevance to future academic and career plans (e.g., manage time efficiently; plan work and complete tasks satisfactorily; use technology appropriately)
Teacher prompt: “Describe a situation at work or home where it would help you to break a task down into manageable segments.”
Strategies for the Cooperative Classroom
3.3 participate and interact effectively, and take on leadership responsibilities to complete collaborative classroom projects (e.g., listen actively; clarify directions; share ideas; plan work and delegate tasks; offer constructive criticism)
Knowledge of School and Community Resources
3.4 identify and explain the purpose of a wide variety of school and community resources that are available to support lifelong learning, and use them appropriately to implement their educational and career plans (e.g., Independent Learning Centre, career counselling centres, the Ontario Skills Passport, cooperative education and apprenticeship opportunities, postsecondary education guides)
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., youth-oriented music, celebrity endorsements, visual images)
Teacher prompt: “What message on the pack- aging made you want to buy this video game?”
Interpreting Media Texts
4.2 compare a variety of media texts, and evaluate them for balance, inclusiveness, and possible bias (e.g., media texts representing people of dif- ferent ages, genders, income levels, and ethno- cultural backgrounds; news reports of a conflict that present single or multiple points of view)
Teacher prompt: “What different groups do you see in this media text? Does the text treat them differently? If so, how and why?”
Creating Media Texts
4.3 create media texts for a wide variety of audi- ences and purposes, and explain their content and design decisions (e.g., create a T-shirt logo and slogan for a school-wide information cam- paign; compile a collection of symbols found
in traditional and contemporary art forms of specific Aboriginal groups)
4. Developing Media Knowledge and Skills
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
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