Page 93 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Canadian Diversity
2.3 compare and contrast the traditions and behavioural norms of a number of cultural communities in Canada, including Aboriginal communities (e.g., gender roles, family structures, and days of significance in different cultural groups)
Teacher prompt: “How does having knowledge about different groups help us as a society?”
3. Adapting to School Life in Ontario
By the end of this course, students will:
Knowledge of the Ontario Secondary School System
3.1 compare a variety of aspects of the Ontario secondary school system to aspects of the school system in other countries (e.g., disci- pline expectations and consequences; the role
of teachers; parental involvement in school life and changes after students turn eighteen; the focus on process as well as product in classroom tasks)
Teacher prompt: “How are some of the learn- ing activities in Ontario classrooms similar to and/or different from those in your home country?”
Study Skills and Strategies
3.2 identify and use the most appropriate study strategies for specific learning tasks (e.g., use graphic organizers to categorize information; highlight key information for a summary; create a personal mnemonic device to remember steps in a procedure)
Strategies for the Cooperative Classroom
3.3 respond appropriately and respectfully to views that differ from their own in pair work, small groups, and whole-class discussions (e.g., dis- agree politely in group discussions; avoid making generalizations and/or negative comments about the behaviour or characteristics of groups or individuals)
Knowledge of School and Community Resources
3.4 identify school and community resources rel- evant to their learning needs and explain how to make use of them (e.g., summer school, night school, and virtual school classes; international language classes; the Independent Learning Centre; career counselling centres; community centres; school clubs and sports teams)
Teacher prompt: “What resources are avail- able in the school and community that would help you to continue to develop your first language?”
By the end of this course, students will:
Understanding Media Texts
4.1 view, read, and listen to media texts to com- pare the information available on a subject
or issue in different sources (e.g., compare tele- vision, newspaper, and Internet accounts of the same event; compare advertising from different companies or stores; view the Aboriginal Peoples Television Network [APTN] and compare Aboriginal perspectives with perspectives in other sources)
Interpreting Media Texts
4.2 analyse a variety of advertisements to identify language and other features that are designed to appeal to specific audiences (e.g., use of rep- etition, synonyms, non-standard spellings, des- criptive words, youth-oriented slang and idioms; use of particular types of music or visuals)
Teacher prompt: “Which consumer group is targeted in this advertisement? How do you know?”
Creating Media Texts
4.3 create media texts using language and fea- tures appropriate for the intended audience (e.g., an advertising campaign for Student Council elections, a video promoting healthy lifestyle choices, a website for students about strategies for finding summer employment)
SOCIO-CULTURAL COMPETENCE AND MEDIA LITERACY
4. Developing Media Knowledge and Skills
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English as a Second Language
ESLCO