Outcome Chart - Nova Scotia - English Language Arts Grade 9

Overall Expectations

Students will be expected to:

  • communicate information and ideas effectively and clearly, and to respond personally and critically
  • interact with sensitivity and respect, considering the situation, audience, and purpose
  • select, read, and view with understanding a range of literature, information, media, and visual texts
  • interpret, select, and combine information using a variety of strategies, resources, and technologies
  • respond personally to a range of texts
  • respond critically to a range of texts, applying their understanding of language, form, and genre
  • use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination
  • create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
  • use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

Specific Expectations

Students will:

  • listen critically to assess the adequacy of the evidence speakers give to evaluate the integrity of information presented
  • demonstrate an understanding that information texts are constructed for particular purposes
  • respond to some of the material they read or view by questioning, connecting, evaluating, and extending
    • move beyond initial understanding to more thoughtful interpretations
  • critically evaluate information presented in print and media texts
    • assess relevance and reliability of available information to answer their questions
  • demonstrate that print and media texts are constructed for particular purposes and particular audiences
    • describe how specific text and genre characteristics contribute to meaning and effect
  • respond critically to texts of increasing complexity
    • analyze and evaluate a text in terms of its form, structure, and content
    • recognize how their own ideas and perceptions are framed by what they read and view
    • demonstrate an awareness that personal values and points of view influence both the creation of text and the reader’s/viewer’s interpretation and response
    • explore and reflect on culture and reality as portrayed in media texts
    • identify the values inherent in a text
  • integrate information from several sources to construct and communicate meaning

Lessons that meet Grade 9 expectations

Beyond Media Messages: Media Portrayal of Global Development

Bias and Crime in Media

Bias in News Sources

Celebrities and World Issues

Cinema Cops

Comparing Crime Dramas

Crime Perceptions Quiz

Deconstructing Web Pages

Diversity and Media Ownership

Exposing Gender Stereotypes

Fact Versus Opinion

Finding and Authenticating Online Information on Global Development Issues

First Person

Gender Messages in Alcohol Advertising

Hate 2.0

Hate or Debate

How to Analyze the News

Images of Learning

Learning Gender Stereotypes

Marketing to Teens: Gender Roles in Advertising

Miscast and Seldom Seen

News Journalism Across the Media: Summative Activities

News Journalism: Definitions and Comments about the News

News Journalism: Radio News

Perceptions of Youth and Crime

Reporter For a Day

Scapegoating and Othering

Taming the Wild Wiki

Television Broadcast Ratings

Television News

The Citizen Reporter

The Front Page

The Girl in the Mirror

The Impact of Gender Stereotypes

Thinking about Hate

Tobacco Labels

Truth or Money

Video Production of a Newscast

Watching the Elections

What’s in a Word?

Who’s Telling My Story?

Writing a Newspaper Article

You’ve Gotta Have a Gimmick

Educational Game

Click if You Agree

Student Tutorials (Licensed Resource)

MyWorld