Outcome Chart - Ontario - English 11 Workplace Preparation

This outcome chart contains media education learning outcomes from the Ontario, Curriculum for English, Grade 11, with links to supporting resources on the MediaSmarts site.

It is expected that students will:

Developing and Organizing Content

Generate, gather, and organize ideas and information to write for an intended purpose and audience

  • identify the topic, purpose, and audience for several different types of writing tasks
  • generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate   
  • locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate   
  • identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and the purpose for writing  
  • determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task

 

Lessons

Magazine Production

Scripting a Crime Drama

Images of Learning: Secondary

Sex in Advertising

The Pornography Debate

Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns

Hoax? Scholarly Research? Personal Opinion? You Decide!

ICYouSee: A Lesson in Critical Thinking

Thinking About Hate

Deconstructing Web Pages

Tip Sheet

How To Discourage Plagiarism

How to Search the Internet Effectively

Using Knowledge to Form Style

Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

  • write for different purposes and audiences, using several different literary, graphic, and informational forms  
  • establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing   
  • use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience  
  • explain how their own beliefs, values, and experiences are revealed in their writing
  • revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies
  • produce revised draft pieces of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations

Lessons

Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns

Scripting a Crime Drama

 

Applying Knowledge and Conventions

Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

  • proofread and correct their writing, using guidelines developed with the teacher and peers explain the relationship between media works and their audiences
  • use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience
  • produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations

 

 

Lessons

The Pornography Debate

Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns

Hoax? Scholarly Research? Personal Opinion? You Decide!

ICYouSee: A Lesson in Critical Thinking

Tip Sheet

How To Discourage Plagiarism

How to Search the Internet Effectively

Reflecting on Skills and Strategies

Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process

  • describe several different strategies they used before, during, and after writing, explain which ones they found most helpful, and identify several specific steps they can take to improve as writers
  • identify several different skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively
  • select several examples of different types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice