This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 10-A English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
It is expected that students will:
Comprehend and Respond
Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address:
View, interpret, summarize, and draw conclusions about the ideas and information presented in a variety of illustrations, charts, graphs, and television, film, and video presentations including a documentary or current affairs program.
Read, interpret, and draw conclusions about the ideas, information, concepts, and themes presented in a variety of literary (including poems, plays, essays, short stories, novels) and informational (including magazines, newspapers, and on-line information) texts.
Identify connections between self, texts, and culture.
Comprehend key ideas and supporting details (both explicit and implicit), and determine their literal and implied meaning.
Respond thoughtfully and critically to text providing support from text to justify response.
Generate significant and thought-provoking questions about what is viewed, listened to, and read.
Generate relevant questions about texts on issues related to identity, social responsibility, and social action (agency).
View, interpret, and summarize grade-appropriate literary and informational texts created by First Nations, Métis, Saskatchewan, Canadian, and international authors from various cultural communities.
Understand and apply language cues and conventions to construct and confirm meaning when viewing including:
Pragmatic cues: recognizing and understanding formal English and how stylistic choices affect the meaning and impact of the message; recognizing different English dialects and problems inherent in “standard” English supremacy.
Textual cues: recognizing and understanding the distinctive formats of a range of visual and multimedia texts and their textual and organizational features.
Syntactic cues: recognizing and comprehending basic English sentence structures including common kernel structures and how they have been expanded with qualifiers and how they have been compounded and transformed (as questions, exclamations, inversions, negatives).
Semantic/Lexical/Morphological cues: recognizing and comprehending when and how words are used in a concrete or abstract and a denotative or connotative way.
Graphophonic cues: recognizing and comprehending the structure and patterns of high-frequency, topic-specific, and new words encountered in viewing.
Other cues: recognizing and comprehending textual features such as graphic aids (e.g., diagrams, graphs, timelines, table of contents and index) and illustrations (e.g., photographs, images, drawings, sketches); recognizing intonation, nonverbal cues and body language; recognizing gestures, facial expression, sound, visual, and multimedia aids that were used to enhance presentation.
Demonstrate active viewing behaviours including:
Analyze contrasting texts, evaluating the ways verbal and non-verbal (visual and multimedia) features are organized and combined for different meanings, effects, purposes, and audiences in different social contexts.
Investigate the source of media presentation or production including who made it, why, and for whom it was made.
Prepare and present a critical response to what was viewed.
Listen to and interpret grade-appropriate literary and informational texts created by First Nations, Métis, Saskatchewan, Canadian, and international authors from various cultural communities.
Use available technologies to retrieve, select, and interpret information from a variety of sources.
MyWorld (Licensed Resource)
Compose and Create
Compose and create a range of visual, multimedia, oral, and written texts that explore:
Compose and create a variety of written literary (including a historical persona essay and a review) and informational (including an observation [eye-witness] report and researched or technical report) texts attending to various elements of discourse (e.g., purpose, speaker, audience, form).
Use representing, speaking, and writing to respond to experiences or texts (e.g., a staged dramatic scene, a television episode, a significant personal event).
Develop and present a project-based inquiry related to a theme or topic of the course:
Write an inquiry report (e.g., research report, an I-Search, a technical report)
MyWorld (Licensed Resource)