Outcome Chart - Saskatchewan - English Language Arts - Level 10-B

This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 10-B English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

It is expected that students will:

Comprehend and Respond

Overall Expectations

Comprehend and respond to a variety of visual, oral, print, and multimedia texts that address:

• identity (e.g., Diversity of Being);
• social responsibility (e.g., Degrees of Responsibility); and
• social action (agency)

View, interpret, and report on ideas and information from more than one source to develop and support positions on various topics related to the course including identity, social responsibility, and personal agency.

Read, interpret, and summarize a wide variety of classical and contemporary literary (including drama, biography, autobiography, poetry, short stories, novels) and informational (including letters, diaries, memoranda, electronic communications) texts.

Specific Expectations

View, listen to, read, comprehend, and respond to a variety of contemporary and traditional texts including First Nations and Métis resources that present different viewpoints and perspectives on issues and reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, language)

Respond personally and critically to individuals, events, and ideas presented in a variety of First Nations, Métis, Canadian, and international texts.

Test ideas and values against ideas and values in texts.

Analyze how a text is related to the themes and issues of a particular period in time.

View, comprehend, interpret, and summarize grade-appropriate visual and multimedia texts created by First Nations, Métis Saskatchewan, Canadian, and international developers and artists from various cultural communities that address identity, social responsibility, and personal agency

Evaluate how genders and various cultures and socio-economic groups are portrayed in representations by the mass media.

Recognize persuasive techniques (including propaganda) being used in visual and multimedia texts, and analyze and assess the impact of specific media, techniques, and designs.

Prepare and present critical response to what was viewed.
Identify and evaluate the verbal and visual features including images, colour, layout, graphics, and messages in consumer products (e.g., clothing, electronic products, food, entertainment services).

Respond to and discuss various meanings, ideas, and effects describing how verbal and static and moving visual features are combined for different purposes and audiences in CD covers, posters, and videos of popular songs and singers.

Read, interpret, and summarize grade-appropriate literary and informational texts created by First Nations, Métis, Saskatchewan, Canadian, and international authors from various cultural communities that address identity, social responsibility, and personal agency.

Read about a particular event or issue, using texts from a range of sources, including magazines, newspapers, cartoons, and letters to the editor to identify different points of view or angles.

Read and interpret critically the main ideas, events, and themes of a variety of literary texts including stories, novels, scripts, poetry, and non-fiction works, and prepare and present critical responses to what was read.

Lessons

Bias

Bias in the News

Camera Shots

Challenging Hate Online

Crime in the News

Exposing Gender Stereotypes

Fact Versus Opinion

Finding and Authenticating Online Information on Global Development Issues

Free Speech and the Internet

Gender Messages in Alcohol Advertising

Hate 2.0

Hate or Debate

Hoax? Scholarly Research? Personal Opinion? You Decide!

How to Analyze the News

I heard it ‘round the Internet: Sexual health education and authenticating online information

ICYouSee: A Lesson in Critical Thinking

Learning Gender Stereotypes

Marketing to Teens: Gender Roles in Advertising

Marketing to Teens: Parody Ads

Online Propaganda and the Proliferation of Hate

Scapegoating and Othering

Scripting a Crime Drama

Suffragettes and Iron Ladies

Taming the Wild Wiki

Television News : Lesson Four

The Front Page

The Impact of Gender Stereotypes

Thinking About Hate

Viewing a Crime Drama

You Be the Editor

MyWorld: A digital literacy tutorial for secondary students (Licensed Resource)

Compose and Create

Overall Expectations

Compose and create a range of visual, multimedia, oral, and written texts to explore:

identity (e.g., Diversity of Being);
social responsibility (e.g., Degrees of Responsibility); and
social action (agency) (e.g., Justice and Fairness).

Create and present a visual or multimedia presentation supporting a prepared talk on a researched issue, using either digital or other presentation tools.

Create a variety of written informational (including a business letter, biographical profile, problem-solution essay) and literary (including fictionalized journal entries and a short script) communications.

Specific Expectations

Develop and articulate defensible points of view on individual, community, national, and world issues.

Develop a project-focused inquiry related to a theme or issue of the course:

generate relevant questions that can be researched
refine topics and clarify ideas
compile information from primary and secondary sources in systematic ways
synthesize the content from several sources or works by various authors dealing with a single issue
interpret and report on ideas and information from more than one source to develop and support positions on various topics
extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration
compile ideas and information into reports, summaries, and other formats and draw conclusions.

Prepare and present visual and multimedia presentations and a research talk/report that:

use logical structures appropriate to audience, purpose, and context
have a central foci and strong messages
organize ideas in a logical and appropriate sequence
include smooth transitions and ensure smooth flow from visual to visual
exhibit a variety of forms and technologies such as sound, photographs, and models, and understand how ideas are communicated through elements of design such as colour, shape, line, and texture
use props, visual aids, graphics, music, sound effects, photos (“clip-art”), and electronic media to enhance the appeal and accuracy of presentations, and ensure words on visuals are easy to read
ensure each visual fits audience and purpose
provide logical and convincing conclusions.

Select, interpret, and synthesize information from visual texts and present it effectively, using a range of visual and layout features and appropriate technologies for variety of purposes.

Use persuasive techniques (e.g., rhetorical question, repetition, parallelism, analogy, appeal to authority) in visual and multimedia texts.

Experiment with a variety of text forms (e.g., advertisements, posters, videos) and techniques (e.g., colour, typeface, graphics).

Write informational and literary texts that:

use various elements of discourse (e.g., purpose, speaker, audience, form) in narrative, expository, persuasive, informational, and/or descriptive texts
exhibit logical structures appropriate to audience, purpose, and context
have a central foci and strong messages
structure material in appropriate styles for audience
define the main idea by selecting relevant, logical details that meet the reader’s perceived needs
organize ideas in a logical and appropriate sequence
include smooth transitions
provide logical and convincing conclusions.

Lessons

Buy Nothing Day

Camera Shots

Celebrities and World Issues

Challenging Hate Online

Crime in the News

Free Speech and the Internet

Hate 2.0

Individuality vs. Conformity

Violence and Video Games

Marketing to Teens: Parody Ads

News Journalism: Lesson One