Outcome Chart - Newfoundland and Labrador - English 3202

Speaking and Listening

Overall Expectations

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

Specific Expectations

1.1 examine others’ ideas and synthesize what is helpful to clarify and expand on their own understanding

1.2 ask discriminating questions to acquire, interpret, analyse, and evaluate ideas and information

1.3 articulate, advocate, and justify positions on issues or text in a convincing manner, showing an understanding of a range of viewpoints

MediaSmarts Resources

Lessons

Beyond Media Messages: Media Portrayal of Global Development

Diversity and Media Ownership

Fact Versus Opinion

Finding and Authenticating Online Information on Global Development Issues

Free Speech and the Internet

Kellogg Special K Ads

Marketing to Teens: Talking Back

Miscast and Seldom Seen

The Citizen Reporter

The Privacy Dilemma: Lesson Plan for Senior Classrooms

Violence on Film: The Ratings Game

Who’s Telling My Story?

Overall Expectations

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

Specific Expectations

2.2 adapt language and delivery for a variety of audiences and purposes in informal and formal contexts, some of which are characterized by complexity of purpose, procedure, and subject matter

2.3 respond to a wide range of complex questions and directions

2.4 reflect critically on and evaluate their own and others’ uses of language in a range of contexts, recognizing elements of verbal and nonverbal messages that produce powerful communication

MediaSmarts Resources

Lessons

Advertising and Male Violence

Beyond Media Messages: Media Portrayal of Global Development

Bias

Camera Shots

Cinema Cops

Comparing Crime Dramas

Crime in the News

Fact Versus Opinion

Forensic Science Crime Dramas

Kellogg Special K Ads

Marketing to Teens: Alternate Ads

Marketing to Teens: Gotta Have It! Designer & Brand Names

Online Propaganda and the Proliferation of Hate

Perceptions of Youth and Crime

Political Cartoons

Popular Music and Music Videos

Sex in Advertising

The Front Page

The Pornography Debate: Controversy in Advertising

Viewing a Crime Drama

Watching the Elections

Interactive Resources

MyWorld (licensed resource)

Reading and Viewing

Overall Expectations

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

Specific Expectations

4.3 articulate their understanding of the ways in which information texts are constructed for a particular purpose

4.4 use the cueing systems and a variety of strategies to construct meaning in reading and viewing complex and sophisticated print and media texts

MediaSmarts Resources

Lessons

Advertising and Male Violence

Beyond Media Messages: Media Portrayal of Global Development

Bias

Camera Shots

Cinema Cops

Comparing Crime Dramas

Crime in the News

Fact Versus Opinion

Forensic Science Crime Dramas

Hoax? Scholarly Research? Personal Opinion? You Decide!

How to Analyze the News

Marketing to Teens: Alternate Ads

Marketing to Teens: Gotta Have It! Designer & Brand Names

Online Propaganda and the Proliferation of Hate

Perceptions of Youth and Crime

Political Cartoons

Popular Music and Music Videos

Scripting a Crime Drama

Sex in Advertising

Suffragettes and Iron Ladies

The Front Page

The Pornography Debate: Controversy in Advertising

Viewing a Crime Drama

Watching the Elections

Interactive Resources

MyWorld (licensed resource)

Overall Expectations

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

Specific Expectations

5.1 access, select, and research in systematic ways, specific information to meet personal and learning needs - use the electronic network and other sources of information, in ways characterized by complexity of purpose, procedure, or subject matter - evaluate their research process

MediaSmarts Resources

Lessons

Finding and Authenticating Online Information on Global Development Issues

Hoax? Scholarly Research? Personal Opinion? You Decide!

Interactive Resources

MyWorld (licensed resource)

Overall Expectations

GCO 6: Students will be expected to respond personally to a range of texts.

Specific Expectations

6.1 make informed personal responses to increasingly challenging print and media texts and reflect on their responses

- make connections between their own values, beliefs, and cultures and those reflected in literary and media texts

- analyse thematic connections among texts and articulate an understanding of the universality of many themes

- demonstrate a willingness to explore diverse perspectives to develop or modify their points of view

6.2 articulate and justify points of view about texts and text elements

- interpret ambiguities in complex and sophisticated texts

MediaSmarts Resources

Lessons

Advertising and Male Violence

Beyond Media Messages: Media Portrayal of Global Development

Bias

Comparing Crime Dramas

Crime in the News

Fact Versus Opinion

Forensic Science Crime Dramas

Hoax? Scholarly Research? Personal Opinion? You Decide!

How to Analyze the News

Marketing to Teens: Alternate Ads

Marketing to Teens: Gotta Have It! Designer & Brand Names

Online Propaganda and the Proliferation of Hate

Perceptions of Youth and Crime

Political Cartoons

Sex in Advertising

Suffragettes and Iron Ladies

The Front Page

The Pornography Debate: Controversy in Advertising

Viewing a Crime Drama

Watching the Elections

Overall Expectations

GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.

Specific Expectations

7.1 critically evaluate the information they access

7.2 show the relationships among language, topic, purpose, context, and audience

- note the relationship of specific elements of a particular text to elements of other texts

- describe, discuss, and evaluate the language, ideas, and other significant characteristics of a variety of texts and genres

7.3 respond critically to texts

- examine how texts work to reveal and produce ideologies, identities, and positions

- examine how media texts influence notions of role, behaviour, culture, and reality

- examine how textual features help a reader and viewer to create meaning of the texts

MediaSmarts Resources

Lessons

Advertising and Male Violence

Beyond Media Messages: Media Portrayal of Global Development

Bias

Camera Shots

Cinema Cops

Comparing Crime Dramas

Crime in the News

Fact Versus Opinion

Forensic Science Crime Dramas

Hoax? Scholarly Research? Personal Opinion? You Decide!

How to Analyze the News

Marketing to Teens: Alternate Ads

Marketing to Teens: Gotta Have It! Designer & Brand Names

Online Propaganda and the Proliferation of Hate

Perceptions of Youth and Crime

Political Cartoons

Popular Music and Music Videos

Scripting a Crime Drama

Sex in Advertising

Suffragettes and Iron Ladies

The Front Page

The Pornography Debate: Controversy in Advertising

Viewing a Crime Drama

Watching the Elections

Interactive Resources

MyWorld (licensed resource)

Writing and Representing

Overall Expectations

GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

Specific Expectations

8.1 use writing and other ways of representing to explore, extend, and reflect on - their experiences with and insights into challenging texts and issues - the writing processes and strategies they use - their achievements as language users and learners - the basis for their feelings, values, and attitudes

8.3 make effective choices of language and techniques to enhance the impact of imaginative writing and other ways of representing

MediaSmarts Resources

Lessons

Bias and Crime in Media

Bias in News Sources

Buy Nothing Day

Celebrities and World Issues

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

First Person

Forensic Science Crime Dramas

Hype!

Images of Learning

Magazine Production

Making Media for Democratic Citizenship

Marketing to Teens: Gender Roles in Advertising

Marketing to Teens: Marketing Tactics

Marketing to Teens: Talking Back

Miscast and Seldom Seen

Movie Heroes and the Heroic Journey

Perceptions of Youth and Crime

Scripting a Crime Drama

Suffragettes and Iron Ladies

The Blockbuster Movie

The Citizen Reporter

The Price of Happiness

The Privacy Dilemma: Lesson Plan for Senior Classrooms

Violence on Film: The Ratings Game

Watching the Elections

Who’s Telling My Story?

Overall Expectations

GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

Specific Expectations

9.1 produce writing and other forms of representation characterized by increasing complexity of thought, structure, and conventions

9.2 demonstrate an understanding of the ways in which the construction of texts can create, enhance, or control meaning - make critical choices of form, style, and content to address increasingly complex demands of different purposes and audiences

MediaSmarts Resources

Lessons

Bias and Crime in Media

Bias in News Sources

Buy Nothing Day

Celebrities and World Issues

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

First Person

Forensic Science Crime Dramas

Hype!

Images of Learning

Magazine Production

Making Media for Democratic Citizenship

Marketing to Teens: Gender Roles in Advertising

Marketing to Teens: Marketing Tactics

Marketing to Teens: Talking Back

Miscast and Seldom Seen

Movie Heroes and the Heroic Journey

Perceptions of Youth and Crime

Scripting a Crime Drama

Suffragettes and Iron Ladies

The Blockbuster Movie

The Citizen Reporter

The Price of Happiness

The Privacy Dilemma: Lesson Plan for Senior Classrooms

Violence on Film: The Ratings Game

Watching the Elections

Who’s Telling My Story?

Overall Expectations

GCO 10: Students will be expected to use a range of strategies to develop effective writing and representing and to enhance their clarity, precision, and effectiveness.

Specific Expectations

10.1 apply their knowledge of what strategies are effective for them as creators of various writing and other representations

10.3 use technology effectively to serve their communication purposes - design texts that they find aesthetically pleasing and useful

10.5 integrate information from many sources to construct and communicate meaning

MediaSmarts Resources

Lessons

Bias and Crime in Media

Bias in News Sources

Buy Nothing Day

Celebrities and World Issues

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

First Person

Forensic Science Crime Dramas

Hype!

Images of Learning

Magazine Production

Making Media for Democratic Citizenship

Marketing to Teens: Gender Roles in Advertising

Marketing to Teens: Marketing Tactics

Marketing to Teens: Talking Back

Miscast and Seldom Seen

Movie Heroes and the Heroic Journey

Perceptions of Youth and Crime

Scripting a Crime Drama

Suffragettes and Iron Ladies

The Blockbuster Movie

The Citizen Reporter

The Price of Happiness

The Privacy Dilemma: Lesson Plan for Senior Classrooms

Violence on Film: The Ratings Game

Watching the Elections

Who’s Telling My Story?