Outcome Chart - British Columbia - English 11 First Peoples

This outcome chart contains media-related learning outcomes from the British Columbia, Grade 11 English First Peoples curriculum, with links to supporting resources on the MediaSmarts site.

It is expected that students will:

Reading and Viewing

Specific Expectations

Purposes

Read and view, both collaboratively and independently, a wide variety of authentic First Peoples texts, including texts from

  • local communities
  • other parts of North America and the world

View, both collaboratively and independently, to comprehend a variety of visual texts representing local and other BC First Peoples cultures, such as

  • film and video
  • photographs
  • paintings, carvings, totems, petroglyphs, pictographs
  • textiles, regalia, masks
  • dance, drama
  • graphic novels and illustrated literature
  • broadcast media
  • web sites
  • student-generated material

Strategies

Before reading and viewing, select, adapt, and apply a range of strategies to anticipate content and construct meaning, including

  • interpreting a task
  • setting a purpose or multiple purposes
  • accessing prior knowledge, including knowledge of genre, form, and context
  • making logical, detailed predictions
  • generating guiding or speculative questions

During reading and viewing, select, adapt, and apply a range of strategies to construct, monitor, and confirm meaning, including

  • comparing and refining predictions, questions, and images
  • making connections to First Peoples worldviews
  • making inferences and drawing conclusions
  • reading the text aloud or listening to it read aloud
  • summarizing and paraphrasing
  • using text features
  • determining the meaning of unknown words and phrases
  • clarifying meaning

Thinking

Explain and support personal responses to texts, by

  • making comparisons to other ideas and concepts
  • relating reactions and emotions to understanding of the text
  • developing opinions using reasons and evidence
  • suggesting contextual influences and relationships

Interpret, analyse, and evaluate ideas and information from texts, by

  • critiquing logic and quality of evidence
  • identifying and describing diverse voices
  • critiquing perspectives
  • identifying and challenging bias, contradictions, and distortions
  • identifying the importance and impact of social, political, and historical contexts

Synthesize and extend thinking about texts, by

  • making connections to First Peoples principles of learning
  • personalizing ideas, information, and understandings
  • explaining relationships among ideas, information, and understandings
  • applying new ideas, information, and understandings
  • contextualizing ideas, information, and understandings
  • transforming existing ideas and understandings

Use metacognitive strategies to reflect on and assess their reading and viewing, by

  • making connections between their exploration of personal identity and texts studied
  • referring to criteria
  • setting goals for improvement
  • creating a plan for achieving goals
  • evaluating progress and setting new goals

Features

Recognize and explain how structures and features of First Peoples texts shape readers’ and viewers’ construction of meaning and appreciation of author’s craft, including

  • functions of text
  • form and genre
  • literary elements
  • literary devices
  • use of language
  • non-fiction elements
  • visual/aesthetic devices

Lessons

Beyond Media Messages: Media Portrayal of Global Development

Bias

Comparing Crime Dramas

Crime in the News

Fact Versus Opinion

How to Analyze the News

Movie Heroes and the Heroic Journey

Perceptions of Youth and Crime

Television Newscasts

Writing and Representing

Specific Expectations

Purposes

Write purposeful informational texts that express ideas, information, and understanding to

  • explore and respond
  • record and describe
  • speculate and consider
  • argue and persuade
  • analyse and critique
  • engage

Create thoughtful representations, individually and collaboratively, that communicate ideas, information, and understandings to

  • reflect, explore, and respond
  • record and describe
  • explain and persuade
  • make connections
  • engage

Thinking

Write and represent to explain and support personal responses to texts, by

  • making comparisons to other ideas and concepts
  • relating reactions and emotions to understanding of the text
  • developing opinions using reasons and evidence
  • suggesting contextual influences and relationships

Write and represent to interpret, analyse, and evaluate ideas and information from texts, by

  • critiquing logic and quality of evidence
  • relating and critiquing perspectives
  • identifying and challenging bias, contradictions, and distortions
  • identifying the importance and impact of social, political, and historical contexts

Write and represent to synthesize and extend thinking, by

  • personalizing ideas, information, and understandings
  • explaining relationships among ideas, information, and understandings
  • applying new ideas, information, and understandings
  • contextualizing ideas, information, and understandings
  • transforming existing ideas and understandings

Use metacognitive strategies to reflect on and assess their writing and representing, by

  • making connections to First Peoples principles of learning
  • relating their work to criteria set by self or others
  • setting goals for improvement
  • creating a plan for achieving goals
  • evaluating progress and setting new goals

Lessons

Buy Nothing Day

Celebrities and World Issues

Crime in the News

Individuality vs. Conformity

Violence on Film: The Ratings Game

The Privacy Dilemma