Outcome Chart - British Columbia - English 12 First Peoples

This outcome chart contains media-related learning outcomes from the British Columbia, Grade 12 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, to comprehend a wide variety of authentic

  • First Peoples texts, including
  • at least one novel or biography
  • a range of short prose works
  • at least one play
  • at least one film
  • a range of poems

View, both collaboratively and independently, to comprehend a variety of visual texts representing

  • local and other BC First Peoples cultures, such as
  • documentary film and video
  • photographs
  • paintings, carvings, totems, textiles, regalia
  • dance, drama
  • masks
  • 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

Thinking

Explain and support personal responses to a variety of texts read and viewed, by

  • making comparisons, associations, or analogies 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, information, and understandings from texts read and viewed, by

  • critiquing logic and quality of evidence
  • identifying and describing diverse voices
  • critiquing perspectives
  • identifying and challenging biases, contradictions, distortions, and non-represented perspectives
  • explaining the importance and impact of social, political, and historical factors

Synthesize and extend thinking about texts read and viewed, by

  • personalizing ideas, information, and understandings
  • explaining relationships among ideas, information, and understandings
  • applying new ideas, information, and understandings
  • contextualizing ideas, information, and understandings
  • making connections to First Peoples principles of learning
  • transforming existing ideas, information, 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 text shape readers’ and viewers’ construction of

  • meaning and appreciation of the author’s craft, including
  • functions of text
  • form and genre
  • literary elements
  • literary devices
  • use of language
  • non-fiction elements
  • visual/aesthetic devices

Lessons

Advertising and Male Violence

Bias

Celebrities and World Issues

Cinema Cops

Comparing Crime Dramas

Crime in the News

Fact Versus Opinion

Hoax? Scholarly Research? Personal Opinion?

How to Analyze the News

Marketing to Teens: Alternate Ads

Marketing to Teens: Gender Roles in Advertising

Marketing to Teens: Parody Ads

Perceptions of Youth and Crime

Sex in Advertising

The Front Page

Viewing a Crime Drama










  

Writing and Representing

Specific Expectations

Purposes

Write purposeful information texts that express ideas, information, and understandings 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
  • explore and respond
  • record and describe
  • explain and persuade
  • engage

Thinking

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

  • making comparisons, associations, or analogies 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, information, and understandings from texts, by

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

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, information, 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
  • setting goals for improvement
  • creating a plan for achieving goals
  • evaluating progress and setting new goals

Lessons

Camera Shots

Magazine Production

Making Media for Democratic Citizenship

Scripting a Crime Drama

The Privacy Dilemma