Outcome Chart - British Columbia - English Grade 10 - First Peoples

This outcome chart contains media-related learning outcomes from the British Columbia, Grade 10 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

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

After reading and viewing, select, adapt, and apply a range of strategies to extend and confirm meaning and to consider author’s craft, including

  • reflecting on predictions, questions, images, and connections made during reading
  • making connections to self, to identity, to other texts, and to place
  • reviewing text and purpose for reading
  • making inferences and drawing conclusions
  • summarizing, synthesizing, and applying ideas
  • identifying stylistic techniques

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
  • explaining opinions using reasons and evidence
  • suggesting contextual influences

 

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

  • making and supporting reasoned judgments
  • comparing ideas and elements among texts
  • identifying and describing diverse voices
  • describing bias, contradictions, and non-represented perspectives
  • identifying the importance and impact of historical and social 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

 

 

Lessons

Beyond Media Messages: Media Portrayal of Global Development

Bias

Bias in the News

Deconstructing Web Pages

Finding and Authenticating Online Information on Global Development Issues

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

Perceptions of Youth and Crime

Taming the Wild Wiki

 

Writing and Representing

Specific Expectations

Purposes

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

  • explore and respond
  • record and describe
  • analyse and explain
  • speculate and consider
  • argue and persuade
  • 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

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

  • making and supporting reasoned judgments
  • describing and comparing perspectives
  • describing bias, contradictions, and non-represented perspectives
  • identifying the importance and impact of historical and social 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

Free Speech and the Internet

Individuality vs. Conformity

Violence and Video Games

News Journalism: Lesson One

Selling Obesity

Selling Tobacco

Shaking the Movers: Youth Rights and Media

Taming the Wild Wiki

Television News : Lesson Four

The Privacy Dilemma

Violence on Film: The Ratings Game