Outcome Chart - Newfoundland and Labrador - English Language Arts 1201
Overall Expectation
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 their own ideas when listening
1.2 ask relevant questions to develop ideas about issues
1.3 respond to questions by providing reliable support for ideas
1.4 advocate a point of view using supporting evidence
1.5 analyze ideas and information from speaking and listening activities
Overall Expectation
GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.
Specific Expectations
2.1 use a range of strategies that contribute to effective informal communication
2.2 evaluate the range of strategies that contribute to effective informal communication
2.3 adjust language and delivery when responding personally and critically
2.4 use a range of strategies associated with effective formal communication
2.5 evaluate the strategies associated with effective formal communication
Overall Expectation
GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
Specific Expectations
3.1 explain how spoken language reveals ideas, values, and attitudes
3.2 evaluate how spoken language influences others
3.3 analyze the positions of others
3.4 use a variety of communication styles appropriately
Overall Expectation
GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
Specific Expectations
4.1 select texts that meet their needs and interests
4.2 analyze how text features are used to create meaning and achieve different purposes
4.3 use a variety of reading and viewing processes and strategies to construct meaning from texts
4.4 assess specific strategies used to clarify confusing parts of a text
Overall Expectation
GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.
Specific Expectations
5.2 analyze appropriate information from a variety of reliable sources
5.3 organize information from selected sources
5.5 share relevant information
Overall Expectation
GCO 6: Students will be expected to respond personally to a range of texts.
Specific Expectations
6.1 justify a personal point of view about issues, themes, and situations within texts
6.2 analyze their personal points of view about issues, themes, and situations in texts
6.3 evaluate more than one interpretation of a text
Overall Expectation
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 evaluate the different stylistic techniques of texts that contribute to meaning and effect
7.2 respond critically with support to content, form, and structure of texts
7.3 analyze the impact of literary and media devices on the understanding of a text
7.4 justify how texts reveal ideologies and identities
7.5 evaluate the portrayal of cultural identities in texts
Overall Expectation
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 apply a variety of effective strategies when writing and representing
8.2 evaluate the values and attitudes in the texts they create
Overall Expectation
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 create a range of texts both independently and collaboratively
9.3 evaluate their use of strategies used to engage the audience
Overall Expectation
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 develop their ability to effectively communicate meaning
10.3 use information from a variety of sources to construct and communicate meaning
10.4 evaluate the effectiveness of the texts they create
Lessons that meet 1201 expectations
- Advertising and Male Violence
- Alcohol on the Web
- Beyond Media Messages: Media Portrayal of Global Development
- Bias and Crime in Media
- Bias in News Sources
- Buy Nothing Day
- Camera Shots
- Celebrities and World Issues
- Challenging Hate Online
- Crime in the News
- Deconstructing Web Pages
- Diversity and Media Ownership
- Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
- Finding and Authenticating Online Information on Global Development Issues
- First Person
- Free Speech and the Internet
- Gambling in the Media
- Gender Messages in Alcohol Advertising
- Hate 2.0
- Hate or Debate
- Hoax? Scholarly Research? Personal Opinion? You Decide!
- Images of Learning
- Kellogg Special K Ads
- Making Media for Democratic Citizenship
- Marketing to Teens: Alternate Ads
- Marketing to Teens: Gender Roles in Advertising
- Marketing to Teens: Gotta Have It! Designer &Brand Names
- Marketing to Teens: Marketing Tactics
- Marketing to Teens: Talking Back
- Miscast and Seldom Seen
- My Voice is Louder Than Hate: The Impact of Hate
- My Voice is Louder Than Hate: Pushing Back Against Hate
- Online Gambling and Youth
- Online Propaganda and the Proliferation of Hate
- Perceptions of Youth and Crime
- Political Cartoons
- Popular Music and Music Videos
- Scapegoating and Othering
- Selling Tobacco
- Sex in Advertising
- Shaking the Movers: Youth Rights and Media
- Suffragettes and Iron Ladies
- Television Broadcast Ratings
- The Blockbuster Movie
- The Citizen Reporter
- The Front Page
- The Pornography Debate: Controversy in Advertising
- The Price of Happiness
- The Privacy Dilemma: Lesson Plan for Senior Classrooms
- Thinking about Hate
- Violence on Television
- Watching the Elections
- Who Knows? Your Privacy in the Information Age
- Who’s Telling My Story?