Outcome Chart - Newfoundland and Labrador - English Language Arts 2201
Speaking and Listening
Overall Expectations
1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
Specific Expectations
- examine others’ ideas and synthesize what is helpful to extend their own understanding
- ask discriminating questions to acquire, interpret, analyze and evaluate ideas and information
- articulate, advocate, and justify positions on an issue or text in a convincing manner, showing an understanding of a range of opposing viewpoints
- listen critically to analyze and evaluate concepts, ideas and information
MediaSmarts Resources
- Dealing with Digital Stress
- First, Do No Harm: Being an Active Witness to Cyberbullying
- Free Speech and the Internet
- Kellogg Special K Ads
- The Impact of Gender Stereotypes
- Unpacking Privilege
- Who’s Telling My Story?
Overall Expectations
2. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.
Specific Expectations
- interact in both leadership and support roles in a range of situations, some of which are characterized by complexity of purpose, procedure and subject matter
- 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
- respond to a wide range of complex questions and directions
- reflect critically on and evaluate their own and others’ uses of language in a range of contexts, recognizing the elements of verbal and nonverbal messages that produce powerful communication
MediaSmarts Resources
- Dealing with Digital Stress
- First, Do No Harm: Being an Active Witness to Cyberbullying
- Free Speech and the Internet
- Kellogg Special K Ads
- The Impact of Gender Stereotypes
- Unpacking Privilege
- Who’s Telling My Story?
Overall Expectations
3. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
Specific Expectations
- consistently demonstrate active listening and concern for the needs, rights, and feelings of others
- demonstrate how spoken language influence and manipulate and reveals ideas, values, and attitudes
- address the demands of a variety of speaking situations, making critical language choices, especially of tone and style
MediaSmarts Resources
- Challenging Hate Online
- Hate or Debate
- Online Relationships: Respect and Consent
- That’s Not Cool
- Unpacking Privilege
Reading and Viewing
Overall Expectations
4. Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
Specific Expectations
- select texts to support their learning needs and range of special interests
- read widely and experience a variety of literary genre and modes from different provinces and countries and world literature from different literary periods
- articulate their understanding of ways in which information texts are constructed for particular purposes
- use cueing systems and a variety of strategies to construct meaning in reading and viewing complex and sophisticated print and media texts
- articulate their own processes and strategies in exploring, interpreting and reflecting on sophisticated texts and tasks
MediaSmarts Resources
- Alcohol on the Web
- Authentication Beyond the Classroom
- Beyond Media Messages: Media Portrayal of Global Development
- Bias and Crime in Media
- Crime in the News
- Deconstructing Web Pages
- Finding and Authenticating Online Information on Global Development Issues
- Gender Messages in Alcohol Advertising
- Hoax? Scholarly Research? Personal Opinion? You Decide!
- Kellogg Special K Ads
- Learning Gender Stereotypes
- Marketing to Teens: Gender Roles in Advertising
- 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
- Remixing Media
- Scapegoating and Othering
- Selling Tobacco
- Suffragettes and Iron Ladies
- The Front Page
- Thinking about Hate
- Watching the Elections
Overall Expectations
5. Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies
Specific Expectations
- 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
- Authentication Beyond the Classroom
- Finding and Authenticating Online Information on Global Development Issues
- Hoax? Scholarly Research? Personal Opinion? You Decide!
Overall Expectations
6. Students will be expected to respond personally to a range of texts.
Specific Expectations
- make informed personal responses to increasingly challenging print and media texts and reflect on their responses
- articulate and justify points of view about texts and text elements
MediaSmarts Resources
- Diversity and Media Ownership
- Exposing Gender Stereotypes
- Gender Messages in Alcohol Advertising
- Kellogg Special K Ads
- Marketing to Teens: Talking Back
- Perceptions of Youth and Crime
- Popular Music and Music Videos
- Selling Tobacco
Overall Expectations
7. Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.
Specific Expectations
- critically evaluate the information they access
- show the relationship 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
- respond critically to complex and sophisticated texts - examine how texts work to reveal and produce ideologies, identities and positions
- examine how media texts construct notions of roles, behaviour, culture and reality
- examine how textual features help a reader and viewer to create meaning of the texts
MediaSmarts Resources
- Alcohol on the Web
- Bias and Crime in Media
- Deconstructing Web Pages
- Exposing Gender Stereotypes
- Gender Messages in Alcohol Advertising
- Kellogg Special K Ads
- Marketing to Teens: Gender Roles in Advertising
- Marketing to Teens: Gotta Have It! Designer & Brand Names
- Marketing to Teens: Marketing Tactics
- Perceptions of Youth and Crime
- Scapegoating and Othering
- Selling Tobacco
- The Front Page
- Thinking about Hate
- Watching the Elections
Writing and Representing
Overall Expectations
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
- use writing and other ways of representing to extend, explore and reflect on
- their experiences with and insights into challenging texts and issues
- the processes and strategies they used
- their achievements as language users and learners
- the basis for their feelings, values and attitudes
- use note-making to reconstruct increasingly complex knowledge
- make effective choices of language and techniques to enhance the impact of imaginative writing and other ways of representing
MediaSmarts Resources
- Bias and Crime in Media
- Bias in News Sources
- Dealing with Digital Stress
- Digital Storytelling for Civic Engagement
- Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
- First Person
- First, Do No Harm: Being an Active Witness to Cyberbullying
- Marketing to Teens: Gender Roles in Advertising
- Marketing to Teens: Marketing Tactics
- Marketing to Teens: Talking Back
- Miscast and Seldom Seen
- Online Relationships: Respect and Consent
- Perceptions of Youth and Crime
- Relationships and Sexuality in the Media
- Remixing Media
- Secure Comics
- Selling Tobacco
- Shaking the Movers: Youth Rights and Media
- Suffragettes and Iron Ladies
- Television Broadcast Ratings
- The Citizen Reporter
- The Girl in the Mirror
- The Price of Happiness
- The Privacy Dilemma: Lesson Plan for Senior Classrooms
- Thinking Like a Tobacco Company
- Video Games
- Watching the Elections
- Who’s Telling My Story?
- Your Online Resume
Overall Expectations
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
- produce writing and other forms of representation characterized by increasing complexity of thought, structure and conventions
- demonstrate 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
- evaluate the responses of others to their writing and media productions
MediaSmarts Resources
- Bias and Crime in Media
- Bias in News Sources
- Dealing with Digital Stress
- Digital Storytelling for Civic Engagement
- Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
- First Person
- First, Do No Harm: Being an Active Witness to Cyberbullying
- Marketing to Teens: Gender Roles in Advertising
- Marketing to Teens: Marketing Tactics
- Marketing to Teens: Talking Back
- Miscast and Seldom Seen
- Online Relationships: Respect and Consent
- Perceptions of Youth and Crime
- Relationships and Sexuality in the Media
- Remixing Media
- Secure Comics
- Selling Tobacco
- Shaking the Movers: Youth Rights and Media
- Suffragettes and Iron Ladies
- Television Broadcast Ratings
- The Citizen Reporter
- The Girl in the Mirror
- The Price of Happiness
- The Privacy Dilemma: Lesson Plan for Senior Classrooms
- Thinking Like a Tobacco Company
- Video Games
- Watching the Elections
- Who’s Telling My Story?
- Your Online Resume
Overall Expectations
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
- apply their knowledge of what strategies are effective for them as creators of various writing and media productions
- use the conventions of written language accurately and consistently in final products
- use technology to effectively serve their communication purposes
- demonstrate a commitment to the skillful crafting of a range of writing and other representations
- integrate information from many sources to construct and communicate meaning
MediaSmarts Resources
- Bias and Crime in Media
- Bias in News Sources
- Dealing with Digital Stress
- Digital Storytelling for Civic Engagement
- Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
- First Person
- First, Do No Harm: Being an Active Witness to Cyberbullying
- Marketing to Teens: Gender Roles in Advertising
- Marketing to Teens: Marketing Tactics
- Marketing to Teens: Talking Back
- Miscast and Seldom Seen
- Online Relationships: Respect and Consent
- Perceptions of Youth and Crime
- Relationships and Sexuality in the Media
- Remixing Media
- Secure Comics
- Selling Tobacco
- Shaking the Movers: Youth Rights and Media
- Suffragettes and Iron Ladies
- Television Broadcast Ratings
- The Citizen Reporter
- The Girl in the Mirror
- The Price of Happiness
- The Privacy Dilemma: Lesson Plan for Senior Classrooms
- Thinking Like a Tobacco Company
- Video Games
- Watching the Elections
- Who’s Telling My Story?
- Your Online Resume