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Saskatchewan Outcome Chart: English Language Arts - Levels 10-A and 10-B
This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 10 English Language Arts curriculum (ELA 10-A and 10-B), with links to supporting resources on the Media Awareness Network site. It is expected that students will: | Speaking | Listening | | Recognize that talk is an important tool for communicating, thinking, and learning - speak to clarify and extend thinking [A/B]
- speak to express understanding [A/B]
- speak to share thoughts, opinions, and feelings [A/B]
Speak fluently and confidently in a variety of situations for a variety of purposes and audiences - participate in small and large group discussions, observing the courtesies of group discussion [A/B]
- express own response to a story, poem, play, event, or experience [A/B]
- give prepared talks on familiar topics [A]
- explain and defend personal point of view to others [A]
- give prepared talks on researched topics [B]
| Practice the behaviors of effective listeners - distinguish between fact and opinion [B]
Listen effectively in a variety of situations for a variety of purposes - listen in order to assess positions on individual, community, national, or world issues [A/B]
| | Writing | Reading | | Write fluently and confidently for a variety of purposes and audiences - write for a variety of purposes including to:
- reflect, clarify, and explore ideas [A/B]
- express understanding [A/B]
- describe, narrate, inform, and persuade [A/B]
- express self [A/B]
- create and entertain [A/B]
- write a book, film, or video review [A/B]
- experiment with a variety of forms of writing such as poem, play, anecdote, or short story [A/B]
| Practice the behaviors of effective, strategic readers - respond personally, critically, and creatively [A/B]
- record responses in a reader’s journal, log, or notebook [A/B]
- differentiate fact from opinion [A/B]
- recognize prominent organizational patterns within text [A/B]
- identify the author’s purpose, tone, point of view, and theme [A]
| | Representing and Viewing | Create appropriate nonverbal aids and visual images to enhance communication - present information using print and non-print aids to engage and inform a familiar audience [A/B]
- communicate thought, ideas, and feelings for specified purposes and audiences through storyboards, posters, overheads, or telemedia presentations [B]
| Practice the behaviors of effective viewers - respond personally, critically, and creatively to visual representations and to television, film, and video presentations [A/B]
- identify the purposes, intended audiences, messages, and points of view in advertisements, posters, films, and television or video presentations [A/B]
- recognize language techniques and media conventions in television, film, and video presentations [A/B]
- evaluate critically information obtained from viewing advertisements, posters, films, and video and television presentations [A/B]
| | In addition to developing the knowledge, skills, and processes needed to communicate effectively, through the foundational objectives of speaking, listening, writing and reading, students are also expected to develop an understanding and appreciation of the English language and how it is used. | | Language Study Concepts 10 | | Students will understand that: Textual Awareness - different modes of discourse are determined by purpose
- these modes of discourse appear in a variety of formats
| Word and Phrase Awareness - a word is a representation
- words can be concrete or abstract
- words can have symbolic meaning
- context influences a word’s meanings
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The following lessons support these learning outcomes and language objectives: | | Grade Ten Lessons | |
Alcohol on the Web
Bias
Camera Shots
Cinema Cops
Comparing Crime Dramas
Crime in the News
Crime Perceptions Quiz
Defining Pop Culture
Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
Dove’s Campaign for Real Beauty
Gender Messages in Alcohol Advertising
Hoax? Scholarly Research? Personal Opinion? You Decide!
How to Analyze the News
Hype!
Images of Learning: Secondary
Individuality vs. Conformity
Kellogg Special K Ads
Marketing to Teens: Introduction
Marketing to Teens: Marketing Tactics
Marketing to Teens: Talking Back
Marketing to Teens: Parody Ads
Marketing to Teens: Alternate Ads
Marketing to Teens: Gender Roles in Advertising
Marketing to Teens: Gotta Have It! Designer & Brand Names That's Me You're Talking About
The Front Page
Bias in the News
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News Journalism Across the Media: Introduction
Definitions and Comments about the News
The Newspaper Front Page
Radio News
News Journalism Across the Media: Summative Activities
Perceptions of Youth and Crime
Popular Music and Music Videos
Political Cartoons
The Price of Happiness: On Advertising, Image, and Self Esteem
Public Images
Scripting a Crime Drama
Smoke Screen: Tobacco in the Movies
Teaching About Napster
Television Broadcast Ratings
The Function of Music
Resource Racket: A Global Perspective on Resources and Consumption
The White Screen: Absent Voices in the Media
Thinking About Hate
Too White: Minority Representation in the Media
Viewing a Crime Drama
Violence on Film: The Ratings Game
Who Knows? Your Privacy in the Information Age
You Be the Editor
Fact Versus Opinion
Diversity Audit |
Last updated August 2008.
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