British Columbia | English Language Arts 12 First Peoples

British Columbia Outcome Chart: 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 Media Awareness Network 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 Bias in the News Celebrities and World Issues Challenging Hate Cinema Cops Comparing Crime Dramas Crime in the News Diversity Audit Ethnic and Visible Minorities in Entertainment Media Fact Versus Opinion Free Speech Versus the Internet 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 Race and Crime Perceptions of Youth and Crime Sex in Advertising The Front Page The White Screen: Absent Voices in the Media Too White: Minority Representation in the Media 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