 |
Online Credits |  |
| Grade 9 | ||
| Grade 10 | ||
| Grade 11 | ||
| - BAF3M | ||
| - CHA3U | ||
| - CHW3M | ||
| - EMS3O | ||
| - ENG3C | ||
| - ENG3K | ||
| - ENG3U | ||
| - HRT3M | ||
| - MCF3M | ||
| - MCR3U | ||
| - SBI3U | ||
| - SPH3U | ||
| - ETC3M | ||
| - ICS3M | ||
| Grade 12 | ||
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COURSE OUTLINE
Course Title: English
Course Code: EMS3O
Grade: 11
Course Type: Open Level
Credit Value: 1.0
Prerequisite: Grade 10 English, Academic or Applied Level
Curriculum Policy Document: English, The Ontario Curriculum, Grades 11 and 12, 2007
Department: English
Course Developer: Kevin Pecore
Development Date: Winter 2007
Course Revised by: -
Revision Date: -
Course Description:
This course emphasizes knowledge and skills that will enable students to understand media communications in the twenty-first century and to use media effectively and responsibly. Through analyzing the forms and messages of a variety of media works and audience responses to them, and through creating their own media works, students will develop critical thinking skills, aesthetic and ethical judgment, and skills in viewing, representing, listening, speaking, reading, and writing.
Unit |
Titles and Descriptions |
Time and Sequence |
Part A |
Analyzing Media, Forms, Techniques, Style and Language Unit One: Function of the Media This unit surveys the forms of the media in order to look at the connection between the form of the media and its purpose. Unit Two: How Media conventions and Techniques Influence Content Students will identify and explain how media conventions and techniques influence the creation and interpretation of media works. Unit Three: Language in the Media Students will analyze how language used in media works influences the interpretation of messages with a focus on tone, level of language, point of view. They will describe the narrative language used in an animated media work and state what themes and beliefs are being communicated. Unit Four: Aesthetic Qualities in Media Students will explain how aesthetic qualities in media works contribute to audience enjoyment and understanding. They will identify and explain the emotional response evoked by background music in a range of film. Unit Five: Analyze Media Forms, Techniques, Style and Language Students will explore how a media form changes when presented in a new communication context and assess the effect of the changes. Unit Six: Sports as Products Students will examine how media influences and shapes various environments and activities such as describing how televising hockey games influences the appearance of the arena or the pace of the game. |
30 hours |
Part B |
Analyzing Media Representations Unit Seven: Media Representations of Individuals or Groups Students will examine how children, fathers, the elderly, families and particular occupations are portrayed in the media. Unit Eight: Media Representations of War Students will examine how war and politics are portrayed in the media with a special focus on the War in Iraq. Unit Nine: Conflict Resolution Students will examine the question of how media represent or misrepresent conflict resolution. |
12 hours |
Part C |
Media Ownership Unit Ten: Concentration of Media Ownership and its Consequences Four topics will be pursued in this unit including the concentration of media ownership and its consequences, the issue of Canadian media concentration, conspiracy theories and why we need them, and mainstream versus alternative media. Unit Eleven: Media Audiences This unit will introduce students to the topic of demographics as it relates to media. |
10 hours |
Part D |
Analyzing Audience Characteristics and Responses Unit Unit Twelve: Target Marketing Five topics are covered here: audience characteristics and how different groups respond, mass media and advertising, advertisement as entertainment, product placement and infomercials. Unit Thirteen: Media Coverage How and why people use media and how media is a worldwide force will be pursued. |
12 hours |
Part E |
Impact of the Media Unit Fourteen: Media in Canada This unit will take an historical look at media in Canada followed by an examination of radio broadcasting, newspaper coverage, motion pictures and publishing in Canada today. Unit Fifteen: Personal Impact This unit will look at the impact of media on interpersonal communication, commerce, education, family life and work. Unit Sixteen: Media Spnsorship Students in this unit will assess the impact on society of the fact that most media are funded by revenue from advertising, admission fees, and public contributions. |
12 hours |
Part F |
Media Productions Unit Seventeen: Creating Media Works Unit Eighteen: Copyright Laws and Guidelines Unit Nineteen: Examining Production, Contexts, Roles Unit Twenty: Production of Media Works Unit Twenty-One: Career Opportunities in the Media |
30 hours |
Final Evaluation |
4 hours |
|
Total |
110 hours |
Teaching / Learning Strategies:
Students are involved in reading and writing, examining case studies and in practising to create a variety of media including a series of blogs. Quick Ones will be used to assess students’ knowledge and understanding of what they are learning while the blogs will become tools for measuring communication and application skills. Students are asked to think creatively about the topics at hand. Choice is provided with respect to these creative assignments. Short essay writing skills are reviewed, developed and practiced.
Assessment and Evaluation Strategies of Student Performance:
Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.
Overall Expectations - EMS3O
| UNDERSTANDING AND INTERPRETING MEDIA TEXTS | |
| Overall Expectations | |
| EUI.01 | Understanding and Responding to Media Texts: demonstrate understanding of a variety of media texts; |
| EUI.02 | Deconstructing Media Texts: deconstruct a variety of types of media texts, identifying the codes, conventions, and techniques used and explaining how they create meaning. |
| MEDIA AND SOCIETY | |
| Overall Expectations | |
| EMS.01 | Understanding Media Perspectives: analyse and critique media representations of people, issues, values, and behaviours; |
| EMS.02 | Understanding the Impact of Media on Society: analyse and evaluate the impact of media on society. |
| THE MEDIA INDUSTRY | |
| Overall Expectations | |
| EMI.01 | Industry and Audience: demonstrate an understanding of the ways in which the creators of media texts target and attract audiences; |
| EMI.02 | Ownership and Control: demonstrate an understanding of the impact of regulation, ownership, and control on access, choice, and range of expression. |
| PRODUCING AND REFLECTING ON MEDIA TEXTS | |
| Overall Expectations | |
| EPR.01 | Producing Media Texts: create a variety of media texts for different audiences and purposes, using effective forms, codes, conventions, and techniques; |
| EPR.02 | Careers in Media Production: demonstrate an understanding of roles and career options in a variety of media industries; |
| EPR.03 | Metacognition: demonstrate an understanding of their growth as media consumers, media analysts, and media producers. |
The Final Grade:
The evaluation of the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The percentage grade represents the student’s overall achievement and reflects the corresponding level of achievement as described in the Achievement chart for this discipline. A credit will be granted if the final percentage awarded is 50% or more. The final grade will be determined as follows:
- 70% of the grade will be based upon assessment tasks completed throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to the most recent evidence of achievement.
- 30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will take the form of a final examination which will be completed online under the supervision of a pre-approved proctor.
The Report Card:
The report card will focus on two distinct but related components of student achievement: the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects..
A Summary Description of Achievement in Each Percentage Grade Range |
||
Percentage Grade Range |
Achievement Level |
Summary Description |
80-100% |
Level 4 |
A very high to outstanding level of achievement. Achievement is above the provincial standard. |
70-79% |
Level 3 |
A high level of achievement. Achievement is at the provincial standard. |
60-69% |
Level 2 |
A moderate level of achievement. Achievement is below, but approaching, the provincial standard. |
50-59% |
Level 1 |
A passable level of achievement. Achievement is below the provincial standard. |
below 50% |
Level R |
Insufficient achievement of curriculum expectations. A credit will not be granted. |
Achievement Chart: English, Grades 9-12
| Categories | 50-59% (Level 1) |
60-69% (Level 2) |
70-79% (Level 3) |
80-100% (Level 4) |
|---|---|---|---|---|
| Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding) | ||||
| The student: | ||||
| Knowledge of content (e.g., forms of text; strategies used when listening and speaking, reading,writing, and viewing and representing; elements of style; literary terminology, concepts, and theories; language conventions) |
demonstrates limited knowledge of content | demonstrates some knowledge of content | demonstrates considerable knowledge of content | demonstrates thorough knowledge of content |
| Understanding of content (e.g.,concepts; ideas; opinions; relationships among facts, ideas,concepts,themes) |
demonstrates limited understanding of content | demonstrates some understanding of content | demonstrates considerable understanding of content | demonstrates thorough and insightful understanding of content |
| Thinking - The use of critical and creative thinking skills and/or processes | ||||
| The student: | ||||
| Use of planning skills (e.g., generating ideas, gathering information, focusing research, organizing information) |
uses planning skills with limited effectiveness | uses planning skills with moderate effectiveness | uses planning skills with considerable effectiveness | uses planning skills with a high degree of effectiveness |
| Use of processing skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating) |
uses processing skills with limited effectiveness | uses processing skills with some effectiveness | uses processing skills with considerable effectiveness | uses processing skills with a high degree of effectiveness |
| Use of critical/creative thinking processess (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process) |
uses critical / creative thinking processes with limited effectiveness | uses critical / creative thinking processes with some effectiveness | uses critical / creative thinking processes with considerable effectiveness | uses critical / creative thinking processes with a high degree of effectiveness |
| Communication - The conveying of meaning through various forms | ||||
| The student: | ||||
| Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, graphic, and written forms, including media forms | expresses and organizes ideas and information with limited effectiveness | expresses and organizes ideas and information with some effectiveness | expresses and organizes ideas and information with considerable effectiveness | expresses and organizes ideas and information with a high degree of effectiveness |
| Communication for different audiences and purposes (e.g., use of appropriate style, voice, point of view) in oral, graphic, and written forms, including media forms | communicates for different audiences and purposes with limited effectiveness | communicates for different audiences and purposes with some effectiveness | communicates for different audiences and purposes with considerable effectiveness | communicates for different audiences and purposes with a high degree of effectiveness |
| Use of conventions (e.g., grammar, spelling, punctuation, usage), vocabulary, and terminology of the discipline in oral, graphic, and written forms, including media forms | uses conventions, vocabulary, and terminology of the discipline with limited effectiveness | uses conventions, vocabulary, and terminology of the discipline with some effectiveness | uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness | uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness |
| Application - The use of knowledge and skills to make connections within and between various contexts | ||||
| The student: | ||||
| Application of knowledge and skills (e.g.,literacy strategies and processes; literary terminology, concepts, and theories) in familiar contexts | applies knowledge and skills in familiar contexts with limited effectiveness | applies knowledge and skills in familiar contexts with some effectiveness | applies knowledge and skills in familiar contexts with considerable effectiveness | applies knowledge and skills in familiar contexts with a high degree of effectiveness |
| Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, concepts, and theories) to new contexts | transfers knowledge and skills to new contexts with limited effectiveness | transfers knowledge and skills to new contexts with some effectiveness | transfers knowledge and skills to new contexts with considerable effectiveness | transfers knowledge and skills to new contexts with a high degree of effectiveness |
| Making connections within and between various contexts (e.g., between the text and personal knowledge and experience, other texts, and the world outside school) | makes connections within and between various contexts with limited effectiveness | makes connections within and between various contexts with some effectiveness | makes connections within and between various contexts with considerable effectiveness | makes connections within and between various contexts with a high degree of effectiveness |
All resources needed for this course are provided. Several samples are provided for the different forms of writing as well as structured step by step processes to follow. All of the articles to study are online, a sampling of which are:
- "Can Britannica & Encarta beat Wikipedia?", by Priyanka Joshi
- "George Lucas Readies A New Revolutionary Entertainment Medium", A media critique by Wayne Friedman
- "Commonly used plot devices and how they affect what you see in the movies", by Duane L. Martin
- "Language and Authenticity", by H. Schiffman
- "Language of the Media", by Ali Bulac
- "Blood Thirsty Language in The Media", by Margaret May Macaulay
- "Pro-Wal-Mart Travel Blog Screeches To A Halt", by Tom Siebert
- "I’d Like To Teach The World To Ping: Coke Writes The New Book On Marketing", by Joe Mandese
- etc.
Program Planning Considerations for English:
Teachers who are planning a program in English must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:
- types of secondary school courses
- education for exceptional students
- the role of technology in the curriculum
- English as a second language (ESL) and English literacy development (ELD)
- career education
- cooperative education and other workplace experiences
- health and safety
Considerations relating to the areas listed above that have particular relevance for program planning in English are noted here.
Education for Exceptional Students. In planning courses in English, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. English courses reflect the creative part of our literary world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as writers. Just as English responds to the needs and demands of the greater world of work, English courses are largely shaped by the needs and demands of students who will all eventually end up in this greater world.
The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by English students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.
English As a Second Language and English Literacy Development (ESL/ELD). This English course can provide a wide range of options to address the needs of ESL/ELD students. Detailed analysis of the parts of speech, vocabulary and sentence, paragraph and essay structure will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how their backgrounds and language skills can contribute to their success in the larger world.
Career Education. English definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this English course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity would be an overall intention of this English course, as it helps students prepare for success in their working lives.
Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of English should maintain links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.
Health and Safety. The English program provides the reading skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.
