Curriculum New Media Grade 12

Subject: 
New Media
Grade: 
Grade 12
Big Ideas: 
The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
People understand text differently depending on their worldviews and perspectives.
Texts are socially, culturally, geographically, and historically constructed.
Language shapes ideas and influences others.
Digital citizens have rights and responsibilities in an increasingly globalized society.
 
Big Ideas Elaborations: 
  • text: “Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
    • Oral texts include speeches, poems, plays, oral stories, and songs.
    • Written texts include novels, articles, and short stories.
    • Visual texts include posters, photographs, and other images.
    • Digital texts include electronic forms of all of the above.
    • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
  • texts: “Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
    • Oral texts include speeches, poems, plays, oral stories, and songs.
    • Written texts include novels, articles, and short stories.
    • Visual texts include posters, photographs, and other images.
    • Digital texts include electronic forms of all of the above.
    • Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
  • story: narrative texts, whether real or imagined, that teach us about human nature, motivation, behaviour, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual and used to instruct, inspire, and entertain listeners and readers.
  • Digital citizens: involves taking personal responsibility and behaving ethically and cautiously when using technology.
Curricular Competencies: 
Comprehend and connect (reading, listening, viewing)
  • Understand and appreciate the complexities of digital citizenship
  • Read for enjoyment and to achieve personal goals
  • Understand the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
  • Understand the diversity within and across First Peoples societies as represented in texts
  • Understand the influence of land/place in First Peoples and other Canadian texts
  • Use information for diverse purposes and from a variety of sources
  • Evaluate the relevance, accuracy, and reliability of texts
  • Select and apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to transform thinking
  • Recognize the complexities of digital citizenship
  • Recognize and understand how different forms, formats, structures, and features of texts reflect a variety of purposes, audiences, and messages
  • Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts
  • Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts
  • Recognize and identify personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors
  • Appreciate and understand how language constructs personal, social, and cultural identities
  • Construct meaningful personal connections between self, text, and world
  • Evaluate how literary elements as well as specific new media techniques and devices enhance and shape meaning and impact
Create and communicate (writing, speaking, representing)
  • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking
  • Respond to text in personal, creative, and critical ways
  • Select and apply appropriate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
  • Use digital and multimedia writing and design processes to plan, develop, and create engaging and meaningful literary, imaginative, and/or informational texts for a variety of purposes and audiences
  • Express and support an opinion with evidence to achieve purpose
  • Evaluate and refine texts to improve clarity, effectiveness, and impact according to purpose, audience, and message
  • Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context
  • Use acknowledgements and citations to recognize intellectual property rights
  • Transform ideas and information to create original texts, using various genres, forms, structures, and styles
Curricular Competencies Elaborations: 
  • land/place: refers to the land and other aspects of physical environment on which people interact to learn, create memory, reflect on history, connect with culture, and establish identity
  • relevance: Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience.
  • reliability: Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented.
  • strategies:Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.
  • multimodal texts: texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via a variety of media or technologies (e.g., music video, graphic novel, post-modern picture book, closed-captioned film)
  • digital citizenship: taking personal responsibility and behaving ethically and cautiously when using technology
  • forms: Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter.
  • formats: refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour
  • structures: refers to the way the author organizes text
  • features of texts: elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/textboxes.
  • personal, social, and cultural contexts, values, and perspectives in texts, including gender, sexual orientation, and socio-economic factors: Students should be prompted to understand the influence of family, friends, community, education, spirituality/religion, gender identity, age, sexual orientation, land/place, settlement patterns, economic factors, political events, (local and beyond), and colonial policies; to understand that authors write from a perspective influenced by such factors; and to understand the relationship between text and context.
  • Respectfully exchange ideas and viewpoints: using active listening skills and receptive body language, paraphrasing and building on others’ ideas; disagreeing respectfully, extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments), collaborating in large and small groups
  • speaking: Strategies may include conscious use of emotion, volume, pace, pause, inflection, and emphasis.
  • listening skills: Strategies may include receptive body language, eye contact, paraphrasing and building on others’ ideas, and disagreeing respectfully.
  • multimedia writing and design processes: such as prewriting, planning, drafting, storyboarding; revising, editing, and publishing; using  sketch, shade, and colour; and selecting appropriate format and layout
  • variety of purposes and audiences: Writers write for authentic purposes and real-world audiences, based on their strengths and passions.
  • acknowledgements and citations: includes citing sources in appropriate ways to understand and avoid plagiarism and understanding protocols that guide use of First Peoples oral texts and other knowledge
Concepts and Content: 
  • Text forms and genres
  • Text features and structures, including multimedia
    • form, function, and genre of multimedia texts
    • relationships between form, function, and technology
    • interactivity
    • formatting and graphics
    • narrative structures found in First Peoples texts
    • protocols related to the ownership of First Peoples oral texts
  • Strategies and processes
    • multimodal reading strategies
    • multimodal writing strategies
    • metacognitive strategies
    • writing processes
    • reading strategies
    • oral language strategies
    • multimedia presentation processes
  • Language features, structures, and conventions
    • elements of style
    • usage and conventions
    • citation techniques
    • literary elements and devices
    • media techniques
    • literal and inferential meaning
  • New media functions
    • advocacy
    • community building
    • propaganda
    • manipulation
Concepts and Content Elaborations: 
  • forms: Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter.
  • genres: literary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book, science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech)
  • multimedia texts:
    • infographics
    • vlogs/blogs
    • short film
    • reviews
    • microblog
  • interactivity: the process of two or more people working together and influencing each other, including the ability of a user to interact with the digital media or with a computer to respond to user input
  • narrative structures found in First Peoples texts: for example, circular, iterative, cyclical
  • protocols related to ownership of First Peoples oral texts: First Peoples stories often have protocols for when and where they can be shared, who owns them, and who can share them.
Status: 
Update and Regenerate Nodes
PDF Only: 
Yes
Curriculum Status: 
2019/20
Has French Translation: 
No