Médias et communication numérique 11

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to be able to know and understand the following in various contexts
Students are expected to do the following, using oral, written, and visual media:

Big Ideas

Big Ideas

Linguistic variations
variations in phonics (accents), lexicon (expressions), and grammar (structures)
offer cultural reference points
events, heritage objects and objects from everyday life, territorial references, artistic accomplishments, scientific discoveries, media products, values, lifestyles, characters and/or personalities
within the French-speaking world
profile of communities using French in various geographic or social spaces
.
The life experience, culture, and current context
family, language, personal experiences
of the audience influence the interpretation of a text
oral, written, visual
.
The media
means of distributing, broadcasting or communicating works, documents, or audio/audiovisual messages (press, film, posters, radio broadcasting, television broadcasting, videography, cable broadcasting, telematics, telecommunications) in print or digital format
plays a key role in social, civic, and cultural life, influencing the principles and values of a society.
Digital citizenship
responsible and ethical use of the Internet and other digital technologies to contribute to civil and social communities
implies recognizing the impact that new media have on ourselves, others, and the world.
Linguistic and cultural identities are shaped by what we hear, see, read, and write.

Content

Learning Standards

Content

communication strategies
social, historical, and cultural elements
protocols for using First Peoples stories
First Peoples stories are often subject to usage protocols (who they belong to, where and when they can be shared and by whom); those responsible for First Peoples programs within the school board can provide assistance and advice regarding local protocols
literary elements
  • stylistic devices
    techniques to make what we want to say more expressive, impressive, and convincing in order to create an effect on the audience of a text
  • semantic field
    set of words (verbs, nouns, adjectives, synonyms) pertaining to a given theme
  • expressions
    idiomatic, regional
  • multimedia
    the techniques and products that make it possible to simultaneously and interactively use several presentation formats (text, sound, still or moving images)
  • strategies of argumentation
    text in which the goal is to advise, call to action, persuade, or convince (ads, slogans, advice, guidelines) using connecting words, figures of speech, stylistic devices, tone
text organization
  • structure of texts
    see course description
  • forms
    editorial, news report, column, interview, review, profile, report, investigation, opinion piece, humor piece, analysis
    and structure
    (e.g., for an editorial) headline, subhead, lead (who, what, why, where, when), body/running text and conclusion
    of a news article
  • structure of a blog
    headline, introduction, body, conclusion, visual assets
language elements
  • structure of an impersonal sentence
    a sentence without a defined or clear subject (e.g., Il a neigé toute la nuit; On encourage une alimentation saine)
  • verb tenses and modes
    present and past infinitive, present subjunctive
  • digital language
    interactivity between words and images, elliptical expressions, jargon, slang, digital abbreviations
editing strategies
rereading, consulting reference tools, using a revision grid
elements to enrich a text
  • clarity
    use of appropriate words
  • persuasion
    word choice, arguments, intonation, emotions, logic, impact

Curricular Competency

Learning Standards

Curricular Competency

Explore and Reflect

Interpret a text to identify implicit and explicit messages
Grasp
fully understand
 the importance of social, historical, and cultural contexts
understand that the author wrote from a perspective that was influenced by social, historical, and cultural factors (family, education, community, religion, immigration, values, perspectives, political events, economic situation); understand the link between text and context
 in approaching
tackle, present, and interpret
 various texts
oral, written, visual
Interact with Francophones and have life experiences in the French-speaking world
blogs, class or school visits (including online or virtual visits), concerts, discussions, festivals, films, correspondence, plays, social media, stores or restaurants offering service in French
Examine diverse points of view in Francophone and First Peoples cultures
Interpret
seek to render understandable that which is complicated, ambiguous; find meaning
 sound effects, music, and images in the media to identify implicit and explicit messages
Compare their personal values and points of view with those expressed in a text in order to call into question their own opinions
Identify and explore the problem statement
overview of all the links between the facts, characters, actors, and components of a given problem (e.g., agricultural pollution,
its impact on the health of waterways and people)
 in a text
Recognize the type and intention
to inform, convince, persuade, entertain
 of texts
Evaluate the relevance, accuracy, and reliability
depends on the author, identification of the source, facts, the date, readability
 of texts in order to take a position or reach a decision
Apply appropriate strategies in a variety of contexts in order to understand and produce a text
Develop a critical mind
ask questions and seek answers
, clarity, and coherence in responding to texts 
Identify and put into practice the principles of digital citizenship
Evaluate the acquisition of new knowledge concerning a text

Create and Communicate

Communicate using a variety of expressions and presentation formats
digital, visual, oral (such as graphics, illustrations, music clips, photographs, tables, and videos)
 accordingto the context
Sustain a spontaneous discussion by sharing relevant ideas
Persuade
appeal to the emotions of the audience (verbal and non-verbal)
 or convince
appeal to the logic of the audience (verbal and non-verbal)
 their audience by using appropriate strategies
Paraphrase
reformulate in other words
 ideas and information obtained from a text
Substantiate
support a statement with arguments
 their message using techniques
  • explanatory: quotes, statistics
  • argumentative: evidence, opinions
 from diverse sources
Use various writing styles
manner of writing that is unique to the author of a text
 in their work in order to enrich the text to create the desired effect
Use writing processes
planning, drafting, revising, proofing, dissemination
and design methods to plan, develop, and create interactions and texts for a variety of purposes and audiences