Médias et communication numérique 12

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
.
Linguistic and cultural identities are shaped by what we hear, see, read, and write.
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.

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
  • 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
  • forms
    editorial, news report, column, interview, review, profile, report, investigation, opinion piece, humor piece, analysis
     and structures
    (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
  • structure of texts
    see course description
language elements
editing strategies
rereading, consulting reference tools, using a revision grid
elements to enrich a text

Curricular Competency

Learning Standards

Curricular Competency

Explore and Reflect

Analyze the influence and 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
as well as diversity
ethnic, sexual, religious, gender identity, gender expression
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
Comment on diverse points of view in Francophone and First Peoples cultures
Interpret
seek to render understandable that which is complicated, ambiguous; find meaning
a text 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 opinions
Examine
reflectively consider after identifying and exploring the problem statement
a 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 order to understand the issues at hand
Identify the type and intention
to inform, convince, persuade, entertain
of a text
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 a text
Analyze and put into practice the principles of digital citizenship

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)
according to the context
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
Synthesize ideas and information gleaned from a text
Support 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
Edit their communications by applying enrichment strategies
complex sentence structures, polished vocabulary
in order to polish their text
Correct themselves spontaneously by applying their linguistic knowledge
Select 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