Secondary English Language Arts (SELA) John Le Blanc Pedagogical Consultant – SELA Lester B. Pearson School Board May 2010 A Literacy Based Program …that focuses on fluency in the reading and production of spoken, written and media text - QEP A Literacy Based Program Learning to Read… …Reading to Learn Learning to Write… …Writing to Learn A Literacy Based Program Talking to Learn… informal …you don’t know what you know until you say it. …exploratory, tentative, talking your way to meaning. A Literacy Based Program Why Media? • It’s everywhere! • It’s a powerful means of communication. A Literacy Based Program Why Media? • We need to be critical of media influences. • As a common tool for communicating ideas it is a language art and requires critical literacy. A Literacy Based Program Why Media? • In order to be fully engaged in critical literacy we need to provide opportunities for our students to be producers of media. A Literacy Based Program Why Media? • The whole media literacy process is completely parallel to that of any other genre. That process is therefore transferable. What is a Competency? … those skills, habits of mind, and processes that are essential and transferable. The 4 Competencies of ELA Cycle 1 (Grades 7 & 8) Reading Talk Literacy Writing Media Cycle 2 (Grades 9, 10, & 11) Reading Talk Literacy Production What is Text? … anything that can communicate meaning! In ELA: written, spoken, and media texts. Modes • Sound • Pictures • Words Multimodal Texts • Newspapers • Power Points • Web Pages Voice, Purpose, and Audience • Who are you? (Voice) • What have you got to say? (Purpose) • Who are you trying to address? (Audience) Affordances • How are you trying to communicate? In other words, what’s the best type of text to use for a particular voice, purpose, and audience? What do each of these examples have in common? Essay Speech Power Point The Process …from Deconstructing to Producing The Process Step 1: Exposure to a wide variety of text genres. The Process Step 2: Deconstruct various texts genres; pick them apart to see how they work and how/why they’re effective. The Process Words, sounds and images have their own specific codes and conventions, or grammar. What are the “tricks of the trade”? The Process Step 3: Produce various texts genres; use what you’ve learned to see how it applies. The Process How do we do this? Map this process onto a particular unit of inquiry. Explore a theme or essential question. The Process This helps the students have something to say. Developing stance: how do you see it? Learning and Evaluation Situation Grade 10 LES: Water: Is There A Crisis? Thank You!! John Le Blanc Pedagogical Consultant – SELA Lester B. Pearson School Board May 2010