Communications 11

Comprehend and Respond
(Engagement and Personal Response)

It is expected that students will:

relate a range of texts, genres, and mass media to personal interests, ideas, and attitudes
identify indicators of cultural diversity in print and non-print media, including electronic media
demonstrate willingness to reassess their understanding of a topic on the basis of responses from others and new ideas and experiences
develop and defend a point of view using evidence from work they have read, heard, or viewed

To view the prescribed learning outcomes for Comprehend and Respond (Engagement and Personal Response) in grade 12 click below.

Divide a short story or video into four parts. Have students read or view the first section and then stop. Ask students: If you were the author or director, what would you have happen next? Have students write or tell their versions and then compare with one another’ and the original text. Before reading or viewing the final section, ask students to create an ending. After reading or viewing the final section, ask them which ending they preferred and why.
After reading, viewing, or listening to a sensitive or controversial piece or song lyric, have students write personal responses, developing and defending a point of view based on evidence from the piece and on their own research. Then have students share their responses with the class. Ask them to compare their personal responses with those of other students and to write final responses, either defending their original point of view or changing it.
Have students brainstorm the different ways people are grouped in society (e.g., by age, race, culture, economic status). Ask them to keep a log of ads they see on television and the kinds of groups or individuals they see represented in those ads. Have students share their observations and discuss the reasons certain groups are overrepresented or underrepresented. As a final activity, have them write reports showing which advertisers target which audiences.

Work with students to develop criteria and rating systems they can use to assess their own written, oral, and representational responses. Have them use symbols to indicate when they have provided evidence of a particular criterion. For example:
- makes connections to her or his own life (chain link)
- offers close analysis and exploration (magnifying glass)
- considers alternative interpretations (arrows pointing in different directions)
- is open-minded about an author's or character's point of view (head with a hinged top)
- cites evidence from a text to support an interpretation (finger pointing to a page)
Have students listen to a variety of student-generated endings for a story. Develop a class rating scale to assess an ending. Criteria might include:
- ties up all loose ends
- resolves conflict
- adds an unexpected twist
- reveals insight into character or theme
- leaves opportunity for further thinking about the story
Have students rate their own endings before listening to or reading the author's ending. They can then use the same scale to assess the author's ending.
When students respond to a controversial piece, use the following criteria to assess their ability to develop and support a point of view:
- clearly understands the issue
- explains his or her point of view and supports it with examples
- identifies appropriate criteria for assessing arguments
- draws clear, accurate conclusions from given information
- uses focussed and relevant examples and arguments