UPDATED ONTARIO CURRICULUM EXPECTATIONS FOR THE ETFO BODY IMAGE CURRICULUM DOCUMENTS: GRADE 6 Due to the revisions made to the Ontario Curriculum over the last four years, it was necessary to update the curriculum expectations in the ETFO Body Image Curriculum. This chart contains the updated expectations as of August 2009. The grade resource, lesson number and page references are provided to allow you to easily implement ETFO’s “Reflections of Me” curriculum in your classroom. GRADE 6 Updated LESSON Subject Area Ontario Curriculum Expectations Page Reference Referenced from curriculum (As of 2009) ETFO Body Image and in lessons Curriculum Students will: SPEAKING TO COMMUNICATE Interactive Strategies: demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations including paired sharing, dialogue and small‐ and large‐group discussions Clarity and Coherence: Language: Lesson One communicate orally in a clear, coherent manner using appropriate organizing Oral Communication What’s In A strategies and formats to link and sequence ideas and information Backpack? Appropriate Language: use appropriate words and phrases from the full range of their vocabulary Pages 21‐24 including inclusive and non‐discriminatory terms and appropriate elements of style to communicate their meaning accurately and engage the interest of their audience Science: Overall Expectations: Understanding Life Systems investigate the characteristics of living things and classify diverse organisms according to specific characteristics Biodiversity
@ ETFO | The ETFO Body Image Project | MINISTRY EXPECTATIONS – GRADE 6
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LESSON Page Reference ETFO Body Image Curriculum
The Arts: Visual Arts
Choices Into Action
Language: Reading Lesson Two The Backpack Pages 25‐28 Choices Into Action
Lesson Three Pack Your Bags Pages 29‐36
Updated Ontario Curriculum Expectations (As of 2009) Students will:
Subject Area Referenced from curriculum and in lessons
Language: Oral Communication
Creating and Presenting: create two‐ and three‐dimensional works of art that express feelings and ideas inspired by their interests and experiences use a variety of materials, tools, techniques and technologies to determine solutions to design challenges Identify the variety of characteristics, skills, competencies, qualities and talents of others READING FOR MEANING Making Inferences and Interpreting Texts: make inferences about texts using stated and implied ideas from the texts as evidence Responding to and Evaluating Texts: express opinions about the ideas and information in texts and cite evidence from the text to support their opinions Social Responsibility: demonstrate an understanding of being a responsible citizen in the classroom and the school Getting Along With Others: identify the variety of characteristics, skills, competencies, qualities and talents of others Getting Along With Others: demonstrate an understanding of using skills to build positive relationships at school LISTENING TO UNDERSTAND Active Listening Strategies: demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations including work in groups identify the point of view presented in oral texts, determine whether they agree with the point of view and suggest other possible perspectives
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LESSON Page Reference ETFO Body Image Curriculum
Subject Area Referenced from curriculum and in lessons
Language: Writing
Language: Media Literacy
Lesson Four The Media Bag Pages 37‐40
Language: Media Literacy
Updated Ontario Curriculum Expectations (As of 2009) Students will: SPEAKING TO COMMUNICATE Interactive Strategies: demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations including paired sharing, dialogue and small‐ and large‐group discussions DEVELOPING AND ORGANIZING CONTENT Developing Ideas: generate ideas about a potential topic and identify those most appropriate for the purpose Organizing Ideas: identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi‐paragraph piece of writing, using a variety of strategies UNDERSTANDING MEDIA TEXTS Point of View: identify whose point of view is presented in a media text, identify missing or alternative points of view and where appropriate, determine whether the chosen view achieves a particular goal UNDERSTANDING MEDIA TEXTS Making Inferences/Interpreting Messages: interpret media texts, using overt and implied messages as evidence for their interpretations Responding to and Evaluating Texts: evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues and/or experiences in media texts Point of View:
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LESSON Page Reference ETFO Body Image Curriculum
Subject Area Referenced from curriculum and in lessons
Language: Reading
Lesson Five The Duffle Bag Pages 41‐49 Health and Physical Education: Healthy Living
Updated Ontario Curriculum Expectations (As of 2009) Students will: identify whose point of view is presented in a media text, identify missing or alternative points of view and where appropriate, determine whether the chosen view achieves a particular goal Conventions and Techniques: identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience READING FOR MEANING Purpose: identify a variety of purposes for reading and choose reading materials appropriate for those purposes Demonstrating Understanding: demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details HEALTHY EATING C3 demonstrate the ability to make connections that relate to health and well‐ being – how their choices and behaviours affect both themselves and others and how factors in the world around them affect their own and others’ health and well‐being C3.1 explain how healthy eating and active living work together to improve a person’s general health and well‐being ACTIVE LIVING A1 participate actively and regularly in a wide variety of physical activities and demonstrate an understanding of factors that encourage lifelong participation in physical activity A1.3 describe factors that motivate them to participate in physical activity every day at school and during leisure time and that influence their choice of activities
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LESSON Page Reference ETFO Body Image Curriculum
Subject Area Referenced from curriculum and in lessons
Choices Into Action
Language: Oral Communication
Lesson Six A Backpack of Strategies Pages 50‐56
Language: Writing
Health and Physical Education
Choices Into Action
Updated Ontario Curriculum Expectations (As of 2009) Students will: A3 demonstrate responsibility for their own safety and the safety of others as they participate in physical activities A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity demonstrate an understanding of using skills to build positive relationships at school SPEAKING TO COMMUNICATE Interactive Strategies: demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations including paired sharing, dialogue, and small‐ and large‐group discussions DEVELOPING AND ORGANIZING CONTENT Developing Ideas: generate ideas about a potential topic and identify those most appropriate for the purpose Organizing Ideas: identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi‐paragraph piece of writing, using a variety of strategies HEALTHY LIVING C2 demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well‐being C2.3 apply personal skills and interpersonal skills to promote positive interaction and avoid or manage conflict in social situations demonstrate an understanding of socially acceptable responses to a variety of
@ ETFO | The ETFO Body Image Project | MINISTRY EXPECTATIONS – GRADE 6
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LESSON Page Reference ETFO Body Image Curriculum
The Arts: Drama Lesson Seven The Bully’s Bag Pages 57‐61
Updated Ontario Curriculum Expectations (As of 2009) Students will:
Subject Area Referenced from curriculum and in lessons
Health and Physical Education
Choices Into Action
situations in school Reflecting, Responding and Analysing express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members HEALTHY LIVING C2 demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well‐being C2.3 apply personal skills and interpersonal skills to promote positive interaction and avoid or manage conflict in social situations demonstrate an understanding of using skills to build positive relationships at school
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