Outcome Chart - Alberta - English Language Arts Grade 5

This outcome chart contains media-related learning outcomes from the Alberta, Grade 5 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

It is expected that students will:

listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences

Discover and Explore

  • select and explain preferences for particular forms of oral, print and other media texts
  • use own experiences as a basis for exploring and expressing opinions and understanding

Clarify and Extend

  • use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts

Lessons

Sheroes and Heroes

Villains, Heroes and Heroines

Media Kids

Violence in Sports

The Anatomy of Cool

Thinking About Television and Movies

Teaching TV: Television as a Story Teller

Teaching TV: Learning With Television

Reporter for a Day

Avatars and Body Image

Game Time

Introduction to Cyberbullying: Avatars and Identity

listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts

Use Strategies and Cues

  • describe ways that personal experiences and prior knowledge contribute to understanding new ideas and information

Respond to Texts

  • experience oral, print and other media texts from a variety of cultural traditions and genres
  • express points of view about oral, print and other media texts
  • compare characters and situations portrayed in oral, print and other media texts to those encountered in the classroom and community
  • describe characters’ qualities based on what they say and do and how they are described in oral, print and other media texts

Understand Forms and Techniques

  • identify and discuss similarities and differences among a variety of forms of oral, print and other media texts
  • identify the main characteristics of familiar media and media texts
  • identify sections or elements in print or other media texts, such as shots in films or sections in magazines

Create Original Text

  • use texts from listening, reading and viewing experiences as models for producing own oral, print and other texts
  • experiment with modeled forms of oral, print and other media texts to suit particular audiences and purposes
  • use structures encountered in texts to organize and ideas in own oral, print and other media texts
  • use own experience as a starting point and source of information for fictional oral, print and other media texts

Lessons

What’s in a Word?

Images of Learning

The Constructed World of TV Families

You’ve Gotta Have a Gimmick!

Looks Good Enough to Eat

Stereotyping and Bias

The Broadcast Project

Create a Youth Consumer Magazine

Female Action Heroes

Reporter for a Day

Teaching TV: Television Techniques

Teaching TV: Film Production: Who Does What?

Thinking Like a Tobacco Company: Grades 4-6

Kids, Alcohol and Advertising: Messages About Drinking

Kids, Alcohol and Advertising: Young Drinkers

Kids, Alcohol and Advertising: Understanding Brands

Kids, Alcohol and Advertising: Interpreting Media Messages

“He Shoots, He Scores”: Alcohol Advertising and Sports

Avatars and Body Image

Understanding the Internet: Using the Internet

Understanding the Internet: Pathways and Addresses

Pay for Play

Student Tutorial (Licensed Resource)

Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)

Educational Games

Privacy Playground: The First Adventure of the Three CyberPigs

listen, speak, read, write, view, and represent to manage ideas and information

Plan and Focus

  • summarize important ideas in oral, print and other media texts and express opinions about them

Lessons

What’s in a Word?

Thinking Like a Tobacco Company: Grades 4-6

You’ve Gotta Have a Gimmick!

Looks Good Enough to Eat

Elections and the Media

Thinking About Television and Movies

Create a Youth Consumer Magazine

Reporter for a Day

Creating a Marketing Frenzy

Teaching TV: Television as a Story Teller

Teaching TV: Learning With Television

Kids, Alcohol and Advertising: Messages About Drinking

Kids, Alcohol and Advertising: Young Drinkers

Kids, Alcohol and Advertising: Understanding Brands

Kids, Alcohol and Advertising: Interpreting Media Messages

“He Shoots, He Scores”: Alcohol Advertising and Sports

Pay for Play

Avatars and Body Image

listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication

Enhance and Improve

  • develop criteria for evaluating the effectiveness of oral, print and other media texts

Lessons

Reporter for a Day

The Broadcast Project

Writing a Newspaper Article

You’ve Gotta Have a Gimmick!

Looks Good Enough to Eat

Stereotyping and Bias

Taking Charge of TV Violence

Pay for Play

listen, speak, read, write, view and represent to respect, support and collaborate with others

Respect Others and Strengthen Community

  • discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral, print and other media texts
  • compare own and others’ responses to ideas and experiences related to oral, print and other media texts
  • identify and discuss how qualities such as courage, ambition and loyalty, are portrayed in oral, print and other media texts from diverse cultures and communities
  • determine and use language appropriate to the context of specific situations

Lessons

Comparing Real Families to TV Families

Female Action Heroes

Images of Learning

Media Kids

Violence in Sports

What’s in a Word?

Put Downs

The Anatomy of Cool

The Constructed World of TV Families

Comic Book Characters

Avatars and Body Image

Introduction to Cyberbullying: Avatars and Identity