Outcome Chart - Atlantic Provinces - English Language Arts 4

This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, English Language Arts curriculum, Grade 4, with links to supporting resources on the MediaSmarts site.

Each Atlantic Province follows closely the Atlantic Provinces Education Foundation Framework for English Language Arts. In this Framework, media literacy is integrated throughout the English Language Arts curriculum under the general learning outcomes of Speaking and Listening, Reading and Viewing and Writing and Other Ways of Representing.

Reading and Viewing

Students will be expected to respond personally to a range of texts.

describe, share, and discuss their personal reactions to texts
give reasons for their opinions about texts and types of texts and the work of authors and illustrators

Lessons

Junk Food Jungle

Co-Co’s Adversmarts

Sheroes and Heroes

Villains, Heroes and Heroines

Facing TV Violence: Consequences and Media Violence

TV Stereotypes

Teaching TV: Television as a Story Teller

Looking at Food Advertising

Packaging Tricks

Humour on Television

Facing TV Violence: Counting and Discussion Violence on the Screen

Facing TV Violence: Rewriting the Script

The Constructed World of TV Families

Prejudice and Body Image

Looking at Newspapers: Introduction

Newspaper Ads

Thinking About Television and Movies

Thinking Like a Tobacco Company: Grades 4–6

Teacher/Parent Tip Sheets

Talking to Kids about Racial Stereotypes

Talking to Kids about Gender Stereotypes

Talking to Kids about the News

Talking to Kids about Media Violence

Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre.

use their background knowledge to question information presented in print and visual texts
identify conventions and characteristics of different types of print and media texts that help them understand what they read and view
respond critically to texts by
- asking questions and formulating understandings
- discussing texts from the perspective of their own experiences
- identifying instances where language is being used, not only to entertain, but to manipulate, persuade, or control them
- identifying instances of prejudice and stereotyping

Lessons

Junk Food Jungle

Co-Co’s Adversmarts

Sheroes and Heroes

Villains, Heroes and Heroines

Facing TV Violence: Rewriting the Script

Facing TV Violence: Consequences and Media Violence

TV Stereotypes

Teaching TV: Television as a Story Teller

Looking at Food Advertising

Packaging Tricks

Humour on Television

Facing TV Violence: Counting and Discussion Violence on the Screen

The Constructed World of TV Families

Prejudice and Body Image

Looking at Newspapers: Introduction

Newspaper Ads

Thinking About Television and Movies

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

Student Tutorial (Licensed Resource)

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

Teacher/Parent Guides

Talking to Kids about Racial Stereotypes

Talking to Kids about Gender Stereotypes

Talking to Kids about the News

Talking to Kids about Media Violence

Writing and Other Ways of Representing

Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

use strategies in writing and other ways of representing to
- generate topics of personal interest and importance
- discover and express personal attitudes, feelings, and opinions
- compare their own thoughts and beliefs to those of others
- describe feelings, reactions, values, and attitudes

Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic) and in a variety of forms
demonstrate an awareness of audience and purpose
invite responses to early drafts of their writing/media productions
use audience reaction to help shape subsequent drafts

Lessons

Junk Food Jungle

Co-Co’s Adversmarts

Sheroes and Heroes

Facing TV Violence: Rewriting the Script

Facing TV Violence: Consequences and Media Violence

Media Kids

TV Stereotypes

Teaching TV: Television as a Story Teller

Looking at Food Advertising

Packaging Tricks

Humour on Television