Outcome Chart - Atlantic Provinces - English Language Arts 7

This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, English Language Arts curriculum, Grade 7, 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.

Speaking and Listening

Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice; understand how language is used to influence and manipulate

Lessons

Cop Shows

TV Dads: Immature and Irresponsible?

Cinema Cops

Do You Believe This Camel?

Female Action Heroes

Freedom to Smoke

Exposing Gender Stereotypes

Images of Learning: Elementary

Kids, Alcohol and Advertising: Understanding Brands

Kids, Alcohol and Advertising: Interpreting Media Messages

Alcohol Myths

The Target is You!: Alcohol Advertising Quiz

Gender Messages in Alcohol Advertising

Media Kids

Taking Charge of TV Violence

Thinking Like a Tobacco Company: Grades 7–9

What's in a Word?

You've Gotta Have a Gimmick!

Educational Games

Allies and Aliens

Student Tutorial (Licensed Resource)

MyWorld: A digital literacy tutorial for secondary students

Reading and Viewing

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

extend personal response to print and non-print texts by explaining in some detail initial or basic reactions to those texts
make evaluations or judgments about texts and learn to express personal points of view
recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors
develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning, construction and understanding
- recognize that personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
- become aware of how and when personal background influences meaning, construction, understanding, and textual response
- recognize that there are values inherent in a text, and begin to identify those values
- explore how various cultures and realities are portrayed in media texts

Lessons

Advertising All Around Us

Analyzing the News: Introduction

The Anatomy of Cool

Comic Book Characters

Cop Shows

Do You Believe This Camel?

Elections and the Media

Freedom to Smoke

Gender Stereotypes and Body Image

Humour on Television

Image Gap

Images of Learning: Elementary

Junk Food Jungle

Kids, Alcohol and Advertising: Understanding Brands

Kids, Alcohol and Advertising: Interpreting Media Messages

Who’s On First: Alcohol Advertising and Sports

Alcohol Myths

Gender Messages in Alcohol Advertising

Looks Good Enough to Eat

Media Kids

Media Literacy for Development & Children's Rights

Online Marketing to Kids: Protecting Your Privacy

Online Marketing to Kids: Strategies and Techniques

Reporter for a Day

Packaging Tricks

Privacy and Internet Life

Put Downs

Sheroes and Heroes

Taking Charge of TV Violence

The Girl in the Mirror

The True Story

Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf

Student Tutorial (Licensed Resource)

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

MyWorld: A digital literacy tutorial for secondary students

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.

experiment with a range of strategies (brainstorming, sketching, free-writing) to extend and explore learning, to reflect on their own and others’ ideas, and to identify problems and consider solutions
demonstrate an ability to integrate interesting effects in imaginative writing and other forms of representation, such as consider thoughts and feelings in addition to external descriptions and activities
integrate detail that adds richness and density; identify and correct inconsistencies and avoid extraneous detail; make effective language choices relevant to style and purpose; and select more elaborate and sophisticated vocabulary and phrasing

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

produce a range of writing forms, for example, stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, and advertisements
recognize that a writer’s choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intended
begin to understand that ideas can be represented in more than one way and experiment with using other forms such as dialogue, posters, and advertisements
develop the awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing

Lessons

The Anatomy of Cool

Writing a Newspaper Article

The Broadcast Project

Create a Youth Consumer Magazine

Creating a Marketing Frenzy

Freedom to Smoke

Scientific Detectives

Video Production of a Newscast

You've Gotta Have a Gimmick!

Looks Good Enough to Eat

Deconstructing Web Pages