Outcome Chart - Northwest Territories - English Language Arts 5

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

It is expected that students will:

General Outcome 1: Students will listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.

Specific Expectations

Seek others’ viewpoints to reflect on personal understanding

Explain preferences for particular forms and genres of oral, print, and other media texts

Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts

Explain the importance of linking personal perceptions to others’ understandings

MediaSmarts Resources

Lessons

Comparing Real Families to TV Families

Girls and Boys on Television

Humour on Television

Introducing TV Families

Introduction to Ethics: Avatars and Identity

Media literacy key concepts Introduction: What is media anyway?

Media literacy key concepts Lesson 2: Media are constructions

Media literacy key concepts Lesson 3: Audiences negotiate meaning

Media literacy key concepts Lesson 4: Media have commercial implications

Media literacy key concepts Lesson 6: Each medium has a unique aesthetic form

Prejudice and Body Image

Stay on the Path Lesson Four: Scavenger Hunt

Stereotyping and Bias

The Anatomy of Cool

The Constructed World of Television Families

The Hero Project: Authenticating Online Information

Avatars and Body Image

Understanding the Internet: Pathways and Addresses

Introduction to Cyberbullying: Avatars and Identity

Educational Games

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs

Passport to the Internet (licensed resource)

General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts, through a process.

Specific Expectations

Use prior knowledge and connections between self and texts (oral, print, and other media) to expand personal understanding

Anticipate meaning of oral, print, and other media texts; use comprehension strategies to construct, confirm, revise, and explain understanding

Use textual cues to construct and confirm meaning in oral, print, and other media texts

Use vocabulary, language structure, and context to construct meaning of oral, print, and other media texts

Explore a variety of oral, print, and other media texts

Respond to oral, print, and other media texts creatively and critically

Develop personal perspective of cultural representations in texts (oral, print, and other media)

Talk about the relationship between genre/form and audience/purpose in texts (oral, print, and other media)

Listen to, read, and view texts (oral, print, and other media) to understand how the techniques and elements interact to create effects

Talk about authors’ use of voice, vocabulary, elements or techniques in a variety of oral, print, and other media texts

MediaSmarts Resources

Comparing Real Families to TV Families

Introducing TV Families

TV Stereotypes

Humour on Television

Girls and Boys on Television

Villains, Heroes and Heroines

Earth Day: Maps as Media

The Constructed World of Television Families

Media literacy key concepts Introduction: What is media anyway?

Media literacy key concepts Lesson 2: Media are constructions

Media literacy key concepts Lesson 6: Each medium has a unique aesthetic form

Media Kids

Comic Book Characters

Looks Good Enough to Eat

Stereotyping and Bias

What’s in a Word?

Media literacy key concepts Lesson 3: Audiences negotiate meaning

Media literacy key concepts Lesson 4: Media have commercial implications

How to Analyze the News

Avatars and Body Image

Understanding the Internet: Using the Internet

Understanding the Internet: Pathways and Addresses

Understanding the Internet: Build Understanding

Understanding the Internet: Communication and Social Media

Introduction to Cyberbullying: Avatars and Identity

General Outcome 3: Students will listen, speak, read, write, view and represent to plan and focus an inquiry or research and interpret and analyze information and ideas, through a process.

Specific Expectations

Summarize personal knowledge of a topic in categories to determine information needs in own and group inquiry

Formulate general and specific questions to identify information needs in own and group inquiry

Gather and record ideas and information using a plan for own and group inquiry

Use relevant information from a variety of sources to answer inquiry or research questions

Determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria

Use a variety of tools to access information and ideas; use visual and auditory cues to identify key ideas

Recognize organizational patterns in texts (oral, print, and other media) to construct meaning and gather information

Organize information and ideas into categories using a variety of strategies

Record information in own words; cite authors and titles alphabetically and provide publication dates of sources

Recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose

Assess information and knowledge gained through the inquiry or research process; generate new questions for further inquiry

MediaSmarts Resources

Lessons

Comparing Real Families to TV Families

Earth Day: Maps as Media

Freedom to Smoke

Introducing TV Families

Junk Food Jungle

Kids, Alcohol and Advertising 1: Messages About Drinking

Kids, Alcohol and Advertising 2: Young Drinkers

Kids, Alcohol and Advertising 2: Young Drinkers

Media literacy key concepts Lesson 4: Media have commercial implications

Mirror Image

Stay on the Path Lesson One: Searching for Treasure

Stay on the Path Lesson Three: Treasure Maps

Stay on the Path Lesson Two: All That Glitters is Not Gold

The Hero Project: Authenticating Online Information

The True Story

Pay for Play

Understanding the Internet: Pathways and Addresses

Understanding the Internet: Build Understanding

Educational Games

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs

Passport to the Internet (licensed resource)

General Outcome 4: Students will listen, speak, read, write, view and represent to clarify and enhance oral, written, and visual forms of communication, through a process.

Specific Expectations

Generate ideas and develop a topic using a variety of strategies

Use appropriate form (organizational structure, audience, purpose) to organize ideas and information

Create original texts (oral, print, and other media)

Use pre-established criteria to focus conversations about own and others’ texts and representations (oral, print, and other media)

Write legibly and fluently while continuing to develop proficiency with keyboarding and word processing; use related vocabulary

Present and/or publish texts (oral, print, and other media)

MediaSmarts Resources

Comic Book Characters

Earth Day: Maps as Media

Elections and the Media

Girls and Boys on Television

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

Humour on Television

Introducing TV Families

Looks Good Enough to Eat

Media Kids

Media literacy key concepts Lesson 2: Media are constructions

Prejudice and Body Image

Teaching TV: Film Production: Who Does What?

The Hero Project: Authenticating Online Information

TV Stereotypes

Violence in Sports

Winning the Cyber Security Game

You’ve Gotta Have a Gimmick

Avatars and Body Image

Game Time

Understanding the Internet: Using the Internet

Understanding the Internet: Build Understanding

Understanding the Internet: Communication and Social Media

Introduction to Cyberbullying: Avatars and Identity

General Outcome 5: Students will listen, speak, read, write, view and represent to celebrate and build community within the home, school, workplace and wider society.

Specific Expectations

Work in a variety of partnerships and groups to follow pre- established group processes through collaborative decision making

Acknowledge differing responses to common experiences

Describe how diversity is honoured and celebrated

MediaSmarts Resources

Girls and Boys on Television

Introducing TV Families

Media Kids

Media literacy key concepts Lesson 3: Audiences negotiate meaning

Prejudice and Body Image

Stereotyping and Bias

Teaching TV: Film Production: Who Does What?

The Constructed World of Television Families

TV Stereotypes

Villains, Heroes and Heroines

What’s in a Word?

Avatars and Body Image

Understanding the Internet: Communication and Social Media

Introduction to Cyberbullying: Avatars and Identity