Outcome Chart - Northwest Territories - English Language Arts 6

This outcome chart contains media-related learning outcomes from the Northwest Territories, Grade 6 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

Engage in exploratory communication to discover own interpretation and understandings

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

Reflect on prior knowledge and experiences to arrive at new understandings

Explain personal viewpoints in clear and meaningful ways, and revise previous understandings

 

MediaSmarts Resources

Comparing Real Families to TV Families

Girls and Boys on Television

Media Kids

The Anatomy of Cool

The Hero Project: Authenticating Online Information

Image Gap

Mirror Image

Media literacy key concepts Lesson 3: Audiences negotiate meaning

Put Downs

Female Action Heroes

Media literacy key concepts Lesson 5: Media have social and political implications

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

Avatars and Body Image

Game Time

Pay for Play

Understanding the Internet: Using the Internet

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; select and use appropriate comprehension strategies to construct, confirm, revise, and explain understanding

Use textual cues to construct and confirm meaning in 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

Identify bias and stereotype in texts (oral, print, and other media) to extend personal perspective of cultural representations and real life

Discuss the strengths and limits of various forms and genres of 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

Explain how authors develop voice through vocabulary, descriptive and figurative language, techniques, and elements in a variety of oral, print and other media texts

 

 

MediaSmarts Resources

Advertising All Around Us

Comparing Real Families to TV Families

Cop Shows

Earth Day: Maps as Media

Female Action Heroes

Freedom to Smoke

Girls and Boys on Television

Images of Learning

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 Kids

Media literacy key concepts Lesson 2: Media are constructions

Media literacy key concepts Lesson 4: Media have commercial implications

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

Mirror Image

Prejudice and Body Image

Reporter For a Day

Scientific Detectives

Stereotyping and Bias

Taking Charge of TV Violence

Teaching TV: Film Production: Who Does What?

The Constructed World of Television Families

The True Story

Tobacco Labels

TV Dads: Immature and Irresponsible?

TV Stereotypes

Video Production of a Newscast

Villains, Heroes and Heroines

Violence in Sports

What’s in a Word?

Writing a Newspaper Article

You’ve Gotta Have a Gimmick

Avatars and Body Image

Introduction to Cyberbullying: Avatars and Identity

Pay for Play

Educational Games

Passport to the Internet (licensed resource)

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

Formulate relevant questions to focus information needs in own and group inquiry

Use a combination of primary and secondary sources to answer inquiry or research questions

Recognize that information serves different purposes, and determine its usefulness for inquiry or research focus using pre-established criteria

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

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

Organize information and ideas using a variety of strategies and techniques

Make notes on a topic, combining information from more than one source; reference sources appropriately

Evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information

Relate gathered information to prior knowledge to reach conclusions or develop points of view; set goals for further inquiry

MediaSmarts Resources

Advertising All Around Us

Earth Day: Maps as Media

Freedom to Smoke

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 Introduction: What is media anyway?

Media literacy key concepts Lesson 4: Media have commercial implications

Mirror Image

Online Marketing to Kids: Protecting Your Privacy

Prejudice and Body Image

Scientific Detectives

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

Stereotyping and Bias

Taking Charge of TV Violence

The Hero Project: Authenticating Online Information

The True Story

Tobacco Labels

TV Dads: Immature and Irresponsible?

Violence in Sports

You’ve Gotta Have a Gimmick

Avatars and Body Image

Game Time

Pay for Play

Understanding the Internet: Using the Internet

Understanding the Internet: Pathways and Addresses

Educational Games

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)

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

 

 

 

MediaSmarts Resources

Comic Book Characters

Cop Shows

Earth Day: Maps as Media

Elections and the Media

Female Action Heroes

Girls and Boys on Television

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

Images of Learning

Looks Good Enough to Eat

Media Kids

Online Marketing to Kids: Protecting Your Privacy

Online Marketing to Kids: Strategies and Techniques

Prejudice and Body Image

Reporter For a Day

Tobacco Labels

TV Dads: Immature and Irresponsible?

TV Stereotypes

Video Production of a Newscast

Winning the Cyber Security Game

Writing a Newspaper Article

You’ve Gotta Have a Gimmick

Avatars and Body Image

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

Assess personal contributions to group processes, set personal goals for enhancing work with others, and monitor group processes

Compare personal ways of responding and thinking with those of others

Develop an opinion about diversity

MediaSmarts Resources

Cop Shows

Girls and Boys on Television

Introduction to Ethics: Avatars and Identity

Media literacy key concepts Lesson 3: Audiences negotiate meaning

Put Downs

Stereotyping and Bias

Teaching TV: Film Production: Who Does What?

The Constructed World of Television Families

TV Dads: Immature and Irresponsible?

TV Stereotypes

Video Production of a Newscast

Villains, Heroes and Heroines

Avatars and Body Image

Understanding the Internet: Communication and Social Media

Introduction to Cyberbullying: Avatars and Identity