Outcome Chart - Northwest Territories - English Language Arts 7
This outcome chart contains media-related learning outcomes from the Northwest Territories, Grade 7 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 discuss and develop diverse ideas, predictions, opinions, conclusions, and understandings about oral, print, and other media texts
- Explore a variety of genres, authors, and artists in oral, print, and other media texts, including those recommended by peers
- Connect prior and new knowledge and experiences, and organize ideas and information in meaningful ways, in order to shape, clarify, and extend understandings
- Summarize, explain and represent personal viewpoints in clear and purposeful ways
MediaSmarts Resources
- Comic Book Characters
- Deconstructing Web Pages
- Image Gap
- Kids, Alcohol and Advertising 2: Young Drinkers
- Media Kids
- Media literacy key concepts Lesson 3: Audiences negotiate meaning
- Media literacy key concepts Lesson 5: Media have social and political implications
- Mirror Image
- Online Marketing to Kids: Protecting Your Privacy
- The Anatomy of Cool
- The Girl in the Mirror
- The Hero Project: Authenticating Online Information
- Thinking Like a Tobacco Company
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Video Games
- Video Production of a Newscast
- Violence in Sports
- Writing a Newspaper Article
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Promoting Ethical Behaviour Online: Our Values and Ethics
- That’s Not Cool
- Put Your Best Face Forward
Student Tutorials (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
- Make and explain connections between previous experiences, prior knowledge, and texts (oral, print, and other media)
- Select and use appropriate comprehension strategies to construct, revise, and explain understanding of texts (oral, print, and other media)
- Use textual cues to construct and confirm meaning within and across texts (oral, print, and other media)
- Explore a variety of oral, print, and other media texts
- Respond to oral, print, and other media texts creatively and critically
- Identify ideas, points of view, and bias in text
- Describe attributes of genres and/or forms of texts (oral, print, and other media)
- Describe how techniques and elements are used in texts (oral, print, and other media)
- Identify descriptive and figurative language and stylistic techniques within and across a variety of oral, print, and other media texts
MediaSmarts Resources
- Advertising All Around Us
- Bias and Crime in Media
- Comic Book Characters
- Cop Shows
- Gender Messages in Alcohol Advertising
- Images of Learning
- Looks Good Enough to Eat
- Media Kids
- Media literacy key concepts Lesson 3: Audiences negotiate meaning
- Media literacy key concepts Lesson 4: Media have commercial implications
- Media literacy key concepts Lesson 5: Media have social and political implications
- Mirror Image
- Perceptions of Youth and Crime
- Sports Personalities in Magazine Advertising
- Stereotyping and Bias
- Television Broadcast Ratings
- The Girl in the Mirror
- Tobacco Labels
- TV Dads: Immature and Irresponsible?
- Video Production of a Newscast
- Writing a Newspaper Article
- You’ve Gotta Have a Gimmick
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- That’s Not Cool
- Put Your Best Face Forward
Educational Game
Student Tutorials (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
- Identify prior knowledge of, and prior experiences related to, a topic to choose a focus for own and group inquiry
- Develop relevant questions to establish a purpose for seeking information on a topic in own and group inquiry
- Create, follow, and reflect on a plan to collect, record, and synthesize information in own and group inquiry
- Identify relevant primary and secondary sources to answer inquiry or research questions
- Use criteria to evaluate usefulness and reliability of sources
- Use text features and reference tools to identify relevant information
- Use strategies to understand and relate information in texts (oral, print, and other media)
- Record key ideas and details; cite sources appropriately
- Identify relevance, importance, and gaps in information within and across sources
- Incorporate new information with prior knowledge, and identify next steps in inquiry
Lessons
- Celebrities and World Issues
- Deconstructing Web Pages
- Finding and Authenticating Online Information on Global Development Issues
- I heard it ‘round the Internet: Sexual health education and authenticating online information
- 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
- Taming the Wild Wiki
- The Girl in the Mirror
- The Hero Project: Authenticating Online Information
- What Students Need to Know about Freedom of Information and Protection of Privacy
Educational Games
Student Tutorials (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
- Demonstrate understanding of elements of texts when creating oral, print, and other media texts
- Use criteria to focus conversations about own and others’ texts and representations (oral, print, and other media)
- Experiment with language to create desired effect in oral, print, and other media texts
- Present and/or publish texts (oral, print, and other media)
MediaSmarts Resources
- Alcohol Myths
- Bias and Crime in Media
- Buy Nothing Day
- Celebrities and World Issues
- Comic Book Characters
- Cop Shows
- Images of Learning
- Looks Good Enough to Eat
- Online Marketing to Kids: Protecting Your Privacy
- Online Marketing to Kids: Strategies and Techniques
- Perceptions of Youth and Crime
- Privacy and Internet Life: Lesson Plan for Intermediate Classrooms
- Selling Tobacco
- Taming the Wild Wiki
- The Girl in the Mirror
- Tobacco Labels
- Up, Up and Away? (TM)
- Video Games
- Winning the Cyber Security Game
- Writing a Newspaper Article
- You’ve Gotta Have a Gimmick
- Cyberbullying and Civic Participation
- Cyberbullying and the Law
- Understanding Cyberbullying: Virtual vs. Physical Worlds
- Promoting Ethical Behaviour Online: Our Values and Ethics
- That’s Not Cool
- Put Your Best Face Forward
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
- Make decisions collaboratively to follow or modify pre-established group processes in order to work in a variety of partnerships and groups
- Identify and describe barriers to the acceptance or honouring of diversity
MediaSmarts Resources
Lessons
- Media Kids
- Media literacy key concepts Lesson 3: Audiences negotiate meaning
- Perceptions of Youth and Crime
- Stereotyping and Bias
- The Girl in the Mirror
- Up, Up and Away? (TM)
- Put Your Best Face Forward
- Cyberbullying and Civic Participation
- Cyberbullying and the Law
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Promoting Ethical Behaviour Online: Our Values and Ethics
Student Tutorials (Licensed Resource)