Outcome Chart - Northwest Territories - English Language Arts Grade 4

This outcome chart contains media-related learning outcomes from the Northwest Territories, Grade 4 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

Compare own and others’ understandings to reflect upon personal understandings

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

Connect new information and experiences with prior knowledge to construct meaning in different contexts

Express new concepts and understandings in own words, and explain personal opinions

MediaSmarts Resources

Comparing Real Families to TV Families

Earth Day: Maps as Media

Girls and Boys on Television

Humour on Television

Introducing TV Families

Junk Food Jungle

Media Kids

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

Prejudice and Body Image

The Anatomy of Cool

The Constructed World of Television Families

The Hero Project: Authenticating Online Information

TV Stereotypes

Villains, Heroes and Heroines

Violence in Sports

Avatars and Body Image

Game Time

Understanding the Internet: Pathways and Addresses

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

Set a purpose and discuss anticipated 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

Describe how groups are portrayed in texts (oral, print, and other media) from other communities

Talk about the purposes of the text genres and their corresponding forms (in oral, print, and other media texts)

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

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

MediaSmarts Resources

Comparing Real Families to TV Families

Earth Day: Maps as Media

Facing TV Violence: Consequences and Media Violence

Facing TV Violence: Counting & Discussing Violence on the Screen

Facing TV Violence: Rewriting the Script

Girls and Boys on Television

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

Humour on Television

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 3: Understanding Brands

Kids, Alcohol and Advertising 4: Interpreting Media Messages

Looking at Food Advertising

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

Prejudice and Body Image

Reporter For a Day

The Hero Project: Authenticating Online Information

Avatars and Body Image

Pay for Play

Understanding the Internet: Using the Internet

Understanding the Internet: Pathways and Addresses

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

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

Ask general and specific questions on topics using predetermined categories in own and group inquiry

Select and use a plan for gathering information for own and group inquiry

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

Assess the usefulness of information for inquiry or research using pre-established criteria

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

Determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and context cues

Examine collected information to identify categories or aspects of a topic that need more information

Review gathered information and questions, and add to knowledge gained from inquiry or research process

MediaSmarts Resources

Comparing Real Families to TV Families

Earth Day: Maps as Media

Humour on Television

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?

Prejudice and Body Image

The Hero Project: Authenticating Online Information

TV Stereotypes

Pay for Play

Understanding the Internet: Using the Internet

Understanding the Internet: Pathways and Addresses

Understanding the Internet: Build Understanding

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 and focus ideas on a topic using a variety of strategies

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

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

MediaSmarts Resources

Earth Day: Maps as Media

Facing TV Violence: Rewriting the Script

Girls and Boys on Television

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

Humour on Television

Introducing TV Families

Kids, Alcohol and Advertising 3: Understanding Brands

Looking at Food Advertising

Media Kids

Prejudice and Body Image

Reporter For a Day

The Constructed World of Television Families

Thinking Like a Tobacco Company: Grades 4-6

TV Stereotypes

Violence in Sports

Avatars and Body Image

Game Time

Understanding the Internet: Using the Internet

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 by resolving conflicts

Describe relationships between own and others’ ideas and experiences

Develop an awareness of diversity

MediaSmarts Resources

Introducing TV Families

Media literacy key concepts Lesson 2: Media are constructions

Prejudice and Body Image

The Anatomy of Cool

The Constructed World of Television Families

TV Stereotypes

Villains, Heroes and Heroines

Avatars and Body Image

Understanding the Internet: Communication and Social Media

Introduction to Cyberbullying: Avatars and Identity