Outcome Chart - Nova Scotia - English Language Arts Grade 5

Overall Expectations

Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

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

Specific Expectations

Students will:

  • identify examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use language that shows respect for all people
  • answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts
  • respond to personal, group, and instructional needs for information through accessing a variety of texts
  • demonstrate understanding of how classification systems and basic reference materials are used to facilitate research
  • use a range of reference texts and a database or an electronic search to aid in the selection of texts
  • increase their abilities to access information in response to their own and others’ questions
  • recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view
  • respond critically to texts by
  • applying strategies to analyze a text
  • demonstrating growing awareness that all texts reflect a purpose and a point of view
  • identifying instances where language is being used to manipulate, persuade, or control them
  • identifying instances of opinion, prejudice, bias, and stereotyping
  • create written and media texts, collaboratively and independently, in different modes (expressive,
  • transactional, and poetic), and in an increasing variety of forms
  • use specific features, structures, and patterns of various text forms to create written and media texts

 

 

 

Lessons that meet Grade 5 expectations

Comparing Real Families to TV Families

Comic Book Characters

Girls and Boys on Television

How to Analyze the News

Humour on Television

Introducing the Internet: Exploring the Internet

Introducing the Internet: Messages, Envelopes, Addresses

Introducing the Internet: Telephones and Networks

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

Media Kids

Reporter For a Day

Taking Charge of TV Violence

Teaching TV: Film Production: Who Does What?

The Constructed World of Television Families

The Hero Project: Authenticating Online Information

The True Story

TV Stereotypes

Villains, Heroes and Heroines

Violence in Sports

What’s in a Word?

You’ve Gotta Have a Gimmick

Stay on the Path Lesson One: Searching for Treasure

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

Stay on the Path Lesson Three: Treasure Maps

Stay on the Path Lesson Four: Scavenger Hunt

Media Minute Introduction: What is media anyway?

Media Minute Lesson 2: Media are constructions

Educational Games

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs

Student Tutorials (Licensed Resource)

Passport to the Internet