Outcome Chart - Nova Scotia - English Language Arts Grade 8

Overall Expectations

Students will be expected to:

  • communicate information and ideas effectively and clearly, and to respond personally and critically
  • interact with sensitivity and respect, considering the situation, audience, and purpose
  • select, read, and view with understanding a range of literature, information, media, and visual texts
  • interpret, select, and combine information using a variety of strategies, resources, and technologies
  • respond personally to a range of texts
  • respond critically to a range of texts, applying their understanding of language, form, and genre
  • use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination
  • create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes
  • use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness

Specific Expectations

Students will:

  • recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice; understand how language is used to influence and manipulate
  • access appropriate print and non-print sources with increasing independence and select information to meet specific needs with increasing speed, accuracy, and confidence
  • experiment with and rely upon a range of print and non-print (e-mail, CD-ROMs) sources for accessing and selecting information
  • recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information when answering questions and inquiries
  • expand on earlier abilities to respond critically to a range of texts in various ways
    • understand how personal knowledge, ideas, values, perceptions, and points of view influencehow writers create texts
    • recognize how and when personal background influences meaning construction, understanding,and textual response
    • describe how cultures and reality are portrayed in media texts
  • attempt to use various technologies for communicating to a variety of audiences for a range of purposes
  • gather information from a variety of sources (interviews, film, CD-ROMs, texts) and integrateideas in communication

Lessons that meet Grade 8 expectations

Beyond Media Messages: Media Portrayal of Global Development

Bias and Crime in Media

Celebrities and World Issues

Cinema Cops

Cop Shows

Creating a Marketing Frenzy

Deconstructing Web Pages

Exposing Gender Stereotypes

Female Action Heroes

Finding and Authenticating Online Information on Global Development Issues

Gender Messages in Alcohol Advertising

Hate 2.0

Hate or Debate

How to Analyze the News

Images of Learning

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

Learning Gender Stereotypes

Marketing to Teens: Gender Roles in Advertising

News Journalism Across the Media: Summative Activities

News Journalism: Definitions and Comments about the News

News Journalism: Radio News

Perceptions of Youth and Crime

Reporter For a Day

Scapegoating and Othering

Taming the Wild Wiki

Television Broadcast Ratings

Television News

The Girl in the Mirror

The Hero Project: Authenticating Online Information

The Impact of Gender Stereotypes

The True Story

Thinking about Hate

Tobacco Labels

Truth or Money

TV Dads: Immature and Irresponsible?

Video Production of a Newscast

Watching the Elections

What’s in a Word?

Writing a Newspaper Article

You’ve Gotta Have a Gimmick

Media Minute Lesson 3: Audiences negotiate meaning

Media Minute Lesson 4: Media have commercial implications

Media Minute Lesson 5: Media have social and political implications

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

Educational Games

Allies and Aliens

Click if You Agree

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs

Jo Cool or Jo Fool

Student Tutorials (Licensed Resource)

Passport to the Internet