Outcome Chart - Saskatchewan - English Language Arts 4

This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 4 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

Comprehend and Respond

Overall Expectations

Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

  • identity (e.g., Expressing Myself)
  • community (e.g., Building Community)
  • social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.

View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator’s technique and the impact on viewers.

Specific Expectations

  • View, listen to, read, and respond to a variety of texts that reflect diverse personal identities, worldviews, and backgrounds (e.g., culture, age, gender, language) including First Nations and Métis texts.
  • Select and use pertinent before, during, and after strategies to construct meaning when viewing
  • Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to construct and confirm meaning when viewing.
  • Evaluate the role of visuals in focusing attention on particular aspects or events, and influencing opinions on issues.
  • Identify the intent and appeal of particular TV and print advertisements and other visuals including First Nations and Métis art and other texts.
  • Understand how a range of visual features (e.g., graphs, images, illustrations, charts, maps, diagrams) can enhance and clarify spoken, written, or silent messages.
  • View a multimedia presentation and identify how the language, visual, and multimedia features (e.g., sound, colour, movement) are used to persuade.

Lessons

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

Junk Food Jungle

Kids, Alcohol and Advertising1: Messages About Drinking

Kids, Alcohol and Advertising: Young Drinkers

Kids, Alcohol and Advertising 3: Understanding Brands

Kids, Alcohol and Advertising: Interpreting Media Messages

Looking At Food Advertising

Looks Good Enough to Eat

Newspaper Ads

Packaging Tricks

You’ve Gotta Have a Gimmick

Avatars and Body Image

Pay for Play

Educational Games

Co-Co’s AdverSmarts

Passport to the Internet (Licensed Resource)

Compose and Create

Overall Expectations

Compose and create a range of visual, multimedia, oral, and written texts that explore:

  • identity (e.g., Expressing Myself)
  • community (e.g., Celebrating and Honouring Others)
  • social responsibility (e.g., Within My Circle) through personal experiences

Specific Expectations

Create spoken, written, and other representations that include:

  • a specific message
  • a coherent organization of ideas
  • ideas and information which are clear and complete
  • appropriate use of language and conventions.

Use inquiry to explore authentic problems, questions, and issues associated with identity, community, and social responsibility including:

  • asking general and specific inquiry questions on topics using predetermined categories
  • recording, selecting, and sharing relevant personal knowledge and understanding of a topic or questions and considering purpose for individual and group inquiry or research
  • selecting and using a plan for gathering ideas and information
  • assessing the usefulness, authenticity, and reliability of information for inquiry or research needs using pre-established criteria
  • using a variety of tools (including indices, maps, atlases, charts, electronic sources) and resources to access ideas and information
  • organizing ideas and information in logical sequences
  • making notes and citing authors and titles of sources alphabetically
  • examining collected information to identify categories or aspects of a topic that need more research
  • sharing findings and conclusions in a clear visual, oral, and written format
  • using the language of inquiry (e.g., “I want to know if .…”, “I wonder about ….”)

Lessons

Violence in Sports

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

Avatars and Body Image

Game Time

Understanding the Internet: Using the Internet

Understanding the Internet: Build Understanding

Understanding the Internet: Communication and Social Media

Introduction to Cyberbullying: Avatars and Identity