Outcome Chart - Saskatchewan - English Language Arts 5

This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 5 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

Comprehend and Respond

Overall Expectations

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

  • identity (e.g., Exploring Heritage)
  • community (e.g., Teamwork)
  • social responsibility (e.g., What is Fair?).

View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

Specific Expectations

View, listen to, read and respond to a variety of visual, multimedia, oral, and print texts that examine the diverse range of personal identities, perspectives, and backgrounds (e.g., appearance, culture, socio-economic status, abilities, age, gender, sexual orientation, language, career path) including First Nations and Métis texts.

View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:

  • understanding, retelling, and explaining the ideas and information presented in the texts
  • analyzing the text structures and features
  • analyzing the texts and developing responses with evidence from the texts, personal experience, and research.

Compare individuals and situations portrayed in various texts (including First Nations and Métis resources) to those encountered in real life.

Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters, videos, advertising, double bar graphs, maps, videos).

Discuss purpose, perspectives, and biases and how visual texts including First Nations and Métis resources can be used to persuade others.

Recognize point of view and distinguish between fact and opinion.

Identify the values underlying visual messages and recognize persuasive techniques and purposes in oral presentations and various media (e.g., promises, dares, flattery, comparisons).

Analyze visual texts (including First Nations and Métis art and other texts) as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

Identify how the language, explicit and implicit messages, and visual and multimedia features (e.g., sound, colour, movement) are used to influence the intended audience.


Comparing Real Families to TV Families

Cop Shows

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

Introducing TV Families

Junk Food Jungle

Kids, Alcohol and Advertising: Messages About Drinking

Kids, Alcohol and Advertising: Young Drinkers

Kids, Alcohol and Advertising: Understanding Brands

Kids, Alcohol and Advertising: Interpreting Media Messages

Looking At Food Advertising

Looks Good Enough to Eat

Media Kids

Newspaper Ads

Once Upon a Time

Packaging Tricks

Sheroes and Heroes

The Constructed World of Television Families

TV Stereotypes

Villains, Heroes and Heroines

You’ve Gotta Have a Gimmick!

Media Minute Introduction: What is media anyway?

Media Minute Lesson 2: Media are constructions

Avatars and Body Image

Pay for Play

Educational Games

Co-Co’s AdverSmarts

Data Defenders

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., What Should I Do)
  • community (e.g., This is Our Planet)
  • social responsibility (e.g., Teamwork) and express personal thoughts shaped through inquiry.

Specific Expectations

Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral, and written format using inquiry. 

Use inquiry to explore a problem, question, or issue related to a topic being studied in English language arts or a topic of personal interest including:

  • summarizing personal knowledge and understanding of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group or individual inquiry or research
  • gathering and recording ideas and information using a plan
  • answering inquiry or research questions using a variety of sources such as newspapers, diaries, Elders, interviews, and field trips
  • determining the usefulness of ideas and information for inquiry or research purpose and focus using pre-established criteria
  • using a variety of tools to access ideas and information
  • organizing ideas and information into categories (e.g., what, where, when, how, so what)
  • making notes using own words and providing publication dates and authorship of sources
  • assessing knowledge gained through inquiry or research
  • forming personal conclusions and generating new questions for further inquiry or research
  • explaining findings from inquiry or research on a topic, question, problem, or issue in an appropriate visual, oral, and written format.


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

Media Minute Introduction: What is media anyway?

Media Minute Lesson 2: Media are constructions

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