Outcome Charts - Atlantic Provinces - English Language Arts 5

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

Each Atlantic Province follows closely the Atlantic Provinces Education Foundation Framework for English Language Arts. In this Framework, media literacy is integrated throughout the English Language Arts curriculum under the general learning outcomes of Speaking and Listening, Reading and Viewing and Writing and Other Ways of Representing.

Speaking and Listening

Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

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

Lessons

Media Kids

Put Downs

Prejudice and Body Image

Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf

What's in a Word?

Educational Games

Cybersense and Nonsense: The Second Adventure of the Three Little CyberPigs

Reading and Viewing

Students will be expected to respond personally to a range of texts.

describe, share, and discuss their personal reactions to a range of texts across genres, topics, and subjects
support their opinions about texts and features of types of texts

Lessons

What's in a Word?

Images of Learning: Elementary

Do You Believe This Camel?

You've Gotta Have a Gimmick!

Looks Good Enough to Eat

Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf

The Constructed World of TV Families

The Broadcast Project

Create a Youth Consumer Magazine

Female Action Heroes

Violence in Sports

Reporter for a Day

Thinking Like a Tobacco Company: Grades 4–6

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

use their background knowledge to question and analyse information presented in print and visual texts
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 analyse a text
- demonstrate growing awareness that all texts reflect a purpose and a point of view
- identify instances where language is being used to manipulate, persuade, or control them
- identify instances of opinion, prejudice, bias, and stereotyping

Lessons

Advertising All Around Us

The Anatomy of Cool

Comic Book Characters

Creating a Marketing Frenzy

Do You Believe This Camel?

Elections and the Media

Looks Good Enough to Eat

Prejudice and Body Image

Put Downs

Sheroes and Heroes

Taking Charge of TV Violence

Teaching TV: Television as a Story Teller

Teaching TV: Learning With Television

Teaching TV: Television Techniques

Teaching TV - Film Production: Who Does What?

The Constructed World of TV Families

The True Story

Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf

Thinking About Television and Movies

Thinking Like a Tobacco Company: Grades 4–6

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

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

TV Stereotypes

Villains, Heroes and Heroines

Violence in Sports

What Students Need to Know about Freedom of Information and Protection of Privacy

What's in a Word?

You've Gotta Have a Gimmick!

Student Tutorial (Licensed Resource)

Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)

Educational Games

Cybersense and Nonsense: The Second Adventure of the Three CyberPigs

Writing and Other Ways of Representing

Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

use a range of strategies in writing and other ways of representing to
generate topics of personal interest and importance
record, develop, and reflect on ideas, attitudes, and opinions
compare their own thoughts and beliefs to those of others
describe feelings, reactions, values, and attitudes

Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.

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
address the demands of a variety of purposes and audiences
invite responses to early drafts of their writing/media productions
- use audience reaction to help shape subsequent drafts
- reflect on their final drafts from a reader’s/viewer’s/listener’s point of view

Lessons

What's in a Word?

Do You Believe This Camel?

Thinking Like a Tobacco Company: Grades 4–6

Kids, Alcohol and Advertising: Interpreting Media Messages

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

You've Gotta Have a Gimmick!

Looks Good Enough to Eat

Elections and the Media

Thinking About Television and Movies

Create a Youth Consumer Magazine

Taking Charge of TV Violence