Outcome Chart - Newfoundland and Labrador - English Language Arts Grade 6

Speaking and Listening

Overall Expectations

GCO 2: Students will be expected

to communicate information and ideas effectively and clearly, and to respond personally and critically.

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

Specific Expectations

Students will:

contribute to and respond constructively in conversation, small group and whole group discussion

detect examples of prejudice, stereotyping or bias in oral language, recognize their negative effect on individuals and cultures and attempt to use bias-free language

 

 

 

MediaSmarts Resources

Lessons

Girls and Boys on Television

Kids, Alcohol and Advertising 1: Messages About Drinking

Put Downs

Stereotyping and Bias

The Anatomy of Cool

The Constructed World of Television Families

The Hero Project: Authenticating Online Information

TV Dads: Immature and Irresponsible?

Video Production of a Newscast

Villains, Heroes and Heroines

What’s in a Word?

Interactive Resources

Allies and Aliens

Jo Cool or Jo Fool

Reading and Viewing

Overall Expectations

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual text.

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form and genre.

Specific Expectations

Students will:

use and integrate the various cueing systems and a variety of strategies with increasing independence to construct meaning

reflect on and discuss their own processes and strategies in reading and viewing

use a range of reference texts and a data base or electronic search to facilitate the selection process

recognize that facts can be presented to suit an author’s purpose and point of view

consider information from alternative perspectives

identify the conventions and structure of a variety of print and media texts and genres

make connections with the purpose of each text or genre

respond critically to texts

apply a growing range of strategies to analyze and evaluate a text

demonstrate growing awareness that all texts reflect a purpose and a perspective

compare alternate points of view

analyze the impact of language used in texts

examine how responses to texts can affect social change

 

MediaSmarts Resources

Lessons

Comparing Real Families to TV Families

Cop Shows

Freedom to Smoke

Girls and Boys on Television

How to Analyze the News

Introducing TV Families

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

Looking at Food Advertising

Media Kids

Media literacy key concepts Introduction: What is media anyway?

Media literacy key concepts Lesson 2: Media are constructions

Media literacy key concepts Lesson 3: Audiences negotiate meaning

Media literacy key concepts Lesson 4: Media have commercial implications

Media literacy key concepts Lesson 5: Media have social and political implications

Mirror Image

Reporter For a Day

Stay on the Path Lesson One: Searching for Treasure

Stay on the Path Lesson Three: Treasure Maps

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

Stereotyping and Bias

Teaching TV: Film Production: Who Does What?

The Constructed World of Television Families

The Hero Project: Authenticating Online Information

The True Story

Tobacco Labels

TV Dads: Immature and Irresponsible?

TV Stereotypes

Villains, Heroes and Heroines

You’ve Gotta Have a Gimmick

Interactive Resources

CyberSense and Nonsense: The Second Adventure of the Three CyberPigs

Writing and Representing

Overall Expectations

GCO 8: 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.

 

GCO 9: Students will be expected

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

Specific Expectations

Students will:

explore ways to develop ideas

reflect on themselves as text creators

create written and media texts using an increasing variety of forms

assess the influence that audience and purpose have during the creation of texts

 

 

MediaSmarts Resources

Comic Book Characters

Cop Shows

Creating a Marketing Frenzy

Elections and the Media

Female Action Heroes

Girls and Boys on Television

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

Humour on Television

Images of Learning

Introduction to Ethics: Avatars and Identity

Kids, Alcohol and Advertising 3: Understanding Brands

Media Kids

Media literacy key concepts Introduction: What is media anyway?

Media literacy key concepts Lesson 2: Media are constructions

Media literacy key concepts Lesson 3: Audiences negotiate meaning

Media literacy key concepts Lesson 4: Media have commercial implications

Media literacy key concepts Lesson 5: Media have social and political implications

Online Marketing to Kids: Protecting Your Privacy

Online Marketing to Kids: Strategies and Techniques

Prejudice and Body Image

Put Downs

Reporter For a Day

Stay on the Path Lesson One: Searching for Treasure

The Constructed World of Television Families

The Hero Project: Authenticating Online Information

Thinking Like a Tobacco Company: Grades 4-6

Tobacco Labels

TV Stereotypes

Video Production of a Newscast

Violence in Sports

What’s in a Word?

Who’s on First? Alcohol Advertising and Sports

Winning the Cyber Security Game

Writing a Newspaper Article

You’ve Gotta Have a Gimmick