Outcome Chart - Nova Scotia - English Language Arts Grade 7

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:

  • demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and language
  • recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice; understand how language is used to influence and manipulate
  • become increasingly aware of and use periodically the many print and non-print avenues and sources (Internet, documentaries, interviews) through which information can be accessed and selected
  • make evaluations or judgments about texts and express personal points of view
  • find evidence and examples in texts to support personal views about themes, issues, and situations
  • recognize that print and media texts can be biased and become aware of some of the ways thatinformation is organized and structured to suit a particular point of view
  • recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors
  • develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning construction and understanding
    • recognize that personal knowledge, ideas, values, perceptions, and points of view influence howwriters create texts
    • become aware of how and when personal background influences meaning construction, understanding, and textual response
    • recognize that there are values inherent in a text, and begin to identify those values
    • explore how various cultures and realities are portrayed in media texts
  • collect information from several sources (interviews, film, CD-ROMs, texts) and combine ideas in communication

Lessons that meet Grade 7 expectations

Beyond Media Messages: Media Portrayal of Global Development

Bias and Crime in Media

Celebrities and World Issues

Cinema Cops

Comic Book Characters

Cop Shows

Creating a Marketing Frenzy

Deconstructing Web Pages

Female Action Heroes

Finding and Authenticating Online Information on Global Development Issues

Gender Messages in Alcohol Advertising

How to Analyze the News

Images of Learning

Jo Cool or Jo Fool

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

Media Kids

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

Taking Charge of TV Violence

Taming the Wild Wiki

Television Broadcast Ratings

Television News

The Girl in the Mirror

The Hero Project: Authenticating Online Information

The True Story

Tobacco Labels

Truth or Money

TV Dads: Immature and Irresponsible?

Violence in Sports

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

Student Tutorials (Licensed Resource)

Passport to the Internet