Outcome Chart - British Columbia - Literacy Foundations - English Language Arts - Level 6

This outcome chart contains media-related learning outcomes from the British Columbia, Level 6, Literacy Foundations, English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.

It is expected that students will:

Reading and Viewing

Specific Expectations

  • view and demonstrate an understanding of the meaning conveyed by a variety of visual media (e.g., broadcasts, web sites, videos, DVDs, visual components of print media such as tables, graphics, illustrations, graphic novels, art work, photographs)
  • before reading and viewing, make predictions about the content and meaning of texts (e.g., textbooks, brochures, newspaper, web site, fiction, non-fiction) by
    • setting a purpose
    • generating guiding questions (e.g., record questions in a graphic organizer and review after reading to answer or revise)
    • accessing prior knowledge to make connections
    • previewing text features
  • during reading and viewing, construct meaning from texts by analysing the significance of the themes and points of view by
  • differentiating between main ideas and supporting details
  • predicting and questioning
  • using syntactic and context cues to guide and inform their understanding of the text (e.g., knowledge of grammar, word order, and sentence structure)
  • using text features to locate information and support comprehension (e.g., diagrams, headings, bold and italicized words, table of contents)
  • recognizing literary elements (e.g., plot, conflict, character, setting, climax, resolution, theme)
  • recognizing literary devices (e.g., irony, hyperbole, simile, metaphor)
  • making inferences (e.g., about characters’ feelings or story problems)
  • drawing conclusions (e.g., make connections between cause and effect)
  • making relevant notes using logical categories (e.g., outlines, mind maps, timelines)
  • self-monitoring and self-correcting (e.g., identify when meaning-making is breaking down, reread to clarify understanding, use context cues and resources such as a dictionary to figure out unfamiliar vocabulary)
  • self-monitoring and self-correcting (e.g., identify when meaning-making is breaking down, use context cues and resources to figure out unfamiliar vocabulary)
  • generating and responding to questions
  • using graphic organizers to process, record, and demonstrate synthesis of information
  • making inferences and drawing conclusions
  • summarizing, synthesizing, and applying new ideas (e.g., suggest an alternative approach or conclusion, consider alternative interpretations, extend the story)
  • reflecting on purpose for reading, predictions, and questions made during reading
  • after reading and viewing, develop and monitor their understanding of the meaning conveyed in texts by

Lessons

Advertising All Around Us

Comic Book Characters

Comparing Real Families to TV Families

Cop Shows

Creating a Marketing Frenzy

Facing TV Violence: Consequences and Media Violence

Facing TV Violence: Counting & Discussing Violence on the Screen

Facing TV Violence: Rewriting the Script

How to Analyze the News

Humour on Television

Introducing TV Families

Junk Food Jungle

Looking At Food Advertising

Looking at Newspapers: Introduction

News and Newspapers: Across the Curriculum

Newspaper Ads

Reporter For a Day

Teaching TV: Critically Evaluating TV

You’ve Gotta Have a Gimmick