Strand
General Outcome 1:
Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.
1.1 Discover and Explore
1.1.1 Express Ideas
Use exploratory language to discuss and record a variety of predictions, opinions, and conclusions.
1.1.2 Consider Others’ Ideas
Compare own and others’ insights and viewpoints.
1.1.3 Experiment with Language and Form
Expand self-expression in oral, written, and visual forms.
1.1.4 Express Preferences
Explore oral, literary, and media texts recommended by peers.
1.1.5 Set Goals
Use appropriate terminology to discuss developing abilities in personal language learning and use.
1.2 Clarify and Extend
1.2.1 Develop Understanding
Recognize and articulate the value of connecting prior and new knowledge and experiences to shape and extend understanding.
1.2.2 Explain Opinions
Summarize and represent personal viewpoints in clear and meaningful ways.
1.2.3 Combine Ideas
Identify or invent personally meaningful ways of organizing ideas and information to clarify and extend understanding.
1.2.4 Extend Understanding
Ask specific and focused questions for elaboration and clarification; engage in dialogue about experiences and understanding.
MediaSmarts Resources
- Activity One: Looking Through the Lenses - Lesson
- Activity Three: Adjusting the Focus - Lesson
- Allies and Aliens
- Behaving Ethically Online: Ethics and Values
- Beyond Media Messages: Media Portrayal of Global Development
- Cinema Cops
- Deconstructing Web Pages
- Freedom to Smoke
- Gender and Tobacco
- Gender Messages in Alcohol Advertising
- I heard it ‘round the Internet: Sexual health education and authenticating online information
- Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages
- Kids, Alcohol and Advertising 1: Messages About Drinking
- Kids, Alcohol and Advertising 2: Young Drinkers
- Media literacy key concepts Lesson 4: Media have commercial implications
- Media literacy key concepts Lesson 5: Media have social and political implications
- Mirror Image
- News Journalism Across the Media: Summative Activities
- News Journalism: Definitions and Comments about the News
- News Journalism: Radio News
- Online Marketing to Kids: Protecting Your Privacy
- Perceptions of Youth and Crime
- Prejudice and Body Image
- Scientific Detectives
- Selling Obesity
- Selling Tobacco
- Sports Personalities in Magazine Advertising
- Stereotyping and Bias
- Taking Charge of TV Violence
- Television Broadcast Ratings
- Television News
- The Anatomy of Cool
- The Hero Project: Authenticating Online Information
- The True Story
- Truth or Money
- TV Dads: Immature and Irresponsible?
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Unpacking Privilege
- Up, Up and Away? (TM)
- Video Games
- What’s in a Word?
- Who’s on First? Alcohol Advertising and Sports
General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.
2.1 Use Strategies and Cues
2.1.1 Prior Knowledge
Explain connections between previous experiences, prior knowledge, and a variety of texts.
2.1.2 Comprehension Strategies
Use comprehension strategies [including reflecting on and assessing meaning, skimming, scanning, close reading, and identifying and relating in own words the main and supporting ideas] appropriate to the type of text and purpose; use a variety of strategies [such as concept mapping, mental rehearsal…] to remember ideas.
2.1.3 Textual Cues
Use textual cues [such as organizational features of narrative and expository texts, bold print, italics, footnotes…] to construct and confirm meaning and interpret texts.
2.1.4 Cueing Systems
Use syntactic, semantic, and graphophonic cueing systems [including word order; context clues and multiple meanings of words; structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning and interpret texts [including meaning of specialized vocabulary].
2.2 Respond to Texts
2.2.1 Experience Various Texts
Experience texts from a variety of forms and genres [such as journals, nature programs, letters, fantasy…] and cultural traditions; discuss likes and dislikes.
2.2.2 Connect Self, Texts, and Culture
Compare own with others’ understanding of people, cultural traditions, and values portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers].
2.2.3 Appreciate the Artistry of Texts
Identify language and visual images that create mood and evoke emotion in oral, literary, and media texts.
2.3 Understand Forms and Techniques
2.3.1 Forms and Genre
Explain preferences for particular forms and genres of oral, literary, and media texts.
2.3.2 Techniques and Elements
Examine techniques of plot development [such as narrative books, conflict, resolution, surprise endings…] and of persuasion [such as testimonials, emotional appeals, bandwagon effects…] in oral, literary, and media texts.
2.3.3 Vocabulary
Recognize uses and abuses of slang, colloquialism, and jargon.
2.3.4 Experiment with Language
Identify surprising and playful uses of language in oral, literary, and media texts; explain ways in which figures of speech convey meaning.
2.3.5 Create Original Texts
Create original texts [such as cartoon sequences, dialogues, short stories, letters, video presentations…] to communicate and demonstrate understanding of forms and techniques.
MediaSmarts Resources
- Beyond Media Messages: Media Portrayal of Global Development
- Bias and Crime in Media
- Cinema Cops
- Comic Book Characters
- Cop Shows
- Creating A Youth Consumer Magazine
- Deconstructing Web Pages
- Editing Emotions
- Female Action Heroes
- Finding and Authenticating Online Information on Global Development Issues
- Gender and Tobacco
- Gender Messages in Alcohol Advertising
- How to Analyze the News
- Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages
- Kids, Alcohol and Advertising 3: Understanding Brands
- 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
- News and Newspapers: Across the Curriculum - Lesson
- News Journalism: Radio News
- Perceptions of Youth and Crime
- Put Your Best Face Forward
- Sports Personalities in Magazine Advertising
- Taking Charge of TV Violence
- Taming the Wild Wiki
- Television News
- The Broadcast Project - Lesson
- The Newspaper Front Page
- Tobacco Labels
- TV Dads: Immature and Irresponsible?
- Unpacking Privilege
- Up, Up and Away? (TM)
- Video Production of a Newscast
- Writing a Newspaper Article
- You’ve Gotta Have a Gimmick
General Outcome 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.
3.1 Plan and Focus
3.1.1 Use Personal Knowledge
Examine personal knowledge of and experiences related to a topic to determine information needs.
3.1.2 Ask Questions
Formulate a variety of relevant questions on a topic to establish a purpose for seeking information.
3.1.3 Contribute to Group Inquiry
Contribute ideas, knowledge, and questions to help establish group inquiry or research focuses and purposes.
3.1.4 Create and Follow a Plan
Prepare and use a plan to access information and ideas from a variety of sources [such as teachers, peers, print and non-print materials, electronic sources….].
3.2 Select and Process
3.2.1 Identify Personal and Peer Knowledge
Select and organize personal and peer knowledge of a topic to establish an information base for inquiry or research.
3.2.2 Identify Sources
Extend inquiry and research questions using a variety of information sources [such as adults, peers, advertisements, adolescent magazines, lyrics…].
3.2.3 Assess Sources
Use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions.
3.2.4 Access Information
Expand and use a repertoire of skills [including visual and auditory] to access information and ideas from a variety of sources [including formal interviews, surveys, almanacs, documentaries, and broadcasts].
3.2.5 Make Sense of Information
Determine literal and implied meaning of oral, visual, and written texts using a variety of strategies and cues [including headings, subheadings, topic sentences, summaries, camera angle, staging and pacing, and screening out irrelevant information].
3.3 Organize, Record, and Assess
3.3.1 Organize Information
Organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose.
3.3.2 Record Information
Make notes using headings and sub-headings or graphic organizers appropriate to a topic; reference sources.
3.3.3 Evaluate Information
Assess the appropriateness of the amount and quality of information collected; recognize and address information gaps for particular forms, audiences, and purposes.
3.3.4 Develop New Understanding
Organize new information and connect it to prior knowledge; reflect on the impact of new information on the inquiry or research process.
MediaSmarts Resources
- A Day in the Life of the Jos (Licensed Resource)
- Break the Fake: Verifying Information Online
- Deconstructing Web Pages
- Finding and Authenticating Online Information on Global Development Issues
- I heard it ‘round the Internet: Sexual health education and authenticating online information
- Passport to the Internet (licensed resource)
- Taming the Wild Wiki
- The Hero Project: Authenticating Online Information
General Outcome 4: Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.
4.1 Generate and Focus
4.1.1 Generate Ideas
Consider form and audience when generating ideas and focusing a topic.
4.1.2 Choose Forms
Select and compose using specific forms [such as character sketches, legends, video program, scripts, stories, advertisements, posters…] that serve various audiences and purposes.
4.1.3 Organize Ideas
Identify and use appropriate organizational patterns [such as key idea and supporting details, cause and effect, sequence…] that serve various audiences and purposes.
4.2 Enhance and Improve
4.2.1 Appraise Own and Others’ Work
Appraise and suggest revisions for own and others’ work and presentations using appropriate criteria and a variety of strategies [such as peer editing, checklists, self-reflections…].
4.2.2 Revise Content
Revise to create effective sentences that convey content clearly and generate reader interest.
4.2.3 Enhance Legibility
Determine the appropriateness of handwriting or word processing for a particular task when composing, formatting, and revising; combine print and visuals when desktop publishing.
4.2.4 Enhance Artistry
Experiment with figures of speech [including similes, metaphors, and personification], selecting appropriate words and sentence patterns during revision to enhance clarity and artistry.
4.2.5 Enhance Presentation
Prepare compositions, reports, and inquiry or research projects using a variety of organizers [such as titles, subtitles, headings, subtopics, graphic organizers…].
4.3 Attend to Conventions
4.3.1 Grammar and Usage
Edit for consistent verb tense and to eliminate unnecessary repetition of words and ideas.
4.3.2 Spelling (see Strategies)
Know spelling conventions and apply them to familiar and unfamiliar words [such as technical and scientific terminology, words with foreign derivations…]; use appropriate resources when editing and proofreading.
4.3.3 Punctuation and Capitalization
Know and apply capitalization and punctuation conventions in simple, compound, and complex sentences when editing and proofreading.
4.4 Present and Share
4.4.1 Share Ideas and Information
Facilitate small-group activities and short, whole-class sessions to share information on a topic using pre-established active learning strategies [such as role-plays, language games, simulations…].
4.4.2 Effective Oral Communication
Deliver short oral presentations and reports using verbal and non-verbal cues [such as diction, pacing, presence, facial expression, gestures…] to focus audience attention; project emotion appropriate to the subject and point of view.
4.4.3 Attentive Listening and Viewing
Demonstrate critical listening and viewing skills and strategies [such as evaluating content, quality, presentation delivery…] and show respect for presenter(s) through appropriate audience behaviours [such as showing attentiveness, participating in audience activities…].
MediaSmarts Resources
- Alcohol Myths
- Break the Fake: Verifying Information Online
- Buy Nothing Day
- Comic Book Characters
- Cop Shows
- Creating a Marketing Frenzy
- Creating A Youth Consumer Magazine
- Cyberbullying and Civic Participation
- Editing Emotions
- Elections and the Media
- Female Action Heroes
- Getting the Toothpaste Back into the Tube
- Images of Learning
- Know the Deal: The Value of Privacy
- Media Kids
- News and Newspapers: Across the Curriculum - Lesson
- Online Marketing to Kids: Protecting Your Privacy
- Online Marketing to Kids: Strategies and Techniques
- Perceptions of Youth and Crime
- Prejudice and Body Image
- Privacy and Internet Life: Lesson Plan for Intermediate Classrooms
- Put Your Best Face Forward
- Taming the Wild Wiki
- Television News
- That’s Not Cool
- The Broadcast Project - Lesson
- The Hero Project: Authenticating Online Information
- The Newspaper Front Page
- Tobacco Labels
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Video Games
- Violence in Sports
- Winning the Cyber Security Game
- Writing a Newspaper Article
- You’ve Gotta Have a Gimmick
General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.
5.1 Develop and Celebrate Community
5.1.1 Compare Responses
Demonstrate growing self-confidence when expressing and sharing thoughts, ideas and feelings.
5.1.2 Relate Texts to Culture
Compare ways in which oral, literary, and media texts from a variety of cultures explore similar ideas.
5.1.3 Appreciate Diversity
Compare the choices and behaviours of individuals presented in oral, literary and media texts with personal choices, values, and behaviours; discuss personal participation in communities in relation to past, present and future.
5.1.4 Celebrate Special Occasions
Select and use the language form and style appropriate for specific audiences to celebrate special events and accomplishments.
5.2 Encourage, Support, and Work with Others
5.2.1 Cooperate with Others
Contribute to group efforts to reach consensus or conclusions.
5.2.2 Work in Groups
Present group conclusions or findings to classmates.
5.2.3 Use Language to Show Respect
Respect diverse languages, ideas, texts, and traditions, and recognize contributions of self, peers, and the wider community.
5.2.4 Evaluate Group Process
Evaluate group process and personal contributions according to pre-established criteria; set group and individual goals and record action plan.
MediaSmarts Resources
- Activity Two: Whose Lenses? How Mass Media Portray Global Development - Lesson
- Allies and Aliens
- Beyond Media Messages: Media Portrayal of Global Development
- Bias and Crime in Media
- Comic Book Characters
- Female Action Heroes
- Finding and Authenticating Online Information on Global Development Issues
- Gender and Tobacco
- Gender Messages in Alcohol Advertising
- Gender Stereotypes and Body Image - Lesson
- Impact! How to Make a Difference When You Witness Bullying Online
- Media literacy key concepts Lesson 3: Audiences negotiate meaning
- Media literacy key concepts Lesson 5: Media have social and political implications
- Prejudice and Body Image
- Promoting Ethical Behaviour Online: My Virtual Life
- PushBack: Engaging in Online Activism
- Stereotyping and Bias
- The Girl in the Mirror
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Unpacking Privilege
- What’s in a Word?
- Where’s The Line? Online Safety Lesson Plan for School Resource Officers