This outcome chart contains media-related learning outcomes from the Northwest Territories, Grade 5 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
It is expected that students will:
General Outcome 1: Students will listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others. |
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Specific Expectations Seek others’ viewpoints to reflect on personal understanding Explain preferences for particular forms and genres of oral, print, and other media texts Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts Explain the importance of linking personal perceptions to others’ understandings |
MediaSmarts Resources Lessons Comparing Real Families to TV Families Introduction to Ethics: Avatars and Identity 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 6: Each medium has a unique aesthetic form Stay on the Path Lesson Four: Scavenger Hunt The Constructed World of Television Families The Hero Project: Authenticating Online Information Understanding the Internet: Pathways and Addresses Introduction to Cyberbullying: Avatars and Identity Educational Games CyberSense and Nonsense: The Second Adventure of the Three CyberPigs Passport to the Internet (licensed resource) |
General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts, through a process. |
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Specific Expectations Use prior knowledge and connections between self and texts (oral, print, and other media) to expand personal understanding Anticipate meaning of oral, print, and other media texts; use comprehension strategies to construct, confirm, revise, and explain understanding Use textual cues to construct and confirm meaning in oral, print, and other media texts Use vocabulary, language structure, and context to construct meaning of oral, print, and other media texts Explore a variety of oral, print, and other media texts Respond to oral, print, and other media texts creatively and critically Develop personal perspective of cultural representations in texts (oral, print, and other media) Talk about the relationship between genre/form and audience/purpose in texts (oral, print, and other media) Listen to, read, and view texts (oral, print, and other media) to understand how the techniques and elements interact to create effects Talk about authors’ use of voice, vocabulary, elements or techniques in a variety of oral, print, and other media texts |
MediaSmarts Resources Comparing Real Families to TV Families The Constructed World of Television Families Media literacy key concepts Introduction: What is media anyway? Media literacy key concepts Lesson 2: Media are constructions Media literacy key concepts Lesson 6: Each medium has a unique aesthetic form Media literacy key concepts Lesson 3: Audiences negotiate meaning Media literacy key concepts Lesson 4: Media have commercial implications Understanding the Internet: Using the Internet Understanding the Internet: Pathways and Addresses Understanding the Internet: Build Understanding Understanding the Internet: Communication and Social Media |
General Outcome 3: Students will listen, speak, read, write, view and represent to plan and focus an inquiry or research and interpret and analyze information and ideas, through a process. |
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Specific Expectations Summarize personal knowledge of a topic in categories to determine information needs in own and group inquiry Formulate general and specific questions to identify information needs in own and group inquiry Gather and record ideas and information using a plan for own and group inquiry Use relevant information from a variety of sources to answer inquiry or research questions Determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria Use a variety of tools to access information and ideas; use visual and auditory cues to identify key ideas Recognize organizational patterns in texts (oral, print, and other media) to construct meaning and gather information Organize information and ideas into categories using a variety of strategies Record information in own words; cite authors and titles alphabetically and provide publication dates of sources Recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose Assess information and knowledge gained through the inquiry or research process; generate new questions for further inquiry |
MediaSmarts Resources Lessons Comparing Real Families to TV Families Kids, Alcohol and Advertising 1: Messages About Drinking Kids, Alcohol and Advertising 2: Young Drinkers Kids, Alcohol and Advertising 2: Young Drinkers Media literacy key concepts Lesson 4: Media have commercial implications 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 The Hero Project: Authenticating Online Information Understanding the Internet: Pathways and Addresses Understanding the Internet: Build Understanding Educational Games CyberSense and Nonsense: The Second Adventure of the Three CyberPigs Passport to the Internet (licensed resource) |
General Outcome 4: Students will listen, speak, read, write, view and represent to clarify and enhance oral, written, and visual forms of communication, through a process. |
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Specific Expectations Generate ideas and develop a topic using a variety of strategies Use appropriate form (organizational structure, audience, purpose) to organize ideas and information Create original texts (oral, print, and other media) Use pre-established criteria to focus conversations about own and others’ texts and representations (oral, print, and other media) Write legibly and fluently while continuing to develop proficiency with keyboarding and word processing; use related vocabulary Present and/or publish texts (oral, print, and other media) |
MediaSmarts Resources “He Shoots, He Scores”: Alcohol Advertising and Sports Media literacy key concepts Lesson 2: Media are constructions Teaching TV: Film Production: Who Does What? The Hero Project: Authenticating Online Information Winning the Cyber Security Game Understanding the Internet: Using the Internet Understanding the Internet: Build Understanding |
General Outcome 5: Students will listen, speak, read, write, view and represent to celebrate and build community within the home, school, workplace and wider society. |
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Specific Expectations Work in a variety of partnerships and groups to follow pre- established group processes through collaborative decision making Acknowledge differing responses to common experiences Describe how diversity is honoured and celebrated |
MediaSmarts Resources Media literacy key concepts Lesson 3: Audiences negotiate meaning Teaching TV: Film Production: Who Does What? The Constructed World of Television Families |