Overall Expectations
GCO 4: Students will be expected to respect the contributions to the arts of individuals and cultural groups in local and global contexts, and value the arts as a record of human experience and expression.
Specific Expectations
By the end of grade 6, students will be expected to:
In the Atlantic Canada Social Studies Framework, media literacy outcomes are included under the broader categories of Citizenship, Power and Governance; Groups and Institutions; Culture and Cultural Diversity; Individual Development and Identity; Global Connections; Individuals, Societies and Economic Choices; Participating in Social Studies; and People, Science and Technology.
In the Atlantic Canada Social Studies Framework, media literacy outcomes are included under the broader categories of Citizenship, Power and Governance; Groups and Institutions; Culture and Cultural Diversity; Individual Development and Identity; Global Connections; Individuals, Societies and Economic Choices; Participating in Social Studies; and People, Science and Technology.
In the working guide Journey On: Working Toward Communication and Information Technology Literacy, media-related outcomes are integrated throughout the CIT curriculum.
In this lesson, students learn how shapes are used in character design in comics and animation and look at how male and female characters are depicted in comic books. Using a Comic Book Analysis sheet, students will record the attributes of male and female comic book characters. As a class, students will record common patterns and discuss what messages about men and women are communicated. Students then design a comic book character that uses shapes to communicate what they think a real hero is.
This lesson begins by helping students to identify and understand the different aspects of news outlets. Using these skills, students will then collect and identify news stories and categorize them according to subject matter.
In this lesson, students learn that video games are unlike other media because they are interactive, allowing players to do things and make choices. They then explore the idea of affordances and defaults by considering the “video game verbs” that different games allow you to do. They consider the commercial, technical, and genre reasons why some verbs are more often possible than others and then create a simple design for a video game in which players are able to do a wider variety of things.
Themes
A. Home and Family
B. Home and School
C. Home and Community
D. Current Events
Overall Expectations: