This outcome chart contains media-related learning outcomes from the Newfoundland and Labrador English Language Arts curriculum, Grade 8, with links to supporting resources on the MediaSmarts site.
The changes in how news is consumed (and produced) described above have also made it harder to verify if a particular news item is accurate – and made it easier for misinformation to be spread, either intentionally or unintentionally.
Like it or not, if you use the Internet you have an online identity. Some people call this your "brand." What's a brand? Think about a brand of soft drink, or computer, or jeans, or a band or a sports team. You probably have a certain idea about each one – what it's like, who buys it, and so on.
In this lesson, students learn what makes something an ad and how to distinguish advertisements from reviews, focusing on the key concepts of genre, tropes, bias, disclosure, and framing. Students begin by viewing and analyzing a video to prompt critical questions about the creator’s intent and visual style, then delve into the advertising genre by learning about its essential elements, like the presence of a product and brand. Students examine the differences between the “ad” and “review” genre and also use companion reading skills to evaluate the reliability and potential bias of a source by searching for undisclosed "brand deal" or "sponsored" content. Finally, students create two media pieces about the same product—one crafted as a persuasive ad and the other as an honest review—to demonstrate their ability to apply the genre elements and tropes learned throughout the lesson.
Watching TV or streaming video should be a fun and relaxing activity for kids and adults alike—but too often it's a source of family conflict. If you're concerned about television, banning it isn't a practical solution. Instead, you need to learn to co-exist with television by managing how much your kids watch, and what. With more and more ways of viewing TV available we now have access to lots of both good quality and inappropriate TV content. In this crowded television environment, the key is to provide young children with a guided viewing experience and to model and teach them the critical thinking skills they need to be active, engaged viewers.
1. develop a multipage Web site 1.1 identify the purpose, audience and audience needs for a Web site
1.2 prepare Web page content that is relevant to the Web site purpose and appropriate for the target audience
1.3 plan the Web site navigation and pages; e.g., storyboarding, thumbnail sketches, site map
1.4 create a Web site according to the World Wide Web Consortium (W3C) standards, including:
1.4.1 pages
1.4.2 text
Most young children enjoy pretend play and love to imitate action heroes. But many teachers, parents and child care workers say the influence of children's superhero TV shows or movies, can result in havoc when little fans get together.
This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 10-B English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 10-A English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.