This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, English Language Arts curriculum, Grade 7, with links to supporting resources on the MediaSmarts site.
Each Atlantic Province follows closely the Atlantic Provinces Education Foundation Framework for English Language Arts. In this Framework, media literacy is integrated throughout the English Language Arts curriculum under the general learning outcomes of Speaking and Listening, Reading and Viewing and Writing and Other Ways of Representing.
Speaking and Listening
Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.
- recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice; understand how language is used to influence and manipulate
Lessons
- Cop Shows
- TV Dads: Immature and Irresponsible?
- Cinema Cops
- Female Action Heroes
- Freedom to Smoke
- Exposing Gender Stereotypes
- Images of Learning: Elementary
- Kids, Alcohol and Advertising: Understanding Brands
- Kids, Alcohol and Advertising: Interpreting Media Messages
- Alcohol Myths
- The Target is You!: Alcohol Advertising Quiz
- Gender Messages in Alcohol Advertising
- Media Kids
- Taking Charge of TV Violence
- Thinking Like a Tobacco Company: Grades 7–9
- What’s in a Word?
- You’ve Gotta Have a Gimmick!
- Media Minute Lesson 3: Audiences negotiate meaning
- Media Minute Lesson 4: Media have commercial implications
- Media Minute Lesson 5: Media have social and political implications
- Promoting Ethical Behaviour Online: Our Values and Ethics
Educational Games
Student Tutorial (Licensed Resource)
Reading and Viewing
Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre.
- extend personal response to print and non-print texts by explaining in some detail initial or basic reactions to those texts
- make evaluations or judgments about texts and learn to express personal points of view
- recognize that print and media texts are constructed for particular readers and purposes; begin to identify the textual elements used by authors
- develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning, construction and understanding
- recognize that personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
- become aware of how and when personal background influences meaning, construction, understanding, and textual response
- recognize that there are values inherent in a text, and begin to identify those values
- explore how various cultures and realities are portrayed in media texts
Lessons
- Advertising All Around Us
- Analyzing the News: Introduction
- The Anatomy of Cool
- Comic Book Characters
- Cop Shows
- Elections and the Media
- Freedom to Smoke
- Gender Stereotypes and Body Image
- Humour on Television
- Image Gap
- Images of Learning: Elementary
- Junk Food Jungle
- Kids, Alcohol and Advertising: Understanding Brands
- Kids, Alcohol and Advertising: Interpreting Media Messages
- Who’s On First: Alcohol Advertising and Sports
- Alcohol Myths
- Gender Messages in Alcohol Advertising
- Looks Good Enough to Eat
- Media Kids
- Media Literacy for Development & Children’s Rights
- Online Marketing to Kids: Protecting Your Privacy
- Online Marketing to Kids: Strategies and Techniques
- Reporter for a Day
- Packaging Tricks
- Privacy and Internet Life
- Put Downs
- Sheroes and Heroes
- Taking Charge of TV Violence
- The Girl in the Mirror
- The True Story
- Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf
- Media Minute Lesson 3: Audiences negotiate meaning
- Media Minute Lesson 4: Media have commercial implications
- Media Minute Lesson 5: Media have social and political implications
- Promoting Ethical Behaviour Online: Our Values and Ethics
- That’s Not Cool
- Put Your Best Face Forward
- Cyberbullying and Civic Participation
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Promoting Ethical Behaviour Online: Our Values and Ethics
- That’s Not Cool
- Put Your Best Face Forward
Educational Game
Student Tutorial (Licensed Resource)
- Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8)
- A Day in the Life of the Jos
- MyWorld: A digital literacy tutorial for secondary students
Writing and Other Ways of Representing
Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.
- experiment with a range of strategies (brainstorming, sketching, free-writing) to extend and explore learning, to reflect on their own and others’ ideas, and to identify problems and consider solutions
- demonstrate an ability to integrate interesting effects in imaginative writing and other forms of representation, such as consider thoughts and feelings in addition to external descriptions and activities
- integrate detail that adds richness and density; identify and correct inconsistencies and avoid extraneous detail; make effective language choices relevant to style and purpose; and select more elaborate and sophisticated vocabulary and phrasing
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
- produce a range of writing forms, for example, stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, and advertisements
- recognize that a writer’s choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intended
- begin to understand that ideas can be represented in more than one way and experiment with using other forms such as dialogue, posters, and advertisements
- develop the awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing
Lessons
- The Anatomy of Cool
- Writing a Newspaper Article
- The Broadcast Project
- Create a Youth Consumer Magazine
- Creating a Marketing Frenzy
- Freedom to Smoke
- Scientific Detectives
- Video Production of a Newscast
- You’ve Gotta Have a Gimmick!
- Looks Good Enough to Eat
- Deconstructing Web Pages
- The True Story
- Tobacco Labels
- Gender and Tobacco
- Thinking Like a Citizen
- News Journalism Across the Media: Summative Activities
- Comic Book Characters
- Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf
- Who’s On First: Alcohol Advertising and Sports
- Alcohol Myths
- Gender Messages in Alcohol Advertising
- Privacy and Internet Life
- Cyberbullying and Civic Participation
- Cyberbullying and the Law
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Promoting Ethical Behaviour Online: Our Values and Ethics
- That’s Not Cool
- Put Your Best Face Forward
- Cyberbullying and Civic Participation
- Cyberbullying and the Law
- Understanding Cyberbullying : Virtual vs. Physical Worlds
- Promoting Ethical Behaviour Online: Our Values and Ethics
- That’s Not Cool
- Put Your Best Face Forward
Student Tutorial (Licensed Resource)