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Atlantic Provinces Outcome Chart: English Language Arts Grade 4
This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, English Language Arts curriculum, Grade 4, with links to supporting resources on the Media Awareness Network 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. | Reading and Viewing | | Students will be expected to respond personally to a range of texts. - describe, share, and discuss their personal reactions to texts
- give reasons for their opinions about texts and types of texts and the work of authors and illustrators
| Lessons
Junk Food Jungle
Co-Co’s Adversmarts
Sheroes and Heroes
Villains, Heroes and Heroines
Facing TV Violence: Consequences and Media Violence
TV Stereotypes
Teaching TV: Television as a Story Teller
Looking at Food Advertising
Packaging Tricks
Humour on Television
Facing TV Violence: Counting and Discussion Violence on the Screen
Facing TV Violence: Rewriting the Script
The Constructed World of TV Families
Prejudice and Body Image
Looking at Newspapers: Introduction
Newspaper Ads
Thinking About Television and Movies
Thinking Like a Tobacco Company: Grades 4–6
Teacher/Parent Tip Sheets Talking to Kids about Racial Stereotypes
Talking to Kids about Gender Stereotypes
Talking to Kids about the News
Talking to Kids about Media Violence | | Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre. - use their background knowledge to question information presented in print and visual texts
- identify conventions and characteristics of different types of print and media texts that help them understand what they read and view
- respond critically to texts by
- asking questions and formulating understandings
- discussing texts from the perspective of their own experiences
- identifying instances where language is being used, not only to entertain, but to manipulate, persuade, or control them
- identifying instances of prejudice and stereotyping
| Lessons Junk Food Jungle
Co-Co’s Adversmarts
Sheroes and Heroes
Villains, Heroes and Heroines
Facing TV Violence: Rewriting the Script
Facing TV Violence: Consequences and Media Violence
TV Stereotypes
Teaching TV: Television as a Story Teller
Looking at Food Advertising
Packaging Tricks
Humour on Television
Facing TV Violence: Counting and Discussion Violence on the Screen
The Constructed World of TV Families
Prejudice and Body Image
Looking at Newspapers: Introduction
Newspaper Ads
Thinking About Television and Movies
Thinking Like a Tobacco Company: Grades 4–6
Kids, Alcohol and Advertising: Messages About Drinking
Kids, Alcohol and Advertising: Young Drinkers
Kids, Alcohol and Advertising: Understanding Brands
Kids, Alcohol and Advertising: Interpreting Media Messages
Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) Teacher/Parent Guides Talking to Kids about Racial Stereotypes
Talking to Kids about Gender Stereotypes
Talking to Kids about the News
Talking to Kids about Media Violence
| | 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. - use strategies in writing and other ways of representing to
- generate topics of personal interest and importance
- discover and express personal attitudes, feelings, and opinions
- compare their own thoughts and beliefs to those of others
- describe feelings, reactions, values, and attitudes
Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes. - create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic) and in a variety of forms
- demonstrate an awareness of audience and purpose
- invite responses to early drafts of their writing/media productions
- use audience reaction to help shape subsequent drafts
| Lessons Junk Food Jungle
Co-Co’s Adversmarts
Sheroes and Heroes
Facing TV Violence: Rewriting the Script
Facing TV Violence: Consequences and Media Violence
Media Kids
TV Stereotypes
Teaching TV: Television as a Story Teller
Looking at Food Advertising
Packaging Tricks
Humour on Television
Facing TV Violence: Counting and Discussion Violence on the Screen
The Constructed World of TV Families
Prejudice and Body Image
Looking at Newspapers: Introduction
Newspaper Ads
Thinking About Television and Movies
Thinking Like a Tobacco Company: Grades 4–6
Kids, Alcohol and Advertising: Understanding Brands
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