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Atlantic Provinces Outcome Chart: English Language Arts Grade 5
This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, English Language Arts curriculum, Grade 5, 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. | Speaking and Listening | | Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. - identify examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use language that shows respect for all people
| Lessons Media Kids
Put Downs
Prejudice and Body Image
Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf
What's in a Word? MNet Special Initiatives
Cybersense and Nonsense: The Second Adventure of the Three Little CyberPigs
| | Reading and Viewing | | Students will be expected to respond personally to a range of texts. - describe, share, and discuss their personal reactions to a range of texts across genres, topics, and subjects
- support their opinions about texts and features of types of texts
| Lessons What's in a Word?
Images of Learning: Elementary
Do You Believe This Camel?
You've Gotta Have a Gimmick!
Looks Good Enough to Eat
Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf
The Constructed World of TV Families
The Broadcast Project
A Day in the Life
Create a Youth Consumer Magazine
Female Action Heroes
Violence in Sports
Reporter for a Day
Thinking Like a Tobacco Company: Grades 4–6
A Day in the Life
| | 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 and analyse information presented in print and visual texts
- recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view
- respond critically to texts by
- applying strategies to analyse a text
- demonstrate growing awareness that all texts reflect a purpose and a point of view
- identify instances where language is being used to manipulate, persuade, or control them
- identify instances of opinion, prejudice, bias, and stereotyping
| Lessons A Day in the Life
Advertising All Around Us
Analyzing the News: Introduction
The Anatomy of Cool
Comic Book Characters
Creating a Marketing Frenzy
Do You Believe This Camel?
Elections and the Media
Freedom to Smoke
Humour on Television
Image Gap
Junk Food Jungle
Looks Good Enough to Eat
Newspaper Ads
Media Kids
Reporter for a Day
Packaging Tricks
Prejudice and Body Image
Put Downs
Sheroes and Heroes
Taking Charge of TV Violence
Teaching TV: Television as a Story Teller
Teaching TV: Learning With Television
Teaching TV: Television Techniques
Teaching TV - Film Production: Who Does What?
The Constructed World of TV Families
The True Story
Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf
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
”He Shoots, He Scores”: Alcohol Advertising and Sports
TV Stereotypes
Villains, Heroes and Heroines
Violence in Sports
What Students Need to Know about Freedom of Information and Protection of Privacy
What's in a Word?
You've Gotta Have a Gimmick! Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) MNet Special Initiatives
Cybersense and Nonsense: The Second Adventure of the Three CyberPigs
| | 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 a range of strategies in writing and other ways of representing to
- generate topics of personal interest and importance
- record, develop, and reflect on ideas, attitudes, 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 an increasing variety of forms
- use specific features, structures, and patterns of various text forms to create written and media texts
- address the demands of a variety of purposes and audiences
- invite responses to early drafts of their writing/media productions
- use audience reaction to help shape subsequent drafts
- reflect on their final drafts from a reader’s/viewer’s/listener’s point of view
| Lessons What's in a Word?
Do You Believe This Camel?
Thinking Like a Tobacco Company: Grades 4–6
Kids, Alcohol and Advertising: Interpreting Media Messages
”He Shoots, He Scores”: Alcohol Advertising and Sports
You've Gotta Have a Gimmick!
Looks Good Enough to Eat
Elections and the Media
Thinking About Television and Movies
Create a Youth Consumer Magazine
Taking Charge of TV Violence
Reporter for a Day
Creating a Marketing Frenzy Teachable Moments
The "BadAd" Essay Writing Contest
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