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Manitoba Outcome Chart: English Language Arts Grade 4 This outcome chart contains media-related learning outcomes from the Manitoba, Grade 4 English Language Arts curriculum, with links to supporting resources on the Media Awareness Network site. It is expected that students will: | listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences | | Discover and Explore - describe and reflect upon personal observations and experiences to reach tentative conclusions
- collect and explain preferences for particular forms of oral, print and other media texts
Clarify and Extend - connect new information and experiences with prior knowledge to construct meaning in different contexts
- express new concepts and understanding in own words and explain their importance
- reflect on ideas and experiences to clarify and extend understanding
| Lessons Junk Food Jungle
Co-Co’s Adversmarts
Sheroes and Heroes
Villains, Heroes and Heroines
Facing TV Violence: Counting and Discussion Violence on the Screen
Facing TV Violence: Rewriting the Script
TV Stereotypes
Teaching TV: Television as a Story Teller
Teaching TV: Television Techniques
Newspaper Ads
Thinking About Television and Movies Teacher/Parent Guides Managing Superhero Play
Talking to Kids about Advertising
Talking to Kids about Racial Stereotypes
Talking to Kids about Gender Stereotypes
Talking to Kids about the News
Talking to Kids about Media Violence
Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) | | listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts | | Use Strategies and Cues - make and record connections between personal experiences, prior knowledge, and a variety of texts
- use textual cues to construct and confirm meaning
Respond to Texts - experience texts from a variety of genres and cultural traditions; share responses to a variety of texts
- identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in a variety of oral, print and other media texts
- identify mood evoked by a variety of oral, print and other media texts
Understand Forms and Techniques - distinguish similarities and differences among a variety of forms of texts
- explain connections between events and the roles of main characters in a variety of texts, and identify how these texts may influence people’s behaviours
Create Original Text [such as paintings and drawings, dramatizations, oral stories…] to - communicate and demonstrate understanding of forms and meanings
| Lessons The Constructed World of TV Families
Prejudice and Body Image
Media Kids
Reporter for a Day
Teaching TV: Television Techniques
Teaching TV - Film Production: Who Does What?
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
Co-Co’s Adversmarts Teacher/Parent Guides Managing Superhero Play
Talking to Kids about Advertising
Talking to Kids about Racial Stereotypes
Talking to Kids about Gender Stereotypes
Talking to Kids about the News
Talking to Kids about Media Violence Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) MNet Special Initiatives Privacy Playground: The First Adventure of the Three CyberPigs | | listen, speak, read, write, view, and represent to manage ideas and information | | Select and Process - determine main and supporting ideas using prior knowledge, predictions, connections, inferences and visual and auditory cues
| Lessons Thinking About Television and Movies
Do You Believe This Camel?
Prejudice and Body Image
You've Gotta Have a Gimmick!
Reporter for a Day
Creating a Marketing Frenzy
Kids, Alcohol and Advertising: Understanding Brands
Kids, Alcohol and Advertising: Interpreting Media Messages
| | listen, speak, read, write, view and represent to enhance the clarity and artistry of communication | | Generate and Focus - focus on a topic for oral, written and visual texts using a variety of strategies
- choose from a variety of favourite forms and experiment with modeled forms for various audiences and purposes
| 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
Teaching TV: Television Techniques
Newspaper Ads
Thinking About Television and Movies
Reporter for a Day
Prejudice and Body Image
| | listen, speak, read, write, view and represent to celebrate and build community | | Develop and Celebrate Community - explore cultural representations in oral, print and other media texts from various communities
- connect the insights of individuals in oral, print and other media texts to personal experiences
| Teaching Units Introducing TV Families
Comparing Real Families to TV Families
Once Upon a Time
TV Stereotypes
Facing TV Violence: Counting and Discussion Violence on the Screen
Facing TV Violence: Rewriting the Script
Prejudice and Body Image
Thinking About Television and Movies
Sheroes and Heroes
Villains, Heroes and Heroines |
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