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Atlantic Provinces Outcome Chart: English Language Arts Grade 8
This outcome chart contains media-related learning outcomes from the Atlantic Provinces Education Foundation, English Language Arts curriculum, Grade 8, 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. - recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice
- understand how language is used to influence and manipulate
| Lessons Crime in the News
Do You Believe This Camel?
Female Action Heroes
Freedom to Smoke
Exposing Gender Stereotypes
Learning Gender Stereotypes
The Impact of Gender Role Stereotypes
Gender and Tobacco
Images of Learning: Elementary
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 Marketing to Teens: Introduction
Marketing to Teens: Marketing Tactics
Radio News
News Journalism Across the Media: Summative Activities
Perceptions of Youth and Crime
Perceptions of Race and Crime
Selling Tobacco
Sports Personalities in Magazine Advertising
The Price of Happiness: On Advertising, Image, and Self Esteem
The True Story
Thinking About Hate
Thinking Like a Citizen
Tobacco Labels
Tobacco Advertising in Canada
Video Games
Violence in Sports MNet Special Initiatives
Allies and Aliens
| | Reading and Viewing | | Students will be expected to respond personally to a wide range of texts. Students will be expected to respond critically to a range of texts, applying their knowledge of language, form and genre. - recognize that texts need to be assessed for bias and broaden their understanding and awareness of the ways in which print and media texts can be biased; begin to question and think critically about the relevance and reliability of information when answering questions and inquiries
- expand on earlier abilities to respond critically to a range of texts in various ways
- understand how personal knowledge, ideas, values, perceptions, and point of view influence how writers create texts
- recognize how and when personal background influences meaning construction, understanding, and textual response
- describe how cultures and reality are portrayed in media texts
| Lessons A Day in the Life
Cop Shows
Cinema Cops
Crime in the News
Creating a Marketing Frenzy
Do You Believe This Camel?
TV Dads: Immature and Irresponsible?
Female Action Heroes
Freedom to Smoke
Exposing Gender Stereotypes
Learning Gender Stereotypes
The Impact of Gender Role Stereotypes
Gender and Tobacco
Deconstructing Web Pages
ICYouSee: A Lesson in Critical Thinking
Images of Learning: Elementary
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
Who’s On First: Alcohol Advertising and Sports
Alcohol Myths
Gender Messages in Alcohol Advertising Killer Games
Marketing to Teens: Introduction
Marketing to Teens: Marketing Tactics
Marketing to Teens: Parody Ads
Marketing to Teens: Gender Roles in Advertising
Marketing to Teens: Gotta Have It! Designer & Brand Names
Radio News
News Journalism Across the Media: Summative Activities
Perceptions of Youth and Crime
Perceptions of Race and Crime
Scientific Detectives
Selling Obesity
Selling Tobacco
Sports Personalities in Magazine Advertising
Television Broadcast Ratings
The Price of Happiness: On Advertising, Image, and Self Esteem
The True Story
Thinking About Hate
Thinking Like a Citizen
Tobacco Labels
Tobacco Advertising in Canada
Video Games
Violence in Sports Student Handouts/Activities Fact Versus Opinion
Research Relay
5 W's of Cyberspace Backgrounders Evaluating Internet Research Sources
Evaluating Internet-Based Information:A Goals-Based Approach
Making Your Voice Heard: A Media Toolkit for Youth
Quick Tips for Authenticating Online Information Teachable Moments Dove’s Campaign for Real Beauty
Photographic Truth in the Digital Era
Smoke Screen: Tobacco in the Movies
Pop Music Reaches Way Down
The "BadAd" Essay Writing Contest
A Tale of Two Cities
A Fish Out of Water | | 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. - demonstrate competence in the frequent use of writing and representing strategies to extend learning; to explore their own thoughts and consider others’ ideas; to reflect on their feelings, values, and attitudes; and to identify problems and describe logical solutions
- demonstrate an awareness of how and when to integrate interesting effects in imaginative writing and other ways of representing; include 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, when appropriate, 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. - continue to develop writing forms previously introduced and expand this range to produce, for example, autobiographies, drama, surveys, graphs, literary responses, biographies, illustrations and reviews
- consider and choose writing forms that match both the writing purpose (to define, report, persuade, compare) and the reader for whom the text is intended (understand why language choice, organization, and voice used in an essay differs from that used in a media advertisement)
- understand that ideas can be represented in more than one way and used with other forms of representing (speeches, demonstrations, plays)
- keep the reader and purpose for writing in mind when choosing content, writing style, tone of voice, language choice, and text organization
| Lessons A Day in the Life
Cop Shows
Creating a Marketing Frenzy
Do You Believe This Camel?
Female Action Heroes
Freedom to Smoke
Gender and Tobacco
Deconstructing Web Pages
ICYouSee: A Lesson in Critical Thinking
Images of Learning: Elementary
Kids, Alcohol and Advertising: Understanding Brands
Kids, Alcohol and Advertising: Interpreting Media Messages
Alcohol Myths
Gender Messages in Alcohol Advertising
Killer Games
Marketing to Teens: Marketing Tactics
Marketing to Teens: Parody Ads
Marketing to Teens: Gender Roles in Advertising
Marketing to Teens: Gotta Have It! Designer & Brand Names
Radio News
News Journalism Across the Media: Summative Activities
Perceptions of Youth and Crime
Perceptions of Race and Crime
Scientific Detectives
Selling Obesity
Selling Tobacco
Sports Personalities in Magazine Advertising
Television Broadcast Ratings
The Price of Happiness: On Advertising, Image, and Self Esteem
The True Story
Thinking About Hate
Thinking Like a Citizen
Tobacco Labels
Tobacco Advertising in Canada
Video Games
Violence in Sports Backgrounders
Evaluating Internet Research Sources
Evaluating Internet-Based Information:A Goals-Based Approach
Quick Tips for Authenticating Online Information
Teachable Moments
The "BadAd" Essay Writing Contest MNet Special Initiatives
Making Your Voice Heard: A Media Toolkit for Youth |
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