This outcome chart contains media-related learning outcomes from the British Columbia, Grade 6 English Language Arts curriculum, with links to supporting resources on the Media Awareness Network site.

It is expected that students will:

Reading and Viewing
Purpose (Reading and Viewing) demonstrate comprehension of visual texts with specialized features (e.g., visual components of media such as magazines, newspapers, web sites, comic books, broadcast media, videos, advertising, and promotional materials)	Lessons You've Gotta Have a Gimmick! Violence in Sports Taking Charge of TV Violence TV Dads: Immature and Irresponsible? The Anatomy of Cool Freedom to Smoke Thinking Like a Tobacco Company: Grades 4-6 A Day in the Life Tobacco Labels Creating a Marketing Frenzy Scientific Detectives The Broadcast Project Teaching TV: Critically Evaluating TV Thinking About Television and Movies News and Newspapers: Across the Curriculum The Broadcast Project Teaching TV: Critically Evaluating TV Advertising All Around Us MNet Special Initiatives Cybersense and Nonsense: The Second Adventure of the Three  CyberPigs Jo Cool or Jo Fool
Strategies (Reading and Viewing) select and use strategies during reading and viewing to construct, monitor, and confirm meaning, including           – predicting           – making connections           – visualizing           – asking and answering questions            – making inferences and drawing conclusions           – using ‘text features’           – self-monitoring and self-correcting           – figuring out unknown words           – reading selectively           – determining the importance of ideas/events           – summarizing and synthesizing   select and use strategies after reading and viewing to confirm and extend meaning, including           – self-monitoring and self-correcting           – generating and responding to questions           – making inferences and drawing conclusions           – reflecting and responding           – visualizing           – using ‘text features’ to locate information           – using graphic organizers to record information           – summarizing and synthesizing	Lessons Do You Believe This Camel? Thinking Like a Tobacco Company: Grades 4-6 The True Story The Target is You!: Alcohol Advertising Quiz 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 Who’s On First: Alcohol Advertising and Sports Images of Learning: Elementary Media Kids Female Action Heroes What's in a Word? Put Downs The Anatomy of Cool Elections and the Media You've Gotta Have a Gimmick! Advertising and Nutrition: Looks Good Enough to Eat Comic Book Characters Teachable Moments Pop Music Reaches Way Down
Thinking (Reading and Viewing) respond to selections they read or view, by           – expressing opinions and making judgments               supported by explanations and evidence           – explaining connections (text-to-self, text-to-              text, and text-to-world)           – identifying personally meaningful selections,              passages, and images   read and view to improve and extend thinking, by           – analysing texts and developing explanations           – comparing various viewpoints           – summarizing and synthesizing to create new               ideas	Lessons Creating a Marketing Frenzy Freedom to Smoke Image Gap Mirror Image A Day in the Life Put Downs The Anatomy of Cool Media Literacy for Development & Children's Rights Teachable Moments The "BadAd" Essay Writing Contest Christmas Commercialism    Hurricane Katrina and News Media Buy Nothing Day Smoke Screen MNet Special Initiatives Cybersense and Nonsense: The Second Adventure of the Three  CyberPigs
Features (Reading and Viewing) explain how structures and features of text work to develop meaning, including           – form, function, and genre of text (e.g., brochure              about smoking to inform students; genre is              persuasive)           – ‘text features’ (e.g., copyright, table of               contents, headings, index, glossary,              diagrams, sidebars, hyperlinks, pull-quotes)           – literary elements (e.g., characterization, mood,              viewpoint, foreshadowing, conflict, protagonist,              antagonist, theme)           – non-fiction elements (e.g., topic sentence,              development of ideas with supporting details,              central idea)           – literary devices (e.g., imagery, onomatopoeia,              simile, metaphor)           – idiomatic expressions	Lessons How to Analyze the News  Taking Charge of TV Violence  The Anatomy of Cool Freedom to Smoke Thinking Like a Tobacco Company: Grades 4-6 A Day in the Life Tobacco Labels Creating a Marketing Frenzy Advertising All Around Us Elections and the Media Comparing Real Families to TV Families Newspaper Ads News and Newspapers: Across the Curriculum Comparing Real Families to TV Families
Writing and Representing
Strategies (Writing and Representing) describe what is known about topics or issues and check for gaps in the information available	Lessons Do You Believe This Camel? Thinking Like a Tobacco Company: Grades 4–6 The True Story Freedom to Smoke Media   Video Production of a Newscast Reporter for a Day Create a Youth Consumer Magazine Do You Believe This Camel? Advertising and Nutrition: Looks Good Enough to Eat Teachable Moments Bad Ads Essay Writing Contest Kids