listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences

Discover and Explore

• use personal experiences as a basis for exploring and expressing opinions and understanding review personal collection of favorite oral, print and other media texts and share responses to preferred forms

Clarify and Extend

• use prior knowledge and experiences selectively to make sense of new information in a variety of contexts
• explain the importance of linking personal perceptions and ideas to new concepts
• appraise ideas for clarity and ask extending questions

Lessons

Sheroes and Heroes

Villains, Heroes and Heroines

Media Kids

Violence in Sports

The Anatomy of Cool

Thinking About Television and Movies

Teaching TV: Television as a Story Teller

Teaching TV: Learning With Television

Reporter for a Day

A Day in the Life

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

• describe and build upon connections between previous experiences, prior knowledge, and a variety of texts
• use a variety of comprehension strategies
• use textual cues to construct and confirm meaning

Respond to Texts

• experience texts from a variety of genres and cultural traditions; explain preferences for particular types of a variety of texts
• compare the challenges and situations encountered in daily life with those experiences by people in other times, places, and cultures as portrayed in a variety of oral, print, and other media texts
• identify descriptive and figurative language in a variety of oral, print, and other media texts

Understand Forms and Techniques

• understand and use a variety of forms of texts identify key elements in a variety of texts, and explore their impact

Create Original Text [such as paintings and drawings, dramatizations, oral stories…] to

• communicate and demonstrate understanding of forms and meanings

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

Kids, Alcohol and Advertising: Understanding Brands

Looks Good Enough to Eat

Newspaper Ads

Media Kids

Reporter for a Day

Packaging Tricks

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

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!

MNet Special Initiatives

Cybersense and Nonsense: The Second Adventure of the CyberPigs

listen, speak, read, write, view, and represent to manage ideas and information

Select and Process

• recognize organizational patterns [such as main ideas and supporting details, explanation, comparison and contrast, and effect, sequence…] of oral, print, and other media texts to construct meaning; skim, scan and listen for key words and phrases

Lessons

What's in a Word?

Kids, Alcohol and Advertising: Understanding Brands

"He Shoots, He Scores": Alcohol Advertising and Sports

Do You Believe This Camel?

Thinking Like a Tobacco Company: Grades 4–6

You've Gotta Have a Gimmick!

Looks Good Enough to Eat

Elections and the Media

Thinking About Television and Movies

Media Kids

The Constructed World of TV Families

Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf

The Way We Look

Violence in Sports

Advertising All Around Us

Reporter for a Day

Creating a Marketing Frenzy

Teaching TV: Television as a Story Teller

Teaching TV: Learning With Television

listen, speak, read, write, view and represent to enhance the clarity and artistry of communication

Generate and Focus

• focus a topic for oral, written and visual texts by integrating ideas from experiences and a variety of other sources
• choose forms [such as news stories, interviews, reports, diagrams...] appropriate to a variety of audiences and purposes
• use listening, reading and viewing experiences as models for organizing ideas in own oral, written and visual texts

Lessons

What's in a Word?

Kids, Alcohol and Advertising: Messages About Drinking

Kids, Alcohol and Advertising: Young Drinkers

Kids, Alcohol and Advertising:  Interpreting Media Messages

"He Shoots, He Scores": Alcohol Advertising and Sports

Do You Believe This Camel?

Thinking Like a Tobacco Company: Grades 4–6

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

Reporter for a Day

Creating a Marketing Frenzy

Teaching TV: Television as a Story Teller

Teaching TV: Learning With Television

Teachable Moments

Bad Ads Essay Writing Contest

listen, speak, read, write, view and represent to celebrate and build community

Develop and Celebrate Community

• draw on oral, print and other media texts to explain personal perspectives on cultural representations
• compare individuals and situations portrayed in oral, print and other media texts to those encountered in real life

Teaching Units

Comparing Real Families to TV Families

A Day in the Life

Female Action Heroes

Images of Learning: Elementary

Media Kids

Violence in Sports

What's in a Word?

Put Downs

The Anatomy of Cool

The Constructed World of TV Families

Comic Book Characters