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Saskatchewan Outcome Chart: English Language Arts - Grade 4
This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 4 English Language Arts curriculum, with links to supporting resources on the Media Awareness Network site.
In the elementary curriculum in Saskatchewan, learning objectives for media studies are included as a category within the supporting domain, Oracy and Literacy: Media. Media-related objectives can also be found within Speaking and Listening, Reading and Response to Literature, Writing, Educational Drama, Research and Presentation and Computer Applications. | Oracy: Speaking and Listening | | It is expected that students will: Discover and Explore - use language to develop and clarify thoughts and feelings
- pose relevant questions for various purposes -- for directions, information, permission and clarity of understanding
- describe, share and discuss resources, media experiences, events and issues
| Lessons Junk Food Jungle
Co-Co’s Adversmarts
Packaging Tricks
Humour on Television
The Constructed World of TV Families
Do You Believe This Camel?
Facing TV Violence: Rewriting the Script
Facing TV Violence: Consequences and Media Violence
Sheroes and Heroes
Villains, Heroes and Heroines
Analyzing the News: Introduction
Reporter for a Day
TV Stereotypes
Prejudice and Body Image Teaching TV: Television as a Story Teller
Teaching TV: Learning With Television Looking at Newspapers: Introduction
Newspaper Ads
Thinking About Television and Movies
Parent/Teacher Tip Sheets
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
| | Literacy: Reading and Response to Literature | | It is expected that a student will: - discuss bias in resources
- understand how printed language can influence and persuade others
- interpret information conveyed in pictures, graphs, charts, maps, signs and symbols
| Lessons Media Kids
Thinking About Television and Movies
Do You Believe This Camel?
The Constructed World of TV Families
Prejudice and Body Image
You've Gotta Have a Gimmick!
The Anatomy of Cool
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
Teacher/Parent Guides
Talking to Kids about Racial Stereotypes
Talking to Kids about Gender Stereotypes
Talking to Kids about the News 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 Little CyberPigs | | Literacy: Writing | | It is expected that a student will: - write for a variety of audiences
| Thinking Like a Tobacco Company: Grades 4–6
TV Stereotypes
Reporter for a Day
You've Gotta Have a Gimmick! | | Oracy and Literacy: Media | | It is expected that a student will: - interpret and respond to a variety of symbols and media
- use various forms of media to convey information and stories
- select an appropriate medium of expression for projects and reports
- develop a sense of personal responsibility for choices about appropriate use of media
- compare and contrast stories or events expressed in various formats formats to convey the same information
- compare and contrast the language used in various formats to convey the same information
- interpret and critique a variety of media to determine:
- the intention and meaning conveyed
- the effectiveness of a form of media to convey specific ideas or information
- the presence of bias through stereotyping
- recognize how media can be used to manipulate and influence public opinion
| Lessons Thinking About Television and Movies
The Anatomy of Cool
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
Reporter for a Day
Media Kids
Junk Food Jungle
Co-Co’s Adversmarts
You've Gotta Have a Gimmick!
Facing TV Violence: Rewriting the Script
Once Upon a Time
TV Stereotypes
Sheroes and Heroes
Villains, Heroes and Heroines
Analyzing the News: Introduction
Creating a Marketing Frenzy
Teaching TV: Enjoying Television
Humour on Television
Teaching TV: Learning With Television
Teaching TV: Television as a Story Teller
Packaging Tricks Introducing the Internet: Telephones and Networks
Introducing the Internet: Messages, Envelopes, Addresses
Introducing the Internet: Exploring the Internet Newspaper Ads
Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) | | Oracy and Literacy: Research and Presentation | | It is expected that a student will: - develop strategies for reviewing print and non-print materials to:
- determine content
- determine the main ideas
- detect opinions and biases
- locate specific facts and details
| Lessons Research Relay
Do You Believe This Camel?
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
Female Action Heroes
TV Stereotypes
Packaging Tricks
Co-Co’s Adversmarts
Looking at Newspapers: Introduction
Newspaper Ads Analyzing the News: Introduction
Teaching TV: Learning With Television
Teaching TV: Television as a Story Teller
Student Tutorial (Licensed Resource) Passport to the Internet: Student tutorial for Internet literacy (Grades 4-8) |
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