Saskatchewan | English Language Arts 7

Saskatchewan Outcome Chart: English Language Arts - Grade 7

This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 7 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.

Students will extend their abilities by practicing the behaviours of effective speakers
Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after speaking to promote understanding of ideas, including: Before Access information and ideas from a variety of sources Support key points with evidence and examples Consider appropriate technology to communicate and to enhance presentation During Use gestures, facial expressions, and visual aids to enhance meaning of talk Acknowledge sources After Consider ways to enhance clarity and impact of presentation	Lessons A Day in the Life Cinema Cops Creating a Marketing Frenzy Do You Believe This Camel? Female Action Heroes Freedom to Smoke Gender Stereotypes and Body Image Gender and Tobacco Images of Learning: Elementary Killer Games Media Kids Scientific Detectives Taking Charge of TV Violence Video Production of a Newscast What's in a Word? You've Gotta Have a Gimmick! MyMedia:Contest Activities Truth in Advertising - Show and Tell
Students will extend their abilities to listen effectively in a variety of situations for a variety of purposes
Listen for a variety of purposes including to gather information, to follow directions, to participate in a discussion, to form an opinion, to understand information, and to enjoy and appreciate
Students will extend their abilities to practice the behaviours of effective, active listeners
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after listening to grade appropriate texts, including: Before Set purpose(s) for listening in a variety of situations During Separate own ideas and opinions from speaker’s ideas and opinions Recognize the main ideas and supporting details Note how examples, illustrations, and visual aids support or take away from the key message Determine literal and implied meaning of message Create visual images Draw conclusions based on evidence in presentation After Analyze and evaluate what was heard Draw conclusions based on evidence presented Seek additional information from other sources as needed or desired	Lessons Creating a Marketing Frenzy Create a Youth Consumer Magazine Deconstructing Web Pages Do You Believe This Camel? Female Action Heroes Freedom to Smoke Gender and Tobacco 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 Alcohol on the Web Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Killer Games Looks Good Enough to Eat Media Kids Radio News Scientific Detectives Selling Obesity Selling Tobacco Sports Personalities in Magazine Advertising Taking Charge of TV Violence The True Story Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf Thinking Like a Citizen Tobacco Advertising in Canada Violence in Sports What's in a Word? You've Gotta Have a Gimmick! Teaching Guides Good Vibrations: Positive Approaches to Teaching Popular Music
Students will extend their abilities to write fluently in a variety of situations for a variety of purposes and audiences
Write to explain, to report, and to inform (e.g., a news story, factual account, explanation, business letter) Write to convince and to persuade (e.g., persuasive letter)
Students will extend abilities by practicing the behaviours of effective writers
Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after writing to ensure communication of ideas, including: Before Use inquiry or research processes to gather additional ideas and information for specific purpose Identify, evaluate, select, and acknowledge relevant ideas and information from two or three sources During Use appropriate technology with increasing proficiency in writing Enhance compositions with illustrations, charts, and other graphics when appropriate Acknowledge sources	Lessons A Day in the Life Comic Book Characters Creating a Marketing Frenzy Create a Youth Consumer Magazine Do You Believe This Camel? Elections and the Media Freedom to Smoke Images of Learning: Elementary Jo Cool or Jo Fool Junk Food Jungle 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 Looks Good Enough to Eat Media Kids Reporter for a Day Packaging Tricks Taking Charge of TV Violence The True Story Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf Thinking Like a Tobacco Company: Grades 7-9 Video Production of a Newscast Violence in Sports What's in a Word? Writing a Newspaper Article You've Gotta Have a Gimmick! The Target is you! Quiz
Students will extend abilities to view effectively in a variety of situations for a variety of purposes
View for a variety of purposes including to understand and gather information, to form an opinion, to understand information, and to enjoy and appreciate Evaluate the effectiveness of a range of visual works
Students will extend abilities by practicing the behaviours of effective, active viewers
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during, and after viewing grade appropriate texts, including: Before Set purpose(s) for each type of viewing situation During View attentively Predict and confirm the presentation’s message and meaning Recognize the main ideas, underlying messages and values, and relevant supporting details Draw conclusions based on evidence in visual text Determine the difference between fact and underlying message portrayed in visuals and between real or imaginary images After Relate what was seen to personal experiences or needs Analyze and evaluate what was seen (including elements, techniques, and overall effect) (e.g, critique a video or review a dramatization) and identify how it was constructed, shaped, and produced Draw conclusions about the perspectives and values portrayed in what was seen Identify the strategies used to influence an audience (e.g., exaggeration, one-sided view of a group, colour) Seek additional information from other sources as needed or desired	Lessons Alcohol Advertising Quiz - Introduction Alcohol Myths Creating a Marketing Frenzy Do You Believe This Camel? Freedom to Smoke Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages Looks Good Enough to Eat Selling Obesity Selling Tobacco Sports Personalities in Magazine Advertising The True Story Thinking Like a Tobacco Company: Grades 7-9 Tobacco Labels TV Dads: Immature and Irresponsible? Who's on First? Alcohol Advertising and Sports You've Gotta Have a Gimmick TV Dads Teachable Moment Smoke Screen A Gold Medal is Worth its Weight in Endorsements Captive Audience? Create a Youth Consumer Magazine Demographic Beer
Students will extend abilities to represent fluently in a variety of situations for a variety of purposes and audiences
Use oral, print, and other media (e.g., timelines, models, video news items) to explore ideas and to Use oral, print, and other media (e.g., magazine cover, role play) to express and to share feelings, ideas, and opinions Integrate a variety of media (e.g., music, mime, computer graphic, graph, picture) into oral and written representations to enhance the message Experiment with representing in a variety of forms (e.g., front page of newspaper, short TV script and show, multimedia presentation)
Students will extend abilities by practicing the behaviours of effective representers
Select and use the appropriate strategies and the language cueing systems and conventions before, during, and after representing to promote understanding of ideas, including: Before Generate ideas and consider appropriate ideas and information to include in representation using strategies such as brainstorming, questioning, storyboarding, clustering, drawing, and reflecting Access information and ideas from a variety of sources Determine key ideas, messages, or information to be expressed Choose appropriate media and format for purpose, audience, and situation Recognize and use the strategies in the representing process including planning and focusing, scripting and layout, and revising Consider appropriate technology to communicate and to enhance representation During Use visuals and other techniques that portray key understandings Acknowledge sources After Consider ways to enhance clarity and impact of representation	Lessons News and Newspapers: Across the Curriculum News Journalism Across the Media: Introduction News Journalism: Lesson One Summative Activities : Lesson Five Video Production of a Newscast Allies and Aliens Deconstructing Web Pages Online Marketing to Kids: Strategies and Techniques

Last updated August 2008.