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Manitoba Outcome Chart: English Language Arts Senior 1
This outcome chart contains media-related learning outcomes from the Manitoba, Senior 1 (Grade 9) English Language Arts curriculum, with links to supporting resources on the Media Awareness Network site. It is expected that students will: | listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences | | Discover and Explore - discuss with peers preferences for texts and genres by particular writers, artists, storytellers, and filmmakers
| Lessons The Price of Happiness: On Advertising, Image, and Self Esteem
Marketing to Teens: Gotta Have It! Designer & Brand Names
The Function of Music
Public Images
The White Screen: Absent Voices in the Media
You Be the Editor
Who Knows? Your Privacy in the Information Age
Analyzing the News: Introduction
Viewing a Crime Drama
Comparing Crime Dramas
Crime in the News
Images of Learning: Secondary
Cop Shows
Thinking Like a Tobacco Company: Grades 7-9
Truth or Money
Television Broadcast Ratings
News Journalism Across the Media: Introduction
Definitions and Comments about the News
The Newspaper Front Page
Radio News
News Journalism Across the Media: Summative Activities Teachable Moments Photographic Truth in the Digital Era
A Tale of Two Cities
TERRORISM: 2001 09 11
A Fish Out of Water | | 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 - use textual cues [such as common literary, expository, and media text structures] and prominent organizational patterns [such as chronology, cause and effect, comparison and contrast, problem and solution] within texts to construct and confirm meaning and interpret texts
Respond to Texts - experience texts from a variety of forms and genres [such as essays, broadcast advertisements, romantic literature] and cultural traditions; explain various interpretations of the same text
- examine how personal experiences, community traditions, and Canadian perspectives are presented in oral, literary, and media texts
- discuss how word choice and supporting details in oral, literary, and media texts [including drama and oral presentations] affect purpose and audience
Understand Forms and Techniques - explain preferences for particular forms and genres of oral, literary and media texts
- examine the use of a variety of techniques [including establishing setting, characterization, and stereotyping] to portray gender, cultures, and socio-economic groups in oral, literary and media texts
- appreciate variations in language, accent, and dialect in Canadian communities and regions; recognize the derivation and use of words, phrases, and jargon
- examine creative uses of language in popular culture [including advertisements, magazines, and music]; recognize how figurative language and techniques create a dominant impression, mood, tone and style
Create Original Text [such as video scripts, debates, editorials, audio tapes with voice and music, speeches, readers theatre, formal essays, letters, advertisements] to - communicate and demonstrate understanding of forms and meanings
| Lessons Popular Music and Music Videos
Images of Learning: Secondary
Cop Shows
Comparing Crime Dramas
The Function of Music
The White Screen: Absent Voices in the Media
Alcohol Myths
Gender Messages in Alcohol
Advertising Alcohol on the Web
Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
Tobacco Labels
Tobacco Advertising in Canada
Smoke Screen: Tobacco in the Movies
You Be the Editor
Perceptions of Youth and Crime
Perceptions of Race and Crime
The Resource Racket: A Global Perspective on Resources and Consumption
Kellogg Special K Ads
Political Cartoons Teachable Moments Dove’s Campaign for Real Beauty
Photographic Truth in the Digital Era
Deconstructing the Titanic
A Fish Out of Water Visit the Media Issues Section:
Media and Canadian Cultural Policies | | listen, speak, read, write, view, and represent to manage ideas and information | | Plan and Process - develop focused questions to establish a purpose for reading, listening and viewing information sources
- prepare and use a plan to access, gather, and evaluate information and ideas from a variety of human, print, and electronic sources
Select and Process - obtain information and varied perspectives when inquiring or researching using a range information sources [such as expository essays, radio and television transcripts, charts, tables, graphs, diagrams]
- evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan
- expand and use a variety to skills [including visual and auditory] to access information and ideas from a variety of sources [including on-line catalogues, periodical indices, broadcast guides, film libraries, and electronic databases]
- identify a variety of factors [such as organizational patterns of text, page layouts, font styles, colour, voice-over, camera angle] that affect meaning; scan to locate specific information quickly; summarize, report, and record main ideas of extended oral, visual, and written text
| Lessons Deconstructing Web Pages
ICYouSee: A Lesson in Critical Thinking
Thinking About Hate Student Handouts/Activities
Research Relay
5 W's of Cyberspace
Are You Web Aware? Activity Sheets
Blogs
Chat Rooms
E-mail
File-sharing
Instant Messaging
Text Messaging
Web Sites Teaching Backgrounders Evaluating Internet Research Sources
Evaluating Internet-Based Information:A Goals-Based Approach
How to Search the Internet Effectively
Quick Tips for Authenticating Online Information Teachable Moments Tale of Two Cities | | listen, speak, read, write, view and represent to enhance the clarity and artistry of communication | | Generate and Focus - Use a variety of techniques to generate and select ideas for oral, written, visual aids
- Adapt specific forms [such as book and film reviews, editorials, multimedia presentations, newscasts, letters, essays, poetry, myths, prose] to match content, audience, and purpose
- Identify and use a variety of organizational patterns [such as flashbacks, cause and effect, comparison and contrast, problem and solution] in own oral, written and visual texts; use effective transitions
| Lessons Comparing Crime Dramas
Cinema Cops
Crime in the News
Crime Perceptions Quiz
Creating a Marketing Frenzy
Create a Youth Consumer Magazine
Deconstructing Web Pages
Defining Pop Culture
ICYouSee: A Lesson in Critical Thinking
Marketing to Teens: Marketing Tactics
Marketing to Teens: Talking Back
Marketing to Teens: Parody Ads
Marketing to Teens: Gotta Have It! Designer & Brand Names
Popular Music and Music Videos
Radio News
News Journalism Across the Media: Summative Activities
Scripting a Crime Drama
Selling Obesity
Alcohol Myths
Gender Messages in Alcohol
Advertising Alcohol on the Web
Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns
Selling Tobacco
The Broadcast Project
The True Story
Thinking Like a Citizen
Tobacco Labels
Tobacco Advertising in Canada
Video Production of a Newscast
Video Games
Viewing a Crime Drama
Writing a Newspaper Article
You Be the Editor
| | listen, speak, read, write, view and represent to celebrate and build community | | Develop and Celebrate Community - Explain ways in which oral, literary, and media texts reflect topics and themes in life
- Reflect on ways in which the choices and motives of individuals encountered in oral, literary, and media texts provide insight into those of self and others; discuss personal participation and responsibilities in a variety of communities
| Teaching Units Exposing Gender Stereotypes
Learning Gender Stereotypes
The Impact of Gender Role Stereotypes
Bias
Bias in the News
The Price of Happiness: On Advertising, Image, and Self Esteem
Comparing Crime Dramas
Cinema Cops
Crime in the News
Crime Perceptions Quiz
Kellogg Special K Ads
Killer Games
Perceptions of Youth and Crime
Perceptions of Race and Crime
The Resource Racket: A Global Perspective on Resources and Consumption
Too White: Minority Representation in the Media
Images of Learning: Secondary Activity Portrayal of Teenage Girls in Magazines Teachable Moments Deconstructing the Titanic
Buy Nothing Day
Earth Day
TV Turnoff Week MNet Special Initiative Making Your Voice Heard: A Media Toolkit for Youth |
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