Saskatchewan | English Language Arts 6

Saskatchewan Outcome Chart: English Language Arts - Grade 6

This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 6 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 abilities to view effectively in a variety of situations for a variety of purpses
View for a variety of purposes including to understand and gather information, to form an opinion, to understand information, and to enjoy and appreciate
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, including: Before Set purpose(s) for each type of viewing situation During Associate what is being said with personal experiences and make connections (i.e., relate text to self, text to other texts, and text to world) Identify the key idea or main point 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 Analyze and evaluate what was seen (including elements, techniques, and overall effect) (e.g., critique a video or drama review) 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, jolts) Seek additional information from other sources as needed or desired	Lessons Alcohol Advertising and Sports Advertising All Around Us Creating a Marketing Frenzy Do You Believe This Camel? Freedom to Smoke Gender Messages in Alcohol Advertising Image Gap Junk Food Jungle Kids, Alcohol and Advertising - Lesson 1: Messages About Drinking Kids, Alcohol and Advertising - Lesson 2: Young Drinkers Kids, Alcohol and Advertising - Lesson 3: Understanding Brands Kids, Alcohol and Advertising - Lesson 4: Interpreting Media Messages Looking At Food Advertising Looks Good Enough to Eat The True Story Tobacco Labels Who's on First? Alcohol Advertising and Sports You've Gotta Have a Gimmick TV Dads Smoke Screen Teachable Moment Christmas Commercialism The "BadAd" Essay Writing Contest
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., poster, tableau, graphic organizer, chart) to explore ideas and to express understanding Use oral, print, and other media (e.g., illustration, diorama, dance, role play) to express and to share feelings, ideas, and opinions Integrate a variety of media (e.g., music, mime, graph, picture) into oral and written presentations to enhance the message Experiment with representing in a variety of forms (e.g., photographs, models, collages)
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 (or aesthetic appeal), including: Before Use a variety of tools to access information and relevant ideas Choose appropriate media and format Consider appropriate technology to communicate or 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 Reporter For a Day Jo Fool or Jo Cool - For Teachers Thinking About Television and Movies Teaching TV: Television Techniques Teachable Moment Pop Music Reaches Way Way Down
Students will extend their abilities by practicing the behaviours of effective speakers
speak for a variety of purposes including to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to influence and persuade; and to entertain Select and use the appropriate startegies and the language cueing systems and conventions before, during and after speaking to promote understanding of ideas including: Before Use a variety of tools to access information and ideas relevant to presentation Consider appropriate technology to communicate and to enhance presentation During Acknowledge sources After Restate, in own words, one or two points made by others during discussions	Lessons A Day in the Life Advertising All Around Us Analyzing the News: Introduction The Anatomy of Cool Comic Book Characters Cop Shows Creating a Marketing Frenzy Create a Youth Consumer Magazine Do You Believe This Camel? Elections and the Media Freedom to Smoke Gender Stereotypes and Body Image Humour on Television Image Gap Images of Learning: Elementary Junk Food Jungle Looks Good Enough to Eat Media Kids Media Literacy for Development & Children's Rights Online Marketing to Kids: Protecting Your Privacy Online Marketing to Kids: Strategies and Techniques Reporter for a Day Packaging Tricks Protecting Your Privacy on the Internet Put Downs Sheroes and Heroes Taking Charge of TV Violence The True Story Stereotyping and Bias: The Three Little Pigs and the Big Bad Wolf The Way We Look Thinking About Television and Movies Thinking Like a Tobacco Company: Grades 4–6 Tobacco Labels TV Stereotypes Video Production of a Newscast Villains, Heroes and Heroines Violence in Sports What's in a Word? Writing a Newspaper Article You've Gotta Have a Gimmick! MYMedia:Contest
Students will extend their abilities to listen effectively in a variety of situations for a variety of purposes
Listen to a range of texts (e.g., directions, demonstrations, presentations, radio programs, television programs, video programs) 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 exdend abilities by practicing 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 porpose(s) for each type of listening situation During Anticipate and predict the speaker’s message and meaning Associate what is being said with personal experiences and Follow the sequence of ideas expressed by identifying the speaker’s key idea Draw conclusions based on evidence in presentation Identify ideas expressed as true or false, real or imaginary Determine the difference between fact and opinion in speaker’s viewpoint After Analyze what was heard Seek additional information from other sources as needed	Lessons Advertising All Around Us Analyzing the News: Introduction The Anatomy of Cool Comic Book Characters Creating a Marketing Frenzy Do You Believe This Camel? Freedom to Smoke Gender Stereotypes and Body Image Images of Learning: Elementary 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 "He Shoots, He Scores": Alcohol Advertising and Sports Who’s On First: Alcohol Advertising and Sports Looks Good Enough to Eat Media Kids Online Marketing to Kids: Protecting Your Privacy Online Marketing to Kids: Strategies and Techniques Packaging Tricks Put Downs Scientific Detectives Thinking About Television and Movies Thinking Like a Tobacco Company: Grades 4–6 Tobacco Labels Violence in Sports What's in a Word? You've Gotta Have a Gimmick!
Students will extend their abilities to write fluently in a variety of situations for a variety of puroses and audiences
Write to create personal and fictional narratives (e.g., an incident from own experience) Write to explain, to report, and to inform (e.g., give accurate multi-step directions and instructions) Write to convince and to persuade (e.g., support a position on a topic) Write to experiment with a variety of forms (e.g., poems, a letter to parents, a short review) and techniques (e.g., surprise ending)
Students will extend abilities by proacticing the behaviours of effective writers
write for a variety of purposes: to express feelings, ideas, and opinions; to explain, report, and inform; to explore ideas; to describe; to create personal and fictional narratives; to convince and influence others recognize that the format or pattern within which ideas are expressed contributes to the effectiveness of the message Select and use the appropriate strategies and the language cueing systems and conventions before, during, nad after writing to ensure communication of ideas, including: Before Identify personal and audience knowldge about the topic Genererate ideas abd consider appropriate ideas and information to include in writing by brainstorming, clustering, discussing, dramatizing, reading/listening/viewing, experiencing, and representing Use inquiry or research processes to gather additional ideas and information for specific prupose Identify, evaluate, select, and acknowledge relevant ideas and information from two or three sources During Use appropriate technology with increaing proficiency in writing 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 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 "He Shoots, He Scores": Alcohol Advertising and Sports Who’s On First: Alcohol Advertising and Sports 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 4–6 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 their abilities to read fluently and confidently a variety of texts for a variety of purposes

Last updated August 2008.