Saskatchewan | English Language Arts 9

Saskatchewan Outcome Chart: English Language Arts - Grade 9

This outcome chart contains media-related learning outcomes from the Saskatchewan, Grade 9 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 Summarize key ideas Acknowledge sources	Lessons Bias 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 Exposing Gender Stereotypes Learning Gender Stereotypes The Impact of Gender Role Stereotypes Gender and Tobacco ICYou See: A Lesson in Critical Thinking Images of Learning: Elementary Individuality vs. Conformity Kellogg Special K Ads Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Killer Games Marketing to Teens: Introduction Marketing to Teens: Marketing Tactics Marketing to Teens: Talking Back Marketing to Teens: Parody Ads Marketing to Teens: Gender Roles in Advertising Marketing to Teens: Gotta Have It! Designer & Brand Names Media Literacy for Development & Children's Rights Popular Music and Music Videos 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 Online Marketing to Kids: Protecting Your Privacy Online Marketing to Kids: Strategies and Techniques Perceptions of Youth and Crime Perceptions of Race and Crime Protecting Your Privacy on the Internet Scientific Detectives Scripting a Crime Drama Selling Obesity Selling Tobacco Sports Personalities in Magazine Advertising Television Broadcast Ratings The Broadcast Project The Price of Happiness: On Advertising, Image, and Self Esteem The True Story The White Screen: Absent Voices in the Media Thinking Like a Citizen Tobacco Labels Tobacco Advertising in Canada Video Production of a Newscast Video Games Viewing a Crime Drama Violence in Sports Writing a Newspaper Article You Be the Editor MyMedia:Contest
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 learn, 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-level appropriate texts, including: Before Identify purpose(s) for listening in a variety of situations During Make connections to prior knowledge and experiences (i.e., relate text to self, text to other text, and text to world) Recognize the main ideas and supporting details Note how examples, illustrations, and visual aids support or take away from key message Determine literal and implied meaning of message Create visual images Make inferences based on text and prior knowledge Draw conclusions based on evidence in presentation Determine whether fact or opinion is expressed in speaker’s viewpoint and recognize biases, stereotyping, and propaganda in speaker’s message After Analyze and evaluate what was heard and the techniques that were used Draw conclusions about speaker’s values Identify biases, stereotypes, and propaganda in the speaker’s message Seek additional information from other sources as needed or desired	Lessons Comparing Crime Dramas Cinema Cops Crime in the News Defining Pop Culture Exposing Gender Stereotypes Learning Gender Stereotypes The Impact of Gender Role Stereotypes Gender and Tobacco Images of Learning: Elementary Individuality vs. Conformity Kellogg Special K Ads Alcohol Myths Gender Messages in Alcohol Advertising Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Popular Music and Music Videos Perceptions of Race and Crime Protecting Your Privacy on the Internet Scripting a Crime Drama Television Broadcast Ratings The Broadcast Project The Price of Happiness: On Advertising, Image, and Self Esteem The True Story The White Screen: Absent Voices in the Media Thinking Like a Citizen Video Production of a Newscast Video Games Viewing a Crime Drama Teaching Guides Good Vibrations: Positive Approaches to Teaching Popular Music Teachable Moments Helping Students Understand the Mediated Communications of News of War
Students will extend their abilities to write fluently in a variety of situations for a variety of purposes and audiences
Write to create personal and fictional narratives (e.g., multi-paragraph story, personal narrative,personal essay) Write to explain, to report, and to inform (e.g., multi-paragraph explanation, report) Write to convince and to persuade (e.g., multi-paragraph review, letter to the editor) Write to experiment with a variety of forms (e.g., poetry, letters, short scripts, advice column) and techniques (e.g., tone, point of view, imagery, dialogue, figurative language)
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 Comparing Crime Dramas Cinema Cops Crime in the News Creating a Marketing Frenzy Create a Youth Consumer Magazine Deconstructing Web Pages Alcohol Myths Gender Messages in Alcohol Advertising Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Killer Games Marketing to Teens: Talking Back Marketing to Teens: Parody Ads Marketing to Teens: Gender Roles in Advertising Media Literacy for Development & Children's Rights News Journalism Across the Media: Summative Activities Online Marketing to Kids: Protecting Your Privacy Online Marketing to Kids: Strategies and Techniques Scientific Detectives Scripting a Crime Drama The Broadcast Project The True Story The White Screen: Absent Voices in the Media Video Production of a Newscast Video Games Viewing a Crime Drama Violence in Sports Writing a Newspaper Article You Be the Editor Classroom Activities Be a Tobacco AdBuster Buy Nothing Day Teachable Moments Bad Ads Essay Writing Contest
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 (e.g., a photograph, a video, a website) Recognize that images, symbols, and other visual effects play a role in shaping understanding of various texts Evaluate common approaches used in visuals
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-level appropriate texts, including: Before Set purpose(s) for each type of viewing situation During Make inferences based on visual presentation and prior knowledge 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 Recognize how images or other elements capture and hold viewer’s attention Identify the different techniques used in different media work to impact viewers Identify the different explicit and implicit message in visual texts After Recall and summarize main points, important details, and techniques employed Analyze and evaluate what was seen (including elements, techniques, and overall effect) (e.g., critique a news program or documentary) and identify how it was constructed, shaped, and produced Draw conclusions about the perspectives and values portrayed in what was seen Evaluate the effectiveness and overall impact of the medium to deliver the message intended Identify the use of bias, stereotyping, emotional persuasion, and propaganda in visual Seek additional information from other sources as needed or desired	Lessons Alcohol Myths Alcohol on the Web Don’t Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Gender Messages in Alcohol Advertising Kellogg Special K Ads Marketing to Teens: Alternate Ads Marketing to Teens: Gender Roles in Advertising Marketing to Teens: Introduction Marketing to Teens: Marketing Tactics Marketing to Teens: Parody Ads Selling Obesity Selling Tobacco Thinking Like a Tobacco Company: Grades 7-9 Tobacco Labels TV Dads: Immature and Irresponsible? Teachable Moment A Gold Medal is Worth its Weight in Endorsements And Now a Word From Our Sponsor 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., storyboarding, scripting, mapping) to explore ideas and to express understanding Use oral, print, and other media (e.g., pamphlet, billboards, advertisement, multimedia presentation, dramatization) to express and to share feelings, ideas, and opinions
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 Before Access information and ideas from a variety of sources Determine key ideas, messages, or information to be expressed Choose appropriate media to fully explore and extend ideas Choose appropriate media and format for purpose, audience, and situation Consider appropriate technology and techniques to communicate and to enhance the appeal, accuracy, and persuasiveness of representations During Use visuals and other techniques that portray key understandings Acknowledge sources After Consider ways to enhance clarity and impact of representation	Lessons