GRADE 4: ORAL COMMUNICATION - Scholastic Education

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Momentum Correlations Ontario Grade 4on packaging for a video game: In this adventure game,characters take big risks and perform amazing deeds;implied message: If you buy this game, you can share inthe excitement and be more like the daring characters)Teacher prompts: “What messages on the packagingmake you think you would like to play this game? Whatdo the images on the package make you think about?Which do you think influence you more - the overtmessages or the implied messages?” “On television, whatcharacteristics are shared by positive role models?”Responding to and Evaluating Texts1.3 express opinions about ideas, issues, and/orexperiences presented in media texts, and give evidencefrom the texts to support their opinions (e.g., “I think thisdocumentary about lions is one-sided because it onlyshows them as predators”; defend an opinion aboutwhether or not a sitcom or video game reflects reality)Three Bears; People Like Us; Time for Clocks; Nature’s Fireworks; Razzle Dazzle; Space Junk; From Caves toCastles; What Happened to the Dinosaurs?Teacher prompts: “Which elements of this sitcom (orvideo game) seemed realistic and believable to you?Why? Did anything seem exaggerated?” “Do thecharacters in the program accurately represent thediversity of society? Explain.”Audience Responses1.4 explain why different audiences might responddifferently to specific media texts (e.g., examinechildren’s books or video games that have been rated assuitable for different age groups and suggest reasons forthe ratings)Teacher prompt: “Find the age rating for aDVD/video/game that you enjoy. Is it fair? Why/whynot?”Point of View1.5 identify whose point of view is presented or reflectedin a media text, citing supporting evidence from the text,and suggest how the text might change if a different pointof view were used (e.g., explain how the point of viewreflected in an advertisement is conveyed and describehow the advertisement might change to reflect the pointRazzle Dazzle; Space Junk
Momentum Correlations Ontario Grade 4of view of a different audience; describe how a TV showmight change if it were told from the point of view of adifferent character)Teacher prompts: “What kinds of images would you usein this advertisement for a children’s breakfast cereal ifyou wanted parents to buy the cereal?” “From whosepoint of view is your favourite television showpresented?”Production Perspectives1.6 identify who produces various media texts and thereason for their production (e.g., the government producespublic service announcements, and the media broadcastthem at no charge, to protect citizens’ safety and thepublic interest; arts groups produce posters to advertiseupcoming events; publishers produce newspapers toprovide information, influence people’s thinking, andmake money)People Like Us; Razzle Dazzle; Space JunkTeacher prompt: “Where would we find a public serviceannouncement?” “How do people access or acquirenewspapers?”2. Understanding Media Forms, Conventions, and TechniquesBy the end of Grade 4, students will:Form2.1 identify elements and characteristics of some mediaforms (e.g., a television game show: game host/hostess,contestants, prizes; a television nature program: outdoorsetting, wildlife “actors”, voice-over narration,background music; a billboard: frame, large surface area,colour, images, graphics, words, font, punctuation)Teacher prompts: “What would you expect to see in agame-show program? A nature program?” “What aspectof this billboard caught your immediate attention?”Conventions and Techniques2.2 identify the conventions and techniques used in somefamiliar media forms and explain how they help conveyThree Bears; People Like Us; Razzle Dazzle; Space JunkThree Bears; People Like Us; Razzle Dazzle; Space Junk
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GRADE 4: ORAL COMMUNICATION - Scholastic Education

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