GRADE 4: ORAL COMMUNICATION - Scholastic Education

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