GRADE 2: ORAL COMMUNICATION - Scholastic Education

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Momentum Correlations Ontario Grade 2<strong>GRADE</strong> 2: MEDIA LITERACYOVERALL EXPECTATIONSBy the end of Grade 2, students will:1. demonstrate an understanding of a variety of mediatexts;2. identify some media forms and explain how theconventions and techniques associated with them are usedto create meaning;3. create a variety of media texts for different purposesand audiences, using appropriate forms, conventions, andtechniques;4. reflect on and identify their strengths as mediainterpreters and creators, areas for improvement, and thestrategies they found most helpful in understanding andcreating media texts.What Is the Weather Today?; On the Open PlainsWhat Is the Weather Today?; On the Open Plains; WaterWhat Is the Weather Today?; On the Open Plains; Water; A New PuppyWhat Is the Weather Today?; On the Open Plains; Water; A New PuppySPECIFIC EXPECTATIONS1. Understanding Media TextsBy the end of Grade 2, students will:Purpose and Audience1.1 identify the purpose and intended audience of somesimple media texts (e.g., this television commercial isdesigned to sell breakfast cereal to parents or soft drinksto children or teens; this picture book of nature stories isaimed at children who are interested in animals)What Is the Weather Today?; On the Open PlainsTeacher prompts: “Who would enjoy this?” “Who wouldlearn from this?”Making Inferences/Interpreting Messages1.2 identify overt and implied messages in simple mediatexts (e.g.,
Momentum Correlations Ontario Grade 2• overt message of an advertisement for shoes: Greatathletes wear these shoes; implied message: If you wantto be like these athletes, buy these shoes;• overt message on a billboard advertising brand-nameclothing: These attractive people wear this brand ofclothing; implied messages: Wearing this brand ofclothing will make you attractive too; clothing makes theperson;• overt message in a superhero cartoon: The hero is a tall,strong man; implied message: Tall, strong men are likeheroes)Teacher prompt: “What is this advertisement telling us?Do you believe its messages?” “What do the heroes andvillains look like in the cartoons you watch? What doesthis suggest?”Responding to and Evaluating Texts1.3 express personal thoughts and feelings about simplemedia works and explain their responses (e.g., explainwhy a particular DVD/video or licensed character toy orgame is more or less appealing to them than another,similar product)Teacher prompt: “Tell me three things that make thisgame more fun to play than that one. Do you think bothgirls and boys would like both of these games?”Audience Responses1.4 describe how different audiences might respond tospecific media textsOn the Open PlainsTeacher prompt: “Who do you think is the main audiencefor Saturday morning cartoons? Do your parents watchthem? Who watches sporting events on television in youror your friends' families? Who seems most interested incar advertisements? Do you think some of these things areinteresting to various groups of people?”Point of View1.5 identify, initially with support and direction, whosepoint of view (e.g., that of the hero, the villain, thenarrator) is presented in a simple media text and suggesthow the text might change if a different point of view
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GRADE 2: ORAL COMMUNICATION - Scholastic Education

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