{"id":37,"date":"2025-02-03T16:33:14","date_gmt":"2025-02-03T16:33:14","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-looking-at-news\/"},"modified":"2025-07-29T19:55:48","modified_gmt":"2025-07-29T19:55:48","slug":"lesson-looking-at-news","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-looking-at-news\/","title":{"raw":"Lesson: Looking at News","rendered":"Lesson: Looking at News"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In this lesson, students learn what determines whether something is \"newsworthy\" and other aspects of the journalism industry.<\/span>\r\n\r\n<strong>Grade range: <\/strong>4-6<strong>\r\n<\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n\r\n<em>Each of these activities introduces students to a different digital media literacy question relating to news. You can deliver them in a single session or spread out over several days, depending on what works best for your class<\/em>. <em>Start with\u00a0<\/em><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/what-is-news\/\">What is News?<\/a>, then deliver as many of these activities as you wish.\r\n\r\n<a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/what-makes-the-news-2\/\">What Makes the News?<\/a>\r\n\r\n<a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/whats-in-the-news-2\/\">What's in the News?<\/a>\r\n\r\n<a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/what-sells-the-news-2\/\">What Sells the News?<\/a>\r\n\r\n<a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/whos-in-the-news-2\/\">Who's in the News?<\/a>\r\n\r\nIf you are delivering only these activities, use the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/observation-checklist-8\/\">Observation Checklist<\/a> to assess students' learning.\r\n\r\nIf you have students complete the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/making-the-news\/\">Making the News<\/a> activity as a whole class, you can assess them with the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/observation-checklist-making-the-news\/\">Observation Checklist for<\/a> that activity.\r\n\r\nIf students complete the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/making-the-news\/\">Making the News<\/a> activity in groups, you can assess them with the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/assessment-rubric-12\/\">Assessment Rubric<\/a>.\r\n\r\n<strong>Preparation:<\/strong>\r\n\r\nMake sure that you are able to access all the links and that students are able to access the interactive activities.\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/looking-news\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n<div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\"><header><\/header>\r\n<div>\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia are constructions\r\n<ul>\r\n \t<li>Media creators make particular choices to achieve specific purposes<\/li>\r\n<\/ul>\r\nMedia have social and political implications:\r\n<ul>\r\n \t<li>Media works are \u201cframes\u201d that shape our views of reality<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form:\r\n<ul>\r\n \t<li>Genre conventions influence how creators make and audiences interpret a work; media makers draw and direct audiences\u2019 attention using specific techniques<\/li>\r\n<\/ul>\r\nMedia have commercial considerations:\r\n<ul>\r\n \t<li>The content of a media work is influenced by the norms and functions of its industry, its makers\u2019 business model and the desires of its audience<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>What decides whether something that happens is \"newsworthy\"?<\/li>\r\n \t<li>How do news outlets make money?<\/li>\r\n \t<li>How can we tell what's included or left out of news?<\/li>\r\n<\/ul>\r\nFrequent student misconceptions: To be a fact, something has to be true;\u00a0All opinions are equally true\r\n\r\n<em>Essential knowledge<\/em>: Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: different forms of news stories; features of a news story.<\/li>\r\n \t<li>Consumer awareness: How \u201cnewsworthiness\u201d is defined by the news industry, how news outlets appeal to different needs and audiences<\/li>\r\n \t<li>Media representation: What is included or left out of media works affects what we see as important or unimportant\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"755\"]fact[\/pb_glossary], [pb_glossary id=\"743\"]framing[\/pb_glossary], [pb_glossary id=\"771\"]objective[\/pb_glossary], [pb_glossary id=\"756\"]opinion[\/pb_glossary],\u00a0[pb_glossary id=\"772\"]selling point[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Access: Find possible news stories in their class, school and community<\/li>\r\n \t<li>Use: Make a media work<\/li>\r\n \t<li>Understand: Analyze how genre and purpose influence media makers' choices<\/li>\r\n \t<li>Engage: Consider the impact of media representations in news on our view of reality<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that different types of news follow certain rules that influence how creators make them and how audiences understand them, and news makers use specific techniques to get our attention<\/li>\r\n \t<li>We will learn that what gets included in news is influenced by how the news industry works, how news outlets make money, and what their audience wants to see<\/li>\r\n \t<li>We will learn different types of news stories and the features that make up a news story<\/li>\r\n \t<li class=\"whitespace-normal break-words\">We will learn that what gets included or left out of news affects what we think is important or unimportant<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n&nbsp;\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A1 Transferable Skills<\/strong>\r\n\r\nA1.1 Receptive and Expressive Communication\r\n\r\nexplain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms\r\n\r\nA1.2 Student Agency and Engagement\r\n\r\nevaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential\r\n\r\n<strong>A2 Digital Media Literacy<\/strong>\r\n\r\nA2.3 Research and Information Literacy\r\n\r\ngather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning\r\n\r\nA2.4 Forms, Conventions, and Techniques\r\n\r\ndemonstrate an understanding of the forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts\r\n\r\nA2.5 Media, Audience and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production\r\n\r\nA2.6 Innovation and Design\r\n\r\nselect and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions\r\n\r\nA2.7 Community and Cultural Awareness\r\n\r\ncommunicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community\r\n\r\n<strong>A3 Applications, Connections, and Contributions<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\nexplain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication\r\n\r\nA3.2 Identity and Community\r\n\r\ndemonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension: Understanding and Responding to Texts<\/strong>\r\n\r\n<strong>C1 Knowledge About Texts<\/strong>\r\n\r\nC1.2 Text Forms and Genres\r\n\r\n<em>Grades 4-5: <\/em>describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning\r\n\r\n<em>Grade 6:<\/em> analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning\r\n\r\nC1.3 Text Patterns and Features\r\n\r\n<em>Grade 4: <\/em>identify text patterns, such as spatial order in a graphic text, and text features, such as type styles and hyperlinks, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 5: <\/em>identify text patterns, such as cause and effect in a persuasive text, and text features, such as a preface and glossary, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 6:<\/em> analyze text patterns, such as problem-solution in a report, and text features, such as subheadings and pull-down menus, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\nC1.5 Elements of Style\r\n\r\n<em>Grade 4: <\/em>identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre\r\n\r\n<em>Grade 5: <\/em>describe various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre\r\n\r\n<em>Grade 6: <\/em>identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre\r\n\r\nC1.6 Point of View\r\n\r\n<em>Grades 4-5: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story\r\n\r\n<em>Grade 6: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story\r\n\r\n<strong>C2. Comprehension Strategies<\/strong>\r\n\r\nC2.1 Prereading: Activating Prior Knowledge\r\n\r\nidentify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts\r\n\r\nC2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing\r\n\r\n<em>Grades 4-5: i<\/em>dentify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for the purposes\r\n\r\n<em>Grade 6: <\/em>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate\r\n\r\nC2.3 Monitoring of Understanding: Making and Confirming Predictions\r\n\r\n<em>Grades 4-5: <\/em>make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether their predictions were correct\r\n\r\n<em>Grade 6: <\/em>make predictions using background knowledge and textual information, pose questions to check whether their predictions were correct, and, if not, adjust their understanding\r\n\r\nC2.4 Monitoring of Understanding: Ongoing Comprehension Check\r\n\r\n<em>Grades 4-5: <\/em>use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts\r\n\r\n<em>Grade 6: <\/em>use strategies such as visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts\r\n\r\nC2.5 Monitoring of Understanding: Making Connections\r\n\r\n<em>Grades 4-5: <\/em>describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\n<em>Grade 6: <\/em>explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\n<em>Grades 4-5: <\/em>make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts\r\n\r\n<em>Grade 6:<\/em> make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding\r\n\r\nC3.3 Analyzing Texts\r\n\r\n<em>Grade 4: <\/em>analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect\r\n\r\n<em>Grade 5:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and effect\r\n\r\n<em>Grade 6:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating conclusions\r\n\r\nC3.5 Perspectives within Texts\r\n\r\n<em>Grades 4-5: <\/em>identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience\r\n\r\n<em>Grade 6:<\/em> explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\nC3.6 Analysis and Response\r\n\r\n<em>Grades 4-5: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed\r\n\r\n<em>Grade 6:<\/em> explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong>\r\n\r\n<strong>D1. Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\nidentify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\nD1.3 Research\r\n\r\n<em>Grade 4: <\/em>gather information and content relevant to a topic, using a variety of sources and strategies, and record the sources of information\r\n\r\n<em>Grade 5: <\/em>gather and record information and content relevant to a topic, using multiple textual sources; verify the reliability of sources, using simple criteria; and record the creator and source of all content created by others\r\n\r\n<em>Grade 6: <\/em>gather information and content relevant to a topic, using multiple textual sources; summarize the information; verify the reliability of sources; and record the creator and source of all content created by others\r\n\r\nD1.4 Organizing Content\r\n\r\n<em>Grades 4-5: <\/em>select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium\r\n\r\n<em>Grade 6:<\/em> classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium\r\n\r\n<strong>D2. Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies\r\n\r\n<em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies\r\n\r\nD2.3 Voice\r\n\r\nestablish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre\r\n\r\nD2.4 Point of View and Perspective\r\n\r\n<em>Grand 4: <\/em>identify the point of view used in their texts, and the perspectives and bias conveyed in their texts\r\n\r\n<em>Grade 5: <\/em>identify the point of view, implicit and explicit perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives\r\n\r\n<em>Grade 6: <\/em>identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives\r\n\r\n<strong>D3 Publishing, Presenting, and Reflecting<\/strong>\r\n\r\nD3.1 Producing Final Texts\r\n\r\n<em>Grade 4: <\/em>produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect\r\n\r\n<em>Grade 5: <\/em>produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\n<em>Grade 6: <\/em>produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\nD3.2 Publishing and Presenting Texts\r\n\r\n<em>Grades 4-5: <\/em>publish and present texts they have created, using selected media and tools, and explain how each helped them communicate their intended message\r\n\r\n<em>Grade 6: <\/em>publish and present texts they have created, using selected media and tools, and analyze how their choices helped them communicate their intended message\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In this lesson, students learn what determines whether something is &#8220;newsworthy&#8221; and other aspects of the journalism industry.<\/span><\/p>\n<p><strong>Grade range: <\/strong>4-6<strong><br \/>\n<\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<p><em>Each of these activities introduces students to a different digital media literacy question relating to news. You can deliver them in a single session or spread out over several days, depending on what works best for your class<\/em>. <em>Start with\u00a0<\/em><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/what-is-news\/\">What is News?<\/a>, then deliver as many of these activities as you wish.<\/p>\n<p><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/what-makes-the-news-2\/\">What Makes the News?<\/a><\/p>\n<p><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/whats-in-the-news-2\/\">What&#8217;s in the News?<\/a><\/p>\n<p><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/what-sells-the-news-2\/\">What Sells the News?<\/a><\/p>\n<p><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/whos-in-the-news-2\/\">Who&#8217;s in the News?<\/a><\/p>\n<p>If you are delivering only these activities, use the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/observation-checklist-8\/\">Observation Checklist<\/a> to assess students&#8217; learning.<\/p>\n<p>If you have students complete the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/making-the-news\/\">Making the News<\/a> activity as a whole class, you can assess them with the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/observation-checklist-making-the-news\/\">Observation Checklist for<\/a> that activity.<\/p>\n<p>If students complete the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/making-the-news\/\">Making the News<\/a> activity in groups, you can assess them with the <a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/assessment-rubric-12\/\">Assessment Rubric<\/a>.<\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<p>Make sure that you are able to access all the links and that students are able to access the interactive activities.<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/looking-news\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<header><\/header>\n<div>\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media are constructions<\/p>\n<ul>\n<li>Media creators make particular choices to achieve specific purposes<\/li>\n<\/ul>\n<p>Media have social and political implications:<\/p>\n<ul>\n<li>Media works are \u201cframes\u201d that shape our views of reality<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form:<\/p>\n<ul>\n<li>Genre conventions influence how creators make and audiences interpret a work; media makers draw and direct audiences\u2019 attention using specific techniques<\/li>\n<\/ul>\n<p>Media have commercial considerations:<\/p>\n<ul>\n<li>The content of a media work is influenced by the norms and functions of its industry, its makers\u2019 business model and the desires of its audience<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>What decides whether something that happens is &#8220;newsworthy&#8221;?<\/li>\n<li>How do news outlets make money?<\/li>\n<li>How can we tell what&#8217;s included or left out of news?<\/li>\n<\/ul>\n<p>Frequent student misconceptions: To be a fact, something has to be true;\u00a0All opinions are equally true<\/p>\n<p><em>Essential knowledge<\/em>: Students will know\u2026<\/p>\n<ul>\n<li>Reading media: different forms of news stories; features of a news story.<\/li>\n<li>Consumer awareness: How \u201cnewsworthiness\u201d is defined by the news industry, how news outlets appeal to different needs and audiences<\/li>\n<li>Media representation: What is included or left out of media works affects what we see as important or unimportant\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_37_755\">fact<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_37_743\">framing<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_37_771\">objective<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_37_756\">opinion<\/a>,\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_37_772\">selling point<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Access: Find possible news stories in their class, school and community<\/li>\n<li>Use: Make a media work<\/li>\n<li>Understand: Analyze how genre and purpose influence media makers&#8217; choices<\/li>\n<li>Engage: Consider the impact of media representations in news on our view of reality<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that different types of news follow certain rules that influence how creators make them and how audiences understand them, and news makers use specific techniques to get our attention<\/li>\n<li>We will learn that what gets included in news is influenced by how the news industry works, how news outlets make money, and what their audience wants to see<\/li>\n<li>We will learn different types of news stories and the features that make up a news story<\/li>\n<li class=\"whitespace-normal break-words\">We will learn that what gets included or left out of news affects what we think is important or unimportant<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>&nbsp;<\/p>\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A1 Transferable Skills<\/strong><\/p>\n<p>A1.1 Receptive and Expressive Communication<\/p>\n<p>explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms<\/p>\n<p>A1.2 Student Agency and Engagement<\/p>\n<p>evaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential<\/p>\n<p><strong>A2 Digital Media Literacy<\/strong><\/p>\n<p>A2.3 Research and Information Literacy<\/p>\n<p>gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning<\/p>\n<p>A2.4 Forms, Conventions, and Techniques<\/p>\n<p>demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts<\/p>\n<p>A2.5 Media, Audience and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production<\/p>\n<p>A2.6 Innovation and Design<\/p>\n<p>select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions<\/p>\n<p>A2.7 Community and Cultural Awareness<\/p>\n<p>communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community<\/p>\n<p><strong>A3 Applications, Connections, and Contributions<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>explain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication<\/p>\n<p>A3.2 Identity and Community<\/p>\n<p>demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension: Understanding and Responding to Texts<\/strong><\/p>\n<p><strong>C1 Knowledge About Texts<\/strong><\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p><em>Grades 4-5: <\/em>describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning<\/p>\n<p><em>Grade 6:<\/em> analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning<\/p>\n<p>C1.3 Text Patterns and Features<\/p>\n<p><em>Grade 4: <\/em>identify text patterns, such as spatial order in a graphic text, and text features, such as type styles and hyperlinks, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 5: <\/em>identify text patterns, such as cause and effect in a persuasive text, and text features, such as a preface and glossary, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 6:<\/em> analyze text patterns, such as problem-solution in a report, and text features, such as subheadings and pull-down menus, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p>C1.5 Elements of Style<\/p>\n<p><em>Grade 4: <\/em>identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre<\/p>\n<p><em>Grade 5: <\/em>describe various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre<\/p>\n<p><em>Grade 6: <\/em>identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre<\/p>\n<p>C1.6 Point of View<\/p>\n<p><em>Grades 4-5: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story<\/p>\n<p><em>Grade 6: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story<\/p>\n<p><strong>C2. Comprehension Strategies<\/strong><\/p>\n<p>C2.1 Prereading: Activating Prior Knowledge<\/p>\n<p>identify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts<\/p>\n<p>C2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing<\/p>\n<p><em>Grades 4-5: i<\/em>dentify a variety of purposes for engaging with texts, and select texts from diverse creators that are suitable for the purposes<\/p>\n<p><em>Grade 6: <\/em>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate<\/p>\n<p>C2.3 Monitoring of Understanding: Making and Confirming Predictions<\/p>\n<p><em>Grades 4-5: <\/em>make predictions using background knowledge, text features, and evidence from the text, and pose questions to check whether their predictions were correct<\/p>\n<p><em>Grade 6: <\/em>make predictions using background knowledge and textual information, pose questions to check whether their predictions were correct, and, if not, adjust their understanding<\/p>\n<p>C2.4 Monitoring of Understanding: Ongoing Comprehension Check<\/p>\n<p><em>Grades 4-5: <\/em>use strategies such as adjusting reading rate, visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts<\/p>\n<p><em>Grade 6: <\/em>use strategies such as visualizing, reading ahead, asking questions, and consulting references and other texts or sources of information, to monitor and confirm their understanding of various texts<\/p>\n<p>C2.5 Monitoring of Understanding: Making Connections<\/p>\n<p><em>Grades 4-5: <\/em>describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p><em>Grade 6: <\/em>explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p><em>Grades 4-5: <\/em>make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts<\/p>\n<p><em>Grade 6:<\/em> make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p><em>Grade 4: <\/em>analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect<\/p>\n<p><em>Grade 5:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and effect<\/p>\n<p><em>Grade 6:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating conclusions<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p><em>Grades 4-5: <\/em>identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience<\/p>\n<p><em>Grade 6:<\/em> explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p><em>Grades 4-5: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed<\/p>\n<p><em>Grade 6:<\/em> explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong><\/p>\n<p><strong>D1. Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p>identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p>D1.3 Research<\/p>\n<p><em>Grade 4: <\/em>gather information and content relevant to a topic, using a variety of sources and strategies, and record the sources of information<\/p>\n<p><em>Grade 5: <\/em>gather and record information and content relevant to a topic, using multiple textual sources; verify the reliability of sources, using simple criteria; and record the creator and source of all content created by others<\/p>\n<p><em>Grade 6: <\/em>gather information and content relevant to a topic, using multiple textual sources; summarize the information; verify the reliability of sources; and record the creator and source of all content created by others<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p><em>Grades 4-5: <\/em>select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium<\/p>\n<p><em>Grade 6:<\/em> classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium<\/p>\n<p><strong>D2. Creating Texts<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p><em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p><em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p>D2.3 Voice<\/p>\n<p>establish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre<\/p>\n<p>D2.4 Point of View and Perspective<\/p>\n<p><em>Grand 4: <\/em>identify the point of view used in their texts, and the perspectives and bias conveyed in their texts<\/p>\n<p><em>Grade 5: <\/em>identify the point of view, implicit and explicit perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives<\/p>\n<p><em>Grade 6: <\/em>identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives<\/p>\n<p><strong>D3 Publishing, Presenting, and Reflecting<\/strong><\/p>\n<p>D3.1 Producing Final Texts<\/p>\n<p><em>Grade 4: <\/em>produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect<\/p>\n<p><em>Grade 5: <\/em>produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p><em>Grade 6: <\/em>produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p>D3.2 Publishing and Presenting Texts<\/p>\n<p><em>Grades 4-5: <\/em>publish and present texts they have created, using selected media and tools, and explain how each helped them communicate their intended message<\/p>\n<p><em>Grade 6: <\/em>publish and present texts they have created, using selected media and tools, and analyze how their choices helped them communicate their intended message<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_37_755\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_37_755\"><div tabindex=\"-1\"><p>A statement that can be conclusively proven or disproven.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_37_743\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_37_743\"><div tabindex=\"-1\"><p>Framing is what the media makers choose to show us or how they choose to present it.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_37_771\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_37_771\"><div tabindex=\"-1\"><p>Not favoring one side or another of an issue.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_37_756\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_37_756\"><div tabindex=\"-1\"><p>Something that can\u2019t be proven conclusively.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_37_772\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_37_772\"><div tabindex=\"-1\"><p>The reason that a news outlet (or any other product) gives for you to buy it.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close 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