Quebec Competencies Chart - Defining Popular Culture

Author: Robert Peregoodoff
Level: Secondary Cycle Two
Subject Area: English Language Arts
Lesson Link: Defining Popular Culture

Description: Defining Popular Culture is part of a three-lesson unit designed to introduce students to the concept of popular culture and the role that it plays in their lives. In this lesson, students learn about the media’s role in defining and perpetuating trends and influences in popular culture. They begin with a class discussion about popular culture and past and present examples of fads, trends and icons. Following this, students participate in a number of activities in which they explore popular culture in more depth.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To exercise critical judgement
  • To adopt effective work methods
  • To use information and communications technologies for learning purposes
  • To work with others
  • To communicate appropriately
  • Media Literacy

This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:

COMPETENCY 2 Reads and listens to written, spoken and media texts

Constructing a Reading of a Text

  • Focuses on the relationship between self as reader and the text to construct an interpretive reading
  • Activates relevant prior textual knowledge before, during and after reading text(s) to monitor the meaning(s) s/he is making, (e.g. uses what is known about a writer/producer and her/his style to make predictions, draws on knowledge of structures and features of a specific genre, applies knowledge of codes and conventions particular to specific texts)
  • Activates relevant prior personal knowledge and experience to make sense of a text which is frequently expressed in text-to-self connections, text-to-world connections, text-to-text connections
  • Asks questions of self, writers(s) and text(s) as s/he reads to clarify and focus reading
  • Determines the most important ideas/messages/themes in a text
  • Retells or synthesizes what s/he has read, e.g. attends to the most important information and the quality of the synthesis itself to better understand the text

Reader, Text, Context

Draws inferences about the view of the world presented in a text

  • Identifies the characteristics of the writer/producer and evaluates how these influence meaning, i.e. how stance, socio-cultural context, values and/or beliefs shape the world of the text

Justifies her/his interpretation(s) of texts on the basis of own fluency as a reader

  • Evaluates the way specific codes and conventions of a spoken/written/media text are employed to have an impact upon the assumptions, actions, values and beliefs of readers:
    • mode(s) of representation (sound, word and image) that influence the message(s)/meaning(s) of a text and how these reveal the intention(s) of the writer/producer(s)
    • linguistic and textual features that situate or position the reader, e.g. connotations and denotations, stereotypes and bias, aspects of characterization and setting that evoke a specific emotion or response, appeals to mainstream values and beliefs
  • Makes inter-textual connections between texts read in and out of class:
    • compares and contrasts the socio-cultural, literary or historical contexts and conventions in texts

COMPETENCY 3 Produces texts for personal and social purposes

Researching as a Writer/Producer

  • Researches aspects of the media and publishing industries to best produce, market and distribute their products:
    • examines how a text is vetted, marketed and distributed by a producer to its target audience, e.g. how a book gets published, how a trend is created

Assuming Roles as a Writer/Producer

  • Experiments with register:
    • establishes the tone, e.g. uses dispassionate tone of anchor on news report, intimate tone when writing in a journal

Planning and Drafting

  • Brainstorms ideas, clarifies and extends thinking by talking with peers and teacher
  • Uses strategies to work out ideas, plan and draft, e.g. concept map, free writing, storyboard
  • Develops expertise in manipulating resources
  • Makes preparations prior to production

Going Public

  • Chooses most suitable ICT to present production, e.g. PPT® presentation, CD-ROM, etc.
  • Makes final adjustments before presentation
  • Presents text to intended audience