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Quebec Competencies Chart - Individuality vs. Conformity

Author: Robert Peregoodoff
Level: Secondary Cycle Two
Subject Area: English Language Arts
Lesson Link: Individuality vs. Conformity

Description: Individuality vs. Conformity 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 examine the pressures that exist to conform to popular culture and its effect on their lives.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To be creative
  • To adopt effective work methods
  • To construct his/her identity
  • To work with others
  • To communicate appropriately
  • Media Literacy
  • Citizenship and Community Life

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 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:
    • issues and topics that present alternative values, beliefs, lifestyles in order to evaluate meanings for self as part of a process of interpreting a text

COMPETENCY 3 Produces texts for personal and social purposes

Researching as a Writer/Producer

  • Develops topics that are personally and socially relevant:
    • looks at multiple perspectives on the topic, e.g. pros and cons of an argument, how different people perceive the issue
    • broadens and/or narrows the scope of the topic
  • 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

  • Explores different dimensions of a character, issue

Planning and Drafting

  • Brainstorms ideas, clarifies and extends thinking by talking with peers and teacher

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