Quebec Competencies Chart - Learning With Television

Author: Elizabeth Verall
Level: Elementary Cycles One, Two and Three 
Subject Area: English Language Arts
Lesson Link: Learning With Television

Description: This lesson is one of a five-part unit that provides teachers with ideas for teaching TV in the elementary classroom. In this lesson, students learn about television as a source of information, and how this information is presented from a particular point of view.

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

Competency 1: To Read and Listen to Literary, Popular and Information-Based Texts

Essential Knowledges:

• Uses prior knowledge and personal experience of the content of a text
• Questions and talk with others to clarify and enrich interpretations
• Makes predictions, confirmations and inferences, when prompted by the teacher
• Makes connections to prior knowledge or to other texts
• Uses different reading strategies according to the text type
• Reads, listens to and views a range of self-selected and personally relevant texts that include:
  • Use of personal, social and cultural background and experiences to interpret texts
  • Searching the Internet to locate texts that entertain, promote, and inform
• Develops a personal response process in the context of a community of readers through:
  • Discussion of responses with others individually, on small groups and in the whole class
  • Recount of the story and, with guidance, outline of information in a text
  • Development of opinions on literary or popular texts
  • Sharing of responses with others to clarify meaning and enrich interpretation
  • Comparing own responses with those of others at a beginner's level
  • Discussing own response process at a beginner's level
• Moves beyond the initial response through:
  • Responses to texts in a variety of ways that include talking, writing, the Arts, Media
  • Early attempts to explain own views of a text
  • Support for own views with references to the text in small and large group discussions
  • Discussions of structures and features of text and their impact on the reader
  • Discussion of the structures and features of a text and their influence on the meaning of a text
  • Returning to a text to confirm interpretations and understandings in discussions with peers
  • Adjustment of own interpretations in the light of the responses of others at a beginner's level
• Sees a text as a construction through:
  • Identification of some of the ways in which information is presented in popular and information-based texts
• Understands the influence of familiar structures and features on the meaning of text through:
  • Identification of some structures and features of familiar text types
• Recognizes self as a member of a reading audience

Competency 2: To Write Self-expressive, Narrative and Information-based Texts

Essential Knowledges:

• Writes to a familiar audience in order to express meaning(s):
  • Specific structures and features of familiar texts incorporated into own writing
  • Selection of ways to influence a familiar audience in self-expressive and narrative texts
• Experiments with familiar structures and features of different text types in own writing:
  • To suit own purpose and audience
• Develops concept of writer's craft:
  • Guided discussion and questioning of texts read, listened to and produced in order to discover how the text works

Competency 3: To Represent Her/His Literacy in Different Media

Essential Knowledges:

• Uses a repertoire of strategies to unlock messages/meanings in various media texts:
  • Use own questions in order to predict and confirm
  • Draw on prior experience with familiar media texts to understand how they are constructed
  • Rereads/looks again in order to clarify and extend understanding of a text
• Uses structures and features of texts:
  • Compare structures and features of familiar media texts
  • Locates similar structures and features in media texts (i.e. a movie and a poster)
  • Applies her/his understanding of the structures and features of a range of familiar (media) texts to unlock their messages/meanings
• Makes meaning of a media text by:
  • brainstorming
  • drawing on prior knowledge
  • sharing responses with peers
  • making connections to own experiences
  • returning to text
  • considering some of the functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
  • Using structures and features of the medium and text type in order to clarify meaning and explain her/his response, in collaboration with peers
  • Responding to messages on the computer
• Consider some of the functions of the media through:
  • Collaboration with peers in pairs, small groups and whole class to clarify, decode and respond to media texts
  • Recognizing and naming of familiar media: television, radio, film, magazine, video, Internet, CD-ROM, children's magazines
  • Identifying her/his understanding of the messages/meanings of familiar media texts
  • Looking at some functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
  • Locating texts that entertain and inform by searching the Internet
  • Describing some of the features of media texts, with content aimed at viewers of the same age and younger, that entertain, inform and promote
  • Locating examples from some features of age-appropriate texts that indicate the target audience
• Understands that texts are social and cultural products through:
  • Own response and responses of others:
    • Explores, with guidance, some of the structures and features for communicating and presenting information in age-appropriate popular and information-based media texts 

Competency 4: To Use Language to Communicate and Learn

Essential Knowledges:

• Shares information with peers and teacher
• Talks about responses and point of view with peers and teacher
• Asks and answers questions from peers and teacher
• Responds to the ideas and points of view of others with sensitivity and interest
• Talks through new ideas and information
• Uses language (talk) for learning and thinking by:
  • Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:
    • Writing, producing and reading together
    • Planning of a project
    • Brainstorming
  • Questioning and challenging of different points of view/perspectives
• Use of technology resources for collaborative writing, producing and publishing projects for peer audiences
• Listens critically