Quebec Competencies Chart - Looks Good Enough to Eat

Author: MediaSmarts
Level: Elementary Cycle Three
Subject Area: English Language Arts, Visual Arts
Lesson Link: Looks Good Enough to Eat

Description: In this lesson, students review stereotypes that are associated with men and women and their possible sources - including the role of the media. Students deconstruct a series of advertisements based on gender representation and answer questions about gender stereotyping about articles they have read.

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

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

Essential Knowledges:

• Uses the familiar images, signs, symbols and logos in his/her environment:
  • Recognition that they are made by people for different purposes
  • Recognition that they have meanings/messages
  • Identification of how these images contribute to the messages/meanings of various media texts
• 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
• Uses structures and features of texts:
  • Compare structures and features of familiar media texts
  • Uses visual texts to communicate information in group productions of media texts
  • Uses familiar structures and features to respond to and produce media texts
  • 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
  • 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
  • Identifying and discussing some of the ways in which pictures, illustrations, popular symbols and signs and images enhance the messages/meanings in media texts designed for young viewers
• 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 1
  • 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
  • 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:
    • Compares own response with those of peers in order to support and enrich own understanding
    • Investigates, with teacher's guidance, how different media text types construct reality for us
    • Explores, with guidance, some of the structures and features for communicating and presenting information in age-appropriate popular and information-based media texts
    • Explores how the structures and features of texts shape meaning for audience
    • Uses photographs

Production Process

• Pre-Production:
  • Selection from the following text types (NOTE: The texts listed below are the same as those that are referred to throughout the Production Process):
    • Photo essay, advertisements, short research project (with guidance)
    • Immersion in the text type to be produced and discussion of its structures and features
    • Creation of criteria for guiding production:
      • Initial consideration, based on her/his knowledge of familiar text type
    • Exploratory planning in a risk-taking environment that promotes trial and error and includes:
      • Discussion about purpose, audience and context, in collaboration with teacher and peers
      • A familiar audience of peers, family and teacher
• Production:
  • Production of the texts listed above in groups with peers that:
    • Incorporate images, symbols, signs, logos and/or words to communicate meaning or message
    • Incorporate appropriate communication strategies and resources given the text type and the context
    • Function as information-based text type:
      • Communicates information to familiar audience
    • Use different technologies in order to construct a variety of text types:
      • Multimedia resources to support learning
• Post Production:
  • In collaboration with group members:
    • Review of texts produced in order to focus on message/meaning
    • Seeking of feedback from peers
    • Presentation of text to intended audience
    • Self-evaluation of text produced  

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
• Participates in collaborative improvisation and role-playing activities to communicate experiences and responses:
  • Experimentation with form
• 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
    • Planning of a cross-curricular or mixed media project
• Use of technology resources for collaborative writing, producing and publishing projects for peer audiences
• Listens critically/li>