Quebec Competencies Chart - Video Games

Author: MediaSmarts
Level: Secondary Cycle One
Subject Area: English Language Arts, Moral Education
Lesson Link: Video Games

Description: This lesson introduces students to the issue of violence in video games and helps them understand the effects that these games have on their own feelings and attitudes towards violence. Students begin with a discussion on the appeal of video games and complete a self-survey on their video game habits. This is followed by class discussion about stimulus addiction and rating systems for video games. Student activities include a case study about video game violence; deconstruction of video game ads and a short opinion piece on whether or not video games promote violence among young people.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To exercise critical judgement
  • To be creative
  • To adopt effective work methods
  • To work with others
  • To communicate appropriately
  • Media Literacy
  • Health and Well-Being
  • Citizenship and Community Life

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

Competency One: Uses language/talk to communicate and learn

Production Process:

  • Uses strategies to generate, clarify and expand ideas
  • Presents the spoken text to audience

Social Practices of Classroom and Community

  • Examines the discourse used to present information in selected spoken, written and media texts

Competency Two: Represents his/her literacy in various media

Production Process

Production

  • Communicates information, experiences, points of view and personal responses to a familiar audience
  • Reviews and edits text to focus on meaning(s)/message(s)

Postproduction

  • Presents text to intended audience

Text, Audience, Producer

Textual Features, Codes and Conventions

  • Interprets media texts:
    • Draws on knowledge of production process and codes and conventions of texts produced
    • Constructs message(s) and meaning(s) using familiar codes from media texts
    • Makes connection(s) between images, signs, symbols, pictures and printed text and meaning
    • Confirms, by talking with peers and teacher, that a media text can contain more than one message
    • Identifies and discusses some of the ways in which pictures, illustrations, symbols and images enhance the message
    • Explores the use of “formulas”

Representation

  • Identifies some aspects of representation and exclusion, i.e. deconstructs:
    • Heroes, heroines and idols such as: role(s) in popular culture and how they are constructed, publicized and exploited by the media

Audience and Producer

  • Explores self as individual member of audience (use, personal biases, prior experiences) and as part of a larger target audience
  • Compares:
    • Own values with those presented in media texts
    • Interests, attitudes, personal biases and tastes over time through survey of own reading habits
    • Own responses, reactions and consumption of media texts with those of peers and other age groups
  • Examines how media target specific audiences:
    • Identifies ways that different familiar audiences use the media
    • Identifies and generalizes aspects of familiar audiences
    • Identifies subjects of interest for specific audiences
    • Explores how the structures and features of texts shape meaning for an audience
  • Discusses characteristics of producer:
    • Considers the stance of different media texts on issues and concerns of interest to young adolescents
    • Identifies aspects of media industry related to marketing and promotion
    • Explores production choices made in own texts

Competency Three: Reads and listens to written, spoken and media texts

Reader’s Stance: Constructing a Reading of a Text

  • Focuses on the world of the text to construct an aesthetic reading of text
  • Focuses on making sense of information in a text to construct an efferent reading, e.g. reads print and visual information with the intention of remembering details/examples and/or of following instructions, rereads to verify meaning(s) s/he is making, relates to personal experience and prior knowledge
  • Focuses on the relationship between own world and world of the text to construct an interpretive reading, e.g. elaborates on story world or information in text, connects literature or nonfiction to life experience(s), recognizes familiar textual features, codes and conventions that confirm own meaning(s)/message(s)

Reading Strategies: Text Grammars (Structures, Features, Codes and Conventions)

  • Constructs meaning(s)/message(s) by reinvesting her/his knowledge of the text as social construct, i.e. language-in-use:
    • Draws on cues in familiar structures, features, codes and conventions to make sense of texts
    • Identifies connotation and denotation of words, images and their referents
    • Makes connections between conventions of a familiar text type/genre and own response(s) /interpretation(s)
  • Applies contextual understanding when meaning breaks down:
    • Socio-cultural: draws on understanding of values and beliefs to make sense of incidents, events or message(s)

Reader, Text, Context: Interpreting Texts

  • Interprets the text for a familiar audience by drawing associations between own world of personal experiences and knowledge and the world of the text by considering:
    • Own characteristics as a reader and the constructed world of a text, e.g. comparison of own values and experiences with those presented in the text; issues, ideas or questions the text raises for her/him; experience with similar texts; attitudes towards subject/topic/character; personal interests
    • Predictions and inferences about the view of the world presented in text
    • Initial, tentative impressions about the statement(s) or view of the world the author/narrator /producer is making
    • Features, codes and conventions of known text types/genres,
  • With guidance, examines text in its literary and/or socio-cultural context:
    • Identifies features, codes and conventions used to achieve a recognized social purpose and/or function and/or effect and impact on self as reader, e.g. in a popular television commercial, in a humorous text  
  • Communicates interpretation(s) of a text in an individual voice, referring to prior experience, own reading profile and understanding of texts as social constructs:
    • Follows a process to compose, i.e. writes or produces own interpretation(s) of a text
    • Interprets the view of the world in the text in different media, including mixed media, for a familiar audience
    • Expresses own interpretation(s) with clarity, openness and confidence

Other subject-specific programs

Ethics and Religious Culture

Reflects on ethical questions

Analyzes a situation from an ethical point of view

  • Describes a situation and puts it into context
  • Formulates a related ethical question
  • Compares points of view
  • Explains tensions or conflicting values
  • Compares the situation with similar situations
  • Compares his/her analysis of the situation with that of his/her classmates

Examines a variety of cultural, moral, religious, scientific or social references

  • Finds the main references present in different points of view
  • Looks for the role and the meaning of these references
  • Considers other references
  • Compares the meaning of the main references in different contexts

Evaluates options or possible actions

  • Suggests options or possible actions
  • Studies the effects of these options or actions on oneself, others or the situation
  • Chooses options or actions that foster community life
  • Reflects on the factors that influenced these choices