Quebec Competencies Chart - Image Gap

Author: MediaSmarts
Level: Elementary Cycle Three, Secondary Cycle One
Subject Area: English Language Arts, Personal Development
Lesson Link: Image Gap

Description: This lesson helps students understand how self-image can influence lifestyle choices. Students begin by identifying those qualities they admire most in peers, and by comparing their self-image with these qualities. They learn to identify self-image «problems» and develop positive strategies for dealing with these problems.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To be creative
  • To use effective work methods
  • Health and Well-Being
  • Consumer Rights and Responsibilities
  • Media Literacy

 

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
  • 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
  • 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:
    • 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
  • Sees a text as a construction through:
  • Understands the influence of familiar structures and features on the meaning of text through:
    • Identification of some structures and features of familiar text types
  • Begins to identify the view of the world presented in a text through:
    • Making of inferences, when prompted, about the view of the world presented by the text
    • Discussions, with guidance, of whose voices are heard and whose are missing in a text
  • Recognizes self as a member of a reading audience 

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
    • 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
    • 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
  • 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
  • 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 how the structures and features of texts shape meaning for audience

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
  • Listens critically