Quebec Competencies Chart - Eating Under the Rainbow

Author: MediaSmarts
Level: Elementary Cycles One and Two
Subject Area: English Language Arts, Personal Development
Lesson Link: Eating Under the Rainbow

Description: Studies have found that fast-food ads dominate children’s programming. In order to give children a perspective on the lure of snack-food advertisements, this lesson will stress how  it’s important that they understand where snacks can fit into a healthy diet. Once they have an understanding of where snack food fits into their lives, they can begin to deconstruct the ads themselves.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To develop his/her personal identity
  • To communicate appropriately
  • Health and Well-Being
  • 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
  • Use of pictures and other graphic representations to interpret texts
  • Questions and talk with others to clarify and enrich interpretations
  • Makes predictions, confirmations and inferences, when prompted by the teacher
  • 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
    • Comparing own responses with those of others 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 

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

Essential Knowledges:

  • Uses the familiar images, signs, symbols and logos in his/her environment:
  • Makes meaning of a media text by:
    • brainstorming
    • drawing on prior knowledge
    • sharing responses with peers
    • making connections to own experiences
  • 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
      • Uses photographs:
        • For storytelling, with guidance

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):
      • Posters and signs, charts, graphs and time lines, comic strips, computer-assisted graphic reproductions, models from instruction booklets, surveys of viewing habits, magazine for peers
      • 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
  • 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:
        • Follows an appropriate, prescribed procedure to locate, organize and present information, with guidance, on a familiar topic
  • Post Production:
    • In collaboration with group members:
      • 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
  • Talks through new ideas and information
    • Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:
      • Brainstorming