Quebec Competencies Chart - Girls and Boys on Television

Author:  Matthew Johnson, Director of Education, MediaSmarts
Level: Grades 3 to 6
Lesson Length: 2 hours
Subject Area:  Media representation of gender
Lesson Link:

Description: In this lesson, students discuss television programming aimed at children and how girls and boys are portrayed in it. Students illustrate what they dislike about portrayals of girls or boys and then create their own TV character who will counter the illustrated negative portrayals.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To use creativity
  • To cooperate with others
  • To communicate appropriately
  • Media Literacy
  • Health and Well-Being


This lesson satisfies the following Competencies from the Quebec Education Program:

English Language Arts

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

  • To use a response process when reading and listening to literary, popular, and information-based texts
  • To construct her/his own view of the world through reading and listening to literary, popular and information-based texts
  • To construct a profile of self as reader
  • To self-evaluate her/his reading development
  • To construct meaning by applying appropriate reading strategies

To Write Self-expressive, Narrative and Information-based Texts

  • To integrate her/his knowledge of texts into own writing
  • To self-evaluate her/his writing development
  • To follow a process when writing
  • To construct profile of self as writer
  • To use writing as a system for communicating and constructing meaning

To Represent Her/His Literacy in Different Media

  • To apply appropriate strategies for constructing meaning
  • To self-evaluate her/his development as a viewer and producer of media texts
  • To follow a process to respond to media texts
  • To construct her/his own view of the world through the media
  • To follow a production process in order to communicate for specific purposes to a specified audience

To Use Language to Communicate and Learn

  • To use language (talk) to communicate information, experiences and point of view
  • To self-evaluate her/his language development
  • To use language (talk) for learning and thinking
  • To apply her/his knowledge of linguistic structures and features
  • To interact in collaborative group activities in a variety of roles

Visual Arts

To produce media works in the visual arts

  • To use creative ideas inspired by a stimulus for creation of media works
  • To share his/her experience of media creation
  • To use transforming gestures and elements of visual arts language according to the message and the intended viewer
  • To organize the elements that he/she has chosen, depending on the message and the intended viewer
  • To finalize his/her media creation

Ethics and Religious Culture

Reflects on ethical questions

Identifies a situation from an ethical point of view

  • Describes a situation and puts it into context
  • Reformulates a related ethical question in his/her own words
  • Identifies values and norms in the ethical question
  • Identifies tensions
  • Compares his/her perception of the situation with that of his/her classmates

Evaluates options or possible actions

  • Suggests possible actions
  • Looks for the effects of certain actions on oneself, others or the situation
  • Chooses actions to promote that foster community life
  • Reflects on the factors that influenced these choices

Examines several cultural, moral, religious, scientific or social references

  • Finds several references present in different points of view
  • Looks for the role played by these references
  • Considers other references