Quebec Competencies Chart - Diversity and Media Ownership
Author: Matthew Johnson, Director of Education, MediaSmarts
Level: Grades 9-12
Lesson Length: 2 ½ to 4 hours
Subject Area: Media’s commercial considerations and their representation of reality
Lesson Link: http://mediasmarts.ca/lessonplan/diversity-and-media-ownership-lesson
Description: In this lesson students are introduced to the media literacy key concepts that “media are created to re-present reality” and “media are influenced by commercial considerations.” They consider the importance of media ownership, the relative roles of minority-focused and mainstream media in reflecting and promoting Canadian multiculturalism, and changes in minority participation and representation in Canadian media.
Cross-curricular Competencies |
Broad Areas of Learning |
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This lesson satisfies the following Competencies from the Quebec Education Program:
English Language Arts
Uses language/talk to communicate and learn
Establishes a repertoire of resources for communicating and learning in specific contexts
- Investigates the affordances of spoken language as a mode of communication
- Examines some of the aesthetic qualities of spoken language
- Develops rhetorical strategies to achieve specific purposes
- Examines the affordances of genres
- Extends the range of strategies for collecting the data needed for use in specific genres
Participates in the social practices of the classroom and community in specific contexts
- Investigates the uses of spoken language in the school and community
- Plans and carries out independent units of study
- Conducts exploratory ethnographic research
- Organizes and maintains an integrated profile of work over the cycle
- Engages in a process of self-evaluation and reflection
- Confers with the teacher in regular and ongoing evaluation conferences
Interacts with peers and teacher in specific contexts
- Collaborates with peers to construct knowledge about how things are done
- Participates in collaborative action research groups using an inquiry process
- Applies procedural and meaningmaking strategies to achieve a purpose
- Contributes to team efforts as an interactive and critical listener
Reads and listens to written, spoken and media texts
Integrates reading profile, stance and strategies to make sense of a text in a specific context
- Reads for pleasure and to learn
- Draws on prior experience and the features of a genre to make sense of a text
- Adjusts reading strategies and stance to the context
- Develops research and organizational strategies for working with information
Talks about own response to a text within a classroom community
- Deepens own meaning(s) of a text in discussions with other readers
- Situates meanings within own experiences and the world of the text, in order to transform initial readings into more conscious interpretations
- Considers possible reasons for own responses and the responses of others to clarify and reshape the relationship between self as reader and the text
- Shares Integrated Profile in teacher-student conferences
Interprets the relationship(s) between reader, text and context in light of own response(s)
- Explains the impact of a text on self as reader by returning to its social functions, as well as the way meanings and messages are constructed
- Draws on own reading profile, including knowledge of textual structures and features, to locate textual details that support own interpretations
- Constructs interpretations that embody both own world and the world of the text
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
Engages in dialogue
Organizes his/her thinking
- Identifies the subject of dialogue
- Makes connections between prior knowledge and new knowledge
- Distinguishes between what is essential and what is secondary in the different points of view expressed
- Takes stock of his/her reflections
Develops a substantiated point of view
- Uses his/her resources and looks for information about the subject of dialogue
- Develops further his/her understanding of different points of view
- Imagines various hypotheses
- Fleshes out a point of view
- Anticipates objections and necessary clarifications
- Validates his/her point of view
- Reflects on his/her process
Interacts with others
- Develops an awareness of his/her reaction to the subject of dialogue
- Looks for conditions that foster dialogue
- Expresses his/her point of view and pays attention to others' views
- Explains different points of view, using relevant and coherent arguments
- Asks for clarification
- Implements means to overcome obstacles to dialogue