Quebec Competencies Chart - Break the Fake: What’s in the frame?

Author: Matthew Johnson, Director of Education, MediaSmarts
Level: Kindergarten to Grade 2
Lesson Length:  20-30 minutes, plus time for optional assessment/evaluation and extension activities
Subject Area: English Language Arts, Visual Arts, Ethics and Religious Culture
Lesson Link: https://mediasmarts.ca/teacher-resources/break-fake-what’s-frame

Description: In this lesson, students are introduced to the idea that what they see in media can be deceptive. They explore the idea that media are “framed” by their creators and consider what parts of the world are left out of the frame.

Cross-curricular Competencies

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To use creativity
  • To adopt effective work methods
  • To use information and communication technologies (ICT)
  • To cooperate with others
  • To communicate appropriately

Broad Areas of Learning

  • Media Literacy
  • Environmental Awareness and Consumer Rights and Responsibilities
  • Citizenship and Community Life

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

English Language Arts

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 use language (talk) for learning and thinking
  • 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
  • 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

Engages in dialogue

Organizes his/her thinking

  • Identifies the subject of dialogue
  • Makes connections between prior knowledge and new knowledge
  • Takes stock of his/her reflections

Develops a point of view

  • Uses his/her resources and available information
  • Recognizes the existence of different ways of perceiving the subject of dialogue
  • Expresses his/her way of perceiving the subject of dialogue
  • Reflects on his/her process

Interacts with others

  • Expresses his/her preferences, feelings or ideas
  • Participates in developing the rules for engaging in dialogue
  • Expresses his/her point of view and listens to others' views
  • Asks questions