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 |
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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
- Own response and responses of others:
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
- Selection from the following text types (NOTE: The texts listed below are the same as those that are referred to throughout the Production Process):
- 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
- Production of the texts listed above in groups with peers that:
- Post Production:
- In collaboration with group members:
- Self-evaluation of text produced
- In collaboration with group members:
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
- Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities: