Quebec Competencies Chart - Images of Learning, Grades 6-8
Author: MediaSmarts
Level: Elementary Cycle Three, Secondary Cycle One
Subject Area: English Language Arts
Lesson Link: Images of Learning, Grades 6-8
Description: This lesson helps students to become more aware of the stereotypes associated with portrayals of students and teachers on TV. (It is also a good follow-up to the elementary lesson TV Stereotypes.) The unit begins with a class discussion about common television stereotypes found in school-based television shows and films that students enjoy. Students respond to questions about television stereotypes, and then write a short opinion piece about whether the portrayals of teachers and students on TV influence their own attitudes to learning. In groups, students create a series outline for their own school-based television show, and perform a scene from an episode..
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
- Makes connections to prior knowledge or to other texts
- Uses different reading strategies according to the text type
- Reads, listens to and views a range of self-selected and personally relevant texts that include:
- Use of personal, social and cultural background and experiences to interpret texts
- 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
- Recount of the story and, with guidance, outline of information in a text
- Development of opinions on literary or popular texts
- Sharing of responses with others to clarify meaning and enrich interpretation
- Comparing own responses with those of others at a beginner's level
- Discussing own response process 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
- Support for own views with references to the text in small and large group discussions
- Discussions of structures and features of text and their impact on the reader
- Discussion of the structures and features of a text and their influence on the meaning of a text
- Returning to a text to confirm interpretations and understandings in discussions with peers
- Adjustment of own interpretations in the light of the responses of others at a beginner's level
- Sees a text as a construction through:
- Suggestion of alternative endings or actions in a literary or popular text
- Plausibility of events, characters, opinions and/or information in a text in relation to own values and experiences Identification of some of the ways in which information is presented in popular and information-based texts
- Understands the influence of familiar structures and features on the meaning of text through:
- Identification of some structures and features of familiar text types
- Begins to identify the view of the world presented in a text through:
- Making of inferences, when prompted, about the view of the world presented by the text
- Discussions, with guidance, of whose voices are heard and whose are missing in a text
- Comparison, with guidance, of own values with some of the social, cultural and historical values in a literary text in teacher and peer discussions
- Recognizes self as a member of a reading audience
Competency 2: To Write Self-expressive, Narrative and Information-based Texts
Essential Knowledges:
- Writes to a familiar audience in order to express meaning(s):
- Specific structures and features of familiar texts incorporated into own writing
- Selection of ways to influence a familiar audience in self-expressive and narrative texts
- Experiments with familiar structures and features of different text types in own writing:
- Based on wide repertoire of texts read, viewed in the media and encountered in her/his community
- To suit own purpose and audience
- Develops concept of writer's craft:
- Guided discussion and questioning of texts read, listened to and produced in order to discover how the text works
Competency 3: To Represent Her/His Literacy in Different Media
Essential Knowledges:
- Uses the familiar images, signs, symbols and logos in his/her environment:
- Recognition that they are made by people for different purposes
- Recognition that they have meanings/messages
- Identification of how these images contribute to the messages/meanings of various media texts
- Uses a repertoire of strategies to unlock messages/meanings in various media texts:
- Use own questions in order to predict and confirm
- Draw on prior experience with familiar media texts to understand how they are constructed
- Rereads/looks again in order to clarify and extend understanding of a text
- Uses structures and features of texts:
- Compare structures and features of familiar media texts
- Uses visual texts to communicate information in group productions of media texts
- Uses familiar structures and features to respond to and produce media texts
- Applies her/his understanding of the structures and features of a range of familiar (media) texts to unlock their messages/meanings
- Makes meaning of a media text by:
- brainstorming
- drawing on prior knowledge
- sharing responses with peers
- making connections to own experiences
- returning to text
- considering some of the functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
- Using structures and features of the medium and text type in order to clarify meaning and explain her/his response, in collaboration with peers
- Confirming, in collaboration with peers and teacher, that a media text can contain more than one meaning or message
- Identifying and discussing some of the ways in which pictures, illustrations, popular symbols and signs and images enhance the messages/meanings in media texts designed for young viewers
- Using text to support interpretation of characters' points of view in narrative and popular texts
- Consider some of the functions of the media through:
- Collaboration with peers in pairs, small groups and whole class to clarify, decode and respond to media texts
- Recognizing and naming of familiar media: television, radio, film, magazine, video, Internet, CD-ROM, children's magazines
- Identifying her/his understanding of the messages/meanings of familiar media texts
- Looking at some functions of different, familiar media in relation to her/his understanding of the messages/meanings of a text
- Describing some of the features of media texts, with content aimed at viewers of the same age and younger, that entertain, inform and promote
- Locating examples from some features of age-appropriate texts that indicate the target audience
- 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
- Investigates, with teacher's guidance, how different media text types construct reality for us
- Explores, with guidance, some of the structures and features for communicating and presenting information in age-appropriate popular and information-based media texts
- Explores how the structures and features of texts shape meaning for audience
- Own response and responses of others:
- Real and Imaginary Worlds
- Explores, through discussion, how characters, incidents and/or events in media texts that tell a story relate to her/his personal experiences
- Returns to text to make sense of real and imaginary events
- Explores and discusses the distinguishing features of real and imaginary events and characters
- Tentatively interprets the feelings, thoughts and motives of real and imaginary characters in discussions with peers
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
- Immersion in the text type to be produced and discussion of its structures and features
- Creation of criteria for guiding production:
- Initial consideration, based on her/his knowledge of familiar text type
- 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
- Writing of script, storyboard or rough draft of project
- 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 popular media text type
- Use different technologies in order to construct a variety of text types:
- A VCR, audio recorder and other technologies
- Production of the texts listed above in groups with peers that:
- Post Production:
- In collaboration with group members:
- Review of texts produced in order to focus on message/meaning
- Guidance with initial editing of text
- Seeking of feedback from peers
- Presentation of text to intended audience
- 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
- Participates in collaborative improvisation and role-playing activities to communicate experiences and responses:
- Creation of a scene, given a framework
- Enactment of stories heard or read
- Experimentation with form
- Modelling possible social roles and behaviours
- Responds to the ideas and points of view of others with sensitivity and interest
- Talks through new ideas and information
- Examining of alternative points of view and providing reasons for choosing one over the other
- Uses language (talk) for learning and thinking by:
- Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:
- Writing, producing and reading together
- Planning of a project
- Brainstorming
- Participating in role-playing, improvisation and storytelling activities to try out new ideas in new situations and for other purposes
- Questioning and challenging of different points of view/perspectives
- Participating in collaborative reading, writing, viewing, visually representing, listening and talking activities:
- Use of technology resources for collaborative writing, producing and publishing projects for peer audiences
- Listens critically