Quebec Competencies Chart - A Day in the Life of the Jos

Author: MediaSmarts
Level: Grades 6-8
Subject Area: English Language Arts, Visual Art, Ethnic and Religious Culture
Game Link: https://mediasmarts.ca/teacher-resources/licensed-resources/day-life-jos-grades-6-8

Description: In the educational game A Day in the Life of the Jos, students in grades six to eight help the brother and sister team Jo and Josie with situations they encounter online as they go about a typical day in their lives. The modules are represented as five days in the lives of Jo and Josie, covering topics that research has identified as being important for youth: defusing drama (cyberbullying), data privacy, privacy and reputation, privacy ethics, and authenticating online information.

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 communicate appropriately

Broad Areas of Learning

  • Media Literacy
  • Health and Well-Being
  • 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 Read and Listen 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 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

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

Evaluates options or possible actions

  • Suggests possible actions
  • Looks for the effects of certain actions on oneself, others or the situation

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

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