Quebec Competencies Chart - Secure Comics
Author: Matthew Johnson, Director of Education, MediaSmarts
Level: Grades 9 -12
Lesson Length: 1 - 1.5 hours
Lesson Link: http://mediasmarts.ca/teacher-resources/secure-comics
Description: In this lesson, students read an interactive online comic that teaches them key concepts and skills relating to three cybersecurity topics: malware, passwords and privacy from geotracking devices. Following this, students research their own cybersecurity topics and learn how non-fiction comics are made in order to create their own Secure Comic.
Cross-curricular Competencies |
Broad Areas of Learning |
|
|
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
Produces texts for personal and social purposes
Extends repertoire of resources for producing texts
- Immerses self in texts to learn how they are constructed
- Investigates the codes and conventions of various genres
- Creates criteria for what makes text(s) effective
- Examines the affordances of different modes and genres to make production decisions
- Uses models of different texts to apply chosen features in own work
- Applies codes and conventions of written and media language
- Compares own style in relation to other writers/producers
- Develops standards for using language responsibly to represent people, events and ideas
Constructs a relationship between writer/producer, text and context
- Understands that all texts are constructed in specific contexts for specific audiences and purposes
- Researches as a writer/producer to become more informed, to create authentic contexts and to characterize an audience
- Assumes various roles in own productions
- Analyzes the elements of the context and shapes the text accordingly
- Examines the differences between producing texts for public and private spaces.
Adapts a process to produce texts in specific contexts
- Participates both individually and collaboratively in different recursive phases of the production process
- Confers regularly with peers and teacher throughout the production process
- Uses feedback strategies to improve own productions and support peers
- Reflects on own development as a writer/producer over time
- Monitors own learning
- Cultivates a variety of media and writerly practices
- Explores a variety of avenues for wider publication
Visual Arts
Creates media images
Uses ideas to create a media production
- Is open to a stimulus for creation
- Is receptive to ideas, images, emotions, sensations and impressions evoked by the stimulus
- Takes into account the characteristics of the target audience
- Keeps a record of his/her ideas
- Explores various ways of conveying ideas through images and adapting them to the target audience
- Chooses ideas and plans a media creation project
Shares his/her experience of media creation
- Considers his/her creative intention and progress
- Identifies the important elements of his/her experience and its characteristics
- Makes comparisons with his/her previous learning
- Identifies what he/she has learned and the methods used
Uses transforming gestures and elements of media language
- Experiments with methods of materializing his/her ideas
- Makes use of his/her memory of transforming gestures and knowledge of media language
- Chooses the most meaningful gestures and elements for his/her creative intention
- Develops methods of using these gestures and elements in order to adapt them to the target audience
Structures his/her media production
- Applies the results of his/her experiments
- Shapes the material and language elements and organizes them on the basis of the message to be conveyed
- Validates the media impact of the visual message on a control group
- Reviews his/her choices of material and language
- Makes adjustments
- Refines certain elements, if necessary