Quebec Competencies Chart - Your Online Resume

Author: Matthew Johnson, Director of Education, MediaSmarts
Level: Grades 9 to 12
Lesson Length: 2 - 3 hours
Lesson Link:http://mediasmarts.ca/teacher-resources/your-online-resume

Description: In this lesson, students learn that their online presence is like a resume that can help them – or hurt them – in their future personal and professional lives. The lesson begins by having students do a self-appraisal of their online resume. Students will review steps for limiting the negative impact of things they’ve posted online. Students then think about people whom they consider to be heroes or role models, identify the characteristics that make them admire these people, and discuss what those people did in order to be seen so positively. Finally, students learn tools and strategies for consciously building a positive online brand and develop a communications plan for doing so.

Cross-curricular Competencies

Broad Areas of Learning

  • To use information
  • To solve problems
  • To exercise critical judgement
  • To use creativity
  • To use information and communication technologies (ICT)
  • To construct his/her identity
  • To communicate appropriately
  • Media Literacy
  • Citizenship and Community Life

 

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

English Language Arts

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