Quebec Competencies Chart - Online Relationships: Respect and Consent
Author: Matthew Johnson, Director of Education, MediaSmarts
Level: Grades 9-12
Lesson Length: 1.5 - 2 hours plus evaluation activity
Lesson Link: http://mediasmarts.ca/teacher-resources/online-relationships-respect-consent
Description: In this lesson, students use mind maps to explore concepts of “respect” and “consent” in an online context. They consider a wide range of scenarios that shed light on different aspects of consent relating to digital media and draw on those to create a detailed definition. Finally, students create an “explainer” video in which they illustrate one of the aspects of consent.
Cross-curricular Competencies |
Broad Areas of Learning |
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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
Drama
Creates dramatic works
Applies ideas for the creation of a dramatic work
- Is open to a stimulus for creation
- Is receptive to ideas, images, emotions, sensations or impressions evoked by the stimulus
- Keeps records of his/her ideas
- Explores various ways of conveying creative ideas through dramatic action
- Chooses dramatic actions for their interest
- Plans a creative project
Shares his/her dramatic creation experience
- Analyzes his/her creative intention and process
- Keeps records of his/her ideas
- Identifies the important elements of his/her experience and its characteristics
- Makes comparisons with previous knowledge
- Identifies what he/she has learned and the methods used
Presents his/her dramatic creation
- Remains attentive to classmates
- Adjusts his/her actions to those of classmates
- Takes advantage of unexpected occurrences
- Respects conventions concerning unified performance
- Validates the clarity of the creative intention
- Reconsiders and confirms artistic choices
- Plans necessary adjustments
Uses elements of dramatic language
- Experiments with elements of dramatic language
- Makes use of his/her dramatic experiences
- Chooses the most meaningful elements in relation to his/her creative intention and perfects methods for using these elements
Organizes his/her dramatic creation
- Experiments with ways of linking dramatic scenes
- Organizes the dramatic material based on the creative intention
- Reviews his/her dramatic choices after considering the character of the work
- Establishes conventions concerning unified performance
- Refines certain elements of his/her creation, if necessary
Performs dramatic works
Becomes familiar with the dramatic content of the work
- Immerses himself/herself in the work and identifies elements of dramatic language
- Recognizes the meaning and, if applicable, the historical or sociocultural aspects that may affect the performance
- Experiments with various ways of conveying the dramatic content of the work
- Uses performance strategies
Shares his/her performance experience
- Analyzes his/her communicative purpose and progress and the development of his/her understanding of the work, if applicable
- Identifies the important elements of his/her experience and its characteristics
- Compares with his/her previous learning
- Identifies what he/she has learned and the methods used
Respects the conventions regarding unified performance
- Establishes conventions regarding unified performance
- Listens to others
- Puts established conventions into practice
- Adjusts his/her performance to that of others
- Updates the elements of dramatic language selected
Uses elements of dramatic language
- Experiments with elements of dramatic language related to the characters, action and meaning of the work
- Makes use of sensory and emotional resources and experiences
- Uses observation to improve his/her performance
- Adapts elements of the dramatic language selected to bring out the characters, action and meaning of the work
- Links dramatic actions
Becomes familiar with the expressive nature of the work
- Experiments with the expressive elements of the work
- Adapts these elements to the performance or to the author’s intention, if applicable
- Makes use of expressive resources
- Selects elements of dramatic language to match the nature of the work and his/her communication intention
Ethics and Religious Culture
Reflects on ethical questions
Analyzes a situation from an ethical point of view
- Describes a situation and puts it into context
- Formulates a related ethical question
- Compares points of view
- Explains tensions or conflicting values
- Compares the situation with similar situations
- Compares his/her analysis of the situation with that of his/her classmates
Examines a variety of cultural, moral, religious, scientific or social references
- Finds the main references present in different points of view
- Looks for the role and the meaning of these references
- Considers other references
- Compares the meaning of the main references in different contexts
Evaluates options or possible actions
- Suggests options or possible actions
- Studies the effects of these options or actions on oneself, others or the situation
- Chooses options or actions that foster community life
- Reflects on the factors that influenced these choices
Engages in dialogue
Organizes his/her thinking
- Identifies the subject of dialogue
- Makes connections between prior knowledge and new knowledge
- Distinguishes between what is essential and what is secondary in the different points of view expressed
- Takes stock of his/her reflections
Develops a substantiated point of view
- Uses his/her resources and looks for information about the subject of dialogue
- Develops further his/her understanding of different points of view
- Imagines various hypotheses
- Fleshes out a point of view
- Anticipates objections and necessary clarifications
- Validates his/her point of view
- Reflects on his/her process
Interacts with others
- Develops an awareness of his/her reaction to the subject of dialogue
- Looks for conditions that foster dialogue
- Expresses his/her point of view and pays attention to others' views
- Explains different points of view, using relevant and coherent arguments
- Asks for clarification
- Implements means to overcome obstacles to dialogue