Quebec Competencies Chart - Reality Check: The Game

Author: MediaSmarts
Level: Secondary Cycle Two
Subject Area: English Language Arts, Visual Arts, Ethnic and Religious Culture
Game Link: https://mediasmarts.ca/digital-media-literacy/educational-games/reality-check-game

Description: These fast, fun and engaging activities provide teens and adults with the opportunity to test their skills and learn new authentication techniques. On the internet, it can be hard to tell what’s true and what’s false—but we have to make a lot of decisions based on how reliable we think things are. In Reality Check, you’ll learn how to find clues like finding where a story originally came from and comparing it to other sources, as well as how to use tools like fact-checking sites and reverse image searches. In each mission, you’ll be presented with a story on your social network feed that might be entirely true, entirely false, or somewhere in between. To find out, click on the different parts of the page where you see a magnifying glass. Once you’ve seen all the clues, you can decide how reliable you think it is and how to respond to it.

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

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
• 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

• Conducts exploratory ethnographic research
• Organizes and maintains an integrated profile of work over the cycle
• Engages in a process of self-evaluation and reflection

Interacts with peers and teacher in specific contexts

• Participates in collaborative action research groups using an inquiry process
• Applies procedural and meaning making strategies to achieve a purpose

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

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

• 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
• Applies codes and conventions of written and media language
• 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
• 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
• Uses feedback strategies to improve own productions and support peers
• 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

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

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
• Reflects on the factors that influenced these choices

Engages in dialogue

Organizes his/her thinking

• 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