Professional Documents
Culture Documents
Overall Expectations
Overall Expectation 1: demonstrate an understanding of a variety of media texts
Overall Expectation 3: create a variety of media texts for different purposes and audience, using
appropriate forms, conventions, and techniques
Specific Expectations
● 1.1 identify the purpose and audience for a variety of media texts
● 1.2 use overt and implied messages to draw inferences and construct meaning in media
texts
● 1.3 express opinions about ideas, issues, and/or experiences presented in media texts,
and give evidence from the texts to support their opinions
● 1.4 explain why different audiences might respond differently to specific media texts
● 1.6 identify who produces various media texts and the reason for their production
● 3.1 describe in detail the topic, purpose, and audience for media texts they plan to
create
● 3.2 identify an appropriate form to suit the specific purpose and audience for a media
text they plan to create
● 3.3 identify conventions and techniques appropriate to the form chosen for a media text
they plan to create
● 3.4 produce media texts for specific purposes and audiences, using a few simple media
forms and appropriate conventions and techniques
Classroom Context
This is a Grade 5 classroom located in Kingston, Ontario. The classroom has 25 children, all
with diverse backgrounds and lived experiences. In this classroom, there are 8 students with
formal Individualized Education Programs: one English Language Learner in the ESL program,
two students with learning disabilities, two students on the Autism Spectrum (both verbal), one
student recently diagnosed with ADHD, and one student who uses a hearing aid due to partial
hearing loss.
The class has a 90-minute literacy block, but spends the first 30 minutes doing independent
reading and literacy centres. Our lesson plans focus on the remaining 60 minutes, which have
large and small-group activities.
The students are enthusiastic and excitable, and they love to collaborate with one another.
However, they are chatty and have a tendency to get off track if not properly monitored or
guided. Structured work with clear expectations is most effective. Two students become
combative when they sit near or work with each other, so they are strategically seated in
opposite ends of the room and are not recommended to be partners for projects or activities.
The class is very adept with technology, and use Google Classroom for the majority of their
classroom and learning needs. They are already familiar with graphic design and video
production websites, such as Canva, Flipgrid, and Google Soapbox.
In the classroom, there are five iPads and four Chromebooks which are available for student
use. There is a school library where students can take out books and use additional computers.
The classroom is equipped with a projector, speakers, and a microphone amplification system
which uses the principles of UDL to help the student with partial hearing loss as well as ensure
that the person who is speaking can be heard by the class.
Based on the evidence from the Balanced Literacy Diet, students in Grade 5 are at
Stage 3 of Literacy Development: Literacy for Growth. The students are comfortable,
competent, and confident in their reading and writing fluency. At this stage, the students can
focus on refining their abilities through activities that require them to apply their reading
comprehension and writing processes & strategy skills. Students can grow and nurture these
skills by conducting research, reflecting on certain topics, and communicating their thoughts in a
variety of methods. They are able to go beyond the surface meaning of a text, and think critically
on its audience, purpose, structure, and word choice. For our week plan, students will be asked
to read or examine a variety of media pieces, think critically on their intended audience and
purpose, and convey their thoughts through written responses or other creative forms of
expression. In essence, for students in Stage 3 to grow in their reading and writing, and
subsequently grow as learners, they must continually read and be exposed to a variety of
different texts, reflect on the text’s higher level considerations, and express or demonstrate their
opinions.
Source:
https://www.oise.utoronto.ca/balancedliteracydiet/Stages_of_Literacy_Development.html
Big Idea
Students have recently finished a Social Studies unit about the Canadian government, and
through that have developed an interest in social justice and enacting change. This integrated
unit, which explores climate change and the conservation of resources through the lens of
media literacy, was created in hopes of empowering students to further develop their interest in
global citizenship.
The Big Idea is that climate change is a real and pressing issue, and that as the leaders of
tomorrow, the students have a responsibility to accurately inform themselves of its causes and
consequences. Students will examine a variety of media pieces, such as video clips, posters,
and advertisements, that discuss the pressing issue of climate change. They will critically
examine the purpose, audience, and point of view of the media pieces, and will reflect on their
own responses and reactions. As a culminating activity to tie together the week, students will
have the opportunity to plan and create their own media texts about climate change. They have
to carefully consider their target audience, the purpose of their text, and the elements,
conventions, and techniques of their chosen media form.
Science:
- Classroom Energy Diet Challenge: Students will take part in Canadian Geographic’s
Classroom Energy Diet Challenge and complete challenges related to conserving
energy. These challenges involve creating posters, filming videos, designing graphic
organizers, and reflecting on their energy consumption in other unique and creative
ways.
- This topic relates to the Science unit of Conservation of Energy and Resources.
Students can learn about sustainable and non-sustainable sources of energy and how
that relates to climate change. What has contributed to climate change? What are some
green energy sources that we should invest in? How can we learn more about it? How
can we educate those around us to make more sustainable choices?
- Science Curriculum Expectations:
- 1.1 analyse the long-term impacts on society and the environment of
human uses of energy and natural resources, and suggest ways to
reduce these impacts
- 2.2 use scientific inquiry/research skills to investigate issues related to
energy and resource conservation
- 3.2 identify renewable and non-renewable sources of energy.
- Media Literacy Curriculum Expectations:
- 3.1 describe in detail the topic, purpose, and audience for media texts
they plan to create
- 3.2 identify an appropriate form to suit the specific purpose and audience
for a media text they plan to create, and explain why it is an appropriate
choice
- 3.3 identify conventions and techniques appropriate to the form chosen
for a media text they plan to create, and explain how they will use the
conventions and techniques to help communicate their message
- 3.4 produce a variety of media texts for specific purposes and audiences,
using appropriate forms, conventions, and techniques
Dramatic Arts
- Classroom Energy Diet Challenge Video Contest: As the final activity of the Energy
Diet Challenge, students will film a one-minute video promoting sustainable choices,
such as walking to school, recycling, or water conservation. Students will write a script,
set the stage, film, edit, and publish the video.
- Drama Curriculum Expectations:
- B1.3 plan and shape the direction of the drama or role play by
collaborating with others to develop ideas, both in and out of role
- B1.4 communicate thoughts, feelings, and ideas to a specific audience,
using audio, visual, and/or technological aids to achieve specific dramatic
effects
- Media Literacy Curriculum Expectations:
- 3.1 describe in detail the topic, purpose, and audience for media texts
they plan to create
- 3.2 identify an appropriate form to suit the specific purpose and audience
for a media text they plan to create, and explain why it is an appropriate
choice
- 3.3 identify conventions and techniques appropriate to the form chosen
for a media text they plan to create, and explain how they will use the
conventions and techniques to help communicate their message
- 3.4 produce a variety of media texts for specific purposes and audiences,
using appropriate forms, conventions, and techniques
Physical Education:
- Polar Bear Walk: Students will participate in the World Wildlife Fund’s Polar Bear Walk
on International Polar Bear Day on February 27. Students will be school leaders, and be
in charge of facilitating and organizing the walk. The entire school will walk around the
community for 30 minutes to 1 hour, depending on their age.
- Students will create posters and write and make daily announcements to raise
awareness on the impacts of climate change on polar bear populations.
- Physical Education Curriculum Expectations:
- A1.1 actively participate in a wide variety of program activities according
to their capabilities, while applying behaviours that enhance their
readiness and ability to take part
- A2.1 Daily physical activity (DPA): participate in sustained moderate to
vigorous physical activity, with appropriate warm-up and cool-down
activities, to the best of their ability for a minimum of twenty minutes each
day
- Media Literacy Curriculum Expectations:
- 3.1 describe in detail the topic, purpose, and audience for media texts
they plan to create
- 3.2 identify an appropriate form to suit the specific purpose and audience
for a media text they plan to create, and explain why it is an appropriate
choice
- 3.3 identify conventions and techniques appropriate to the form chosen
for a media text they plan to create, and explain how they will use the
conventions and techniques to help communicate their message
- 3.4 produce a variety of media texts for specific purposes and audiences,
using appropriate forms, conventions, and techniques
Math:
- Data management: “Climate Change in the News” Students can examine and
compare graphs and data that represent temperature changes as a result of climate
change over periods of time to investigate global warming trends. Students could then
write news articles or sensationalized headlines about temperature trends between
different time periods, and choose to take a stance from a particular point of view (eg.
from an environmentalist POV, from a factory owner’s POV, from a farmer’s POV, from a
polar bear’s POV).
- Math Curriculum Expectations:
- read, interpret, and draw conclusions from primary data (e.g., survey
results, measurements, observations) and from secondary data
- compare similarities and differences between two related sets of data,
using a variety of strategies
- Media Literacy Curriculum Expectations:
- 1.5 identify whose point of view is presented or reflected in a media text,
ask questions to identify missing or alternative points of view, and, where
appropriate,suggest how a more balanced view might be represented
- 3.1 describe in detail the topic, purpose, and audience for media texts
they plan to create
- 3.3 identify conventions and techniques appropriate to the form chosen
for a media text they plan to create, and explain how they will use the
conventions and techniques to help communicate their message
Visual Arts:
- What’s Left? Exploring Colour and the Environment in the film, “The Lorax”:
Students will watch the film, “The Lorax”, and will be encouraged to explore how the
animators use colour to show what happens when resources are wasted without
conscience. In comparing the colours used at the beginning of the film and at the end,
after all of the resources are used up, students will discuss how the animators use colour
to convey messages related to environmental health. Does this parallel real life? Why or
why not? Students will then create their own works of art which will show a contrast
between a healthy environment and one affected by climate change, a using a paint
medium and mixing colours. Students will also write a short explanation about their piece
to display it in a classroom “gallery”.
- The Arts Curriculum Expectations:
- D1.1 create two- and three-dimensional artworks that express feelings
and ideas inspired by their own and others’ points of view
- D1.3 use elements of design in art works to communicate ideas,
messages, and understandings
- D2.2 explain how the elements and principles of design are used in their
own and others’ art work to communicate meaning or understanding
- Media Literacy Curriculum Expectations:
- 2.2 identify the conventions and techniques used in some familiar media
forms and explain how they help convey meaning and influence or
engage the audience
- 3.3 identify conventions and techniques appropriate to the form chosen
for a media text they plan to create, and explain how they will use the
conventions and techniques to help communicate their message
Lesson 1 - Introduction to Purpose and Audience
1. Lesson Information
Name of Teacher & Support Staff: Date/Time/Period: Length: 60
mins.
Ms. Morrison, Ms. Lloyd, Ms. Wu, Ms. Hunter, Ms.
MacNaught, Ms. Cruse Lesson 1 of 5 (Monday)
Subject: # of Students/Participants – Grade/Level
Purpose and Audience Allow the use of headphones for the videos:
this will help those who benefit from screening
out the extra noise in the class.
3. Learning Goal/Success Criteria: What will students/participants learn by the end of the
session?
Grade 5 Media Literacy: Audience Responses
- 1.4 explain why different audiences might respond differently to the same media text (e.g., identify
some different responses to their favourite music and suggest reasons for the differences)
Co-create Learning Goals and Success Criteria according to the following ideas:
Learning Goal:
- We are learning to describe why some people view a media text differently than other people.
Success Criteria
- I can explain why some people may like or dislike a media text (based on age, gender, culture).
- I can explain why certain elements of a media text (animations, music, language, etc.) can
influence a person’s response to the text.
- I can use a Venn Diagram to show how certain groups of people respond to the same media text.
- SMART Board
- video: The Guardian's 1986 'Points of view' advert
https://www.youtube.com/watch?v=_SsccRkLLzU
- video: Climate Change from a kid’s perspective
https://www.youtube.com/watch?v=En-nk0tdt0A
- video: Where the oil industry and climate change meet
https://www.youtube.com/watch?v=fYOHpEaEgXw
- numbered piece of paper around classroom
- paper
- pencils
3. Learning Goal/Success Criteria: What will students/participants learn by the end of the
session?
Grade 5 Media Literacy: Point of View
- 1.5 Identify whose point of view is presented or reflected in a media text, ask questions to identify
missing or alternative points of view, and, where appropriate suggest, how a more balanced view
might be represented
Learning Goal:
We are learning to identify whose point of view is represented in a media text.
Success Criteria:
- I can identify whose point of view is represented in a media text
- I can identify alternative points of view that are not represented in a media text
Ask students to reflect on where else they may encounter Points of View. How might that
connect to our discussion on climate change?
Lesson 3 - Who Produces Media Texts, and Why?
1. Lesson Information
Name of Teacher & Support Staff: Date/Time/Period: Length: 60
mins.
Ms. Morrison, Ms. Lloyd, Ms. Wu, Ms. Hunter, Ms.
MacNaught, Ms. Cruse
Who produces media texts, and why? - students will divide into their pre-
determined daily 5 groups to rotate
through
- whole group discussion re: production
of media (who, for who, why, how)
Success Criteria:
● I can identify who produces the media text.
● I can understand that media texts are produced with different perspectives and end goals in mind.
End: 15
minutes
Last daily 5 station (writing) done as a whole group, in - Students will sit at their
their writing workbooks. desks with their writing
practice books, and will
Whole Group Reflection: write a short reflection on
- Who created a piece of media? one piece of media or text
- Why did they create it? that they read/observed in
- What did they do in production to convey their the lesson.
message?
- Target audience? - Reflection prompt: tell me
- Funding? about a piece of media or
text that you worked with
today, considering the
Students write about a piece of text or media that they perspective of those who
observed during the stations. Reflections not created it.
completed during the 15 minutes must be completed - Their reflections do not
as homework. Reflection entries need not be fully have to be exceptionally
formalized, polished, etc, this is simply daily writing long, but those who have
practice. not written more than 3-5
sentences in the 15 minute
period will have to take it
home for homework, or
complete it at a later time.
- Our ELL student, as well as
our students with ASD,
LDs, and ADHD will need
support with their writing.
As a teacher, we owe it to
all of our students to have
high expectations - it is
expected that these
students demonstrate the
same understanding as
their classmates and
produce quality work. To
reduce barriers these
students may need
accommodations or
alternate arrangement such
as scribing, assistive
technology, or reduced
amount of writing required.
Challenge students to find other books or media texts to read at home or during independent
reading. Who do they think produced this resource? Why do they think they produced it? What
is the purpose? Who is the audience? What point of view is being represented?
Lesson 4 - Responding to and Evaluating Texts
1. Lesson Information
Name of Teacher & Support Staff: Date/Time/Period: Length: 60
Ms. Morrison, Ms. Lloyd, Ms. Wu, Ms. Hunter, Ms. mins.
MacNaught, Ms. Cruse
Lesson 4 of 5 (Thursday)
3. Learning Goal/Success Criteria: What will students/participants learn by the end of the
session?
1.2 use overt and implied messages to draw inferences and construct meaning in media texts
1.3 express opinions about ideas, issues, and/or experiences presented in media texts, and give
evidence from the texts to support their opinions
Play video “KIDS REACT TO CLIMATE CHANGE” 3 minutes Microphone amplification system
(0:00-3:10) connected to projector for student
https://www.youtube.com/watch?v=yDPLI5Z204M with partial hearing loss.
5 minutes
Present media triangle, relate back to previous
lessons in unit. UDL: Media Triangle and Media
7 minutes Text Guiding Questions Graphic
Use Media Text Guiding Questions Graphic Organizer Organizer taught using the visual
to analyze Climate Change Media Text 1 as well as through verbal
instruction.
Middle: 20
minutes
Split students into 5 groups. Differentiation: iPad available at
each station for inquiry, if students
Jigsaw: finish early they can research their
Each member of the group will go to a different station media text and the issues it
and fill out the Media Text Guiding Questions Graphic addresses for deeper
Organizer for the media text at their station (Media understanding.
Texts 2-6).
Chromebooks available for
Students will use the iPad at each station to conduct students to access a digital copy of
any research that they would like. the Media Text Guiding Questions
Graphic Organizer to fill out, if their
Final section of graphic organizer must be filled out IEP specifies use of technology for
individually. writing.
End:
Students will rejoin their groups and share their media 20 Anecdotal notes taken by teacher
text, their evaluation of their media text, and their minutes while walking through the
opinion and response to their media text. classroom during the time period
that students share with their
group.
Exit Card: How has your view of media texts and the
way that you respond to them changed? 5 minutes Assessment of Learning: Media
Text Guiding Questions Graphic
Organizer will be handed in and
marked.
Assessment as Learning: Exit
Card.
Media Text 3
Media Text 4
Media Text 5
Media Text 6
Notes: Next Steps/Resources or Required Follow-Up:
What overt or implied messages can they find in other media texts, like advertisements they see
online or in the streets? How do they respond to them?
Subject: # of Students/Participants
Media Literacy
25 Grade 5 students
3. Learning Goal/Success Criteria: What will students/participants learn by the end of the
session?
Media Literacy:
3.1 describe in detail the topic, purpose, and audience for media texts they plan to create
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to
create, and explain why it is an appropriate choice
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to
create, and explain how they will use the conventions and techniques to help communicate their
message
3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms,
conventions, and techniques
Learning Goal: I can plan the creation of a media text about climate change.
Success Criteria:
● I can describe the topic, purpose, and audience for my media text.
● I can organize my ideas in a graphic organizer.
● I can choose between a poster, a video, an advertisement, or a TED talk and explain why it is
effective.
● I can use the appropriate techniques to design and create my media text so my message is
communicated.
Next steps: students will continue to work with their group to create their media text. Students
will publish and present their finished product to their classmates, the teacher, or the school
(depending on their level of comfort). Students will reflect on the process of the creation of a
media text as well as their final product.