Language Arts
Grade 3: Media Literacy |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.demonstrate
an understanding of a variety of media texts; |
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2.
identify some media forms and explain how the conventions and techniques
associated with them are used to create meaning; |
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3.
create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions, and techniques; |
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4.
reflect on and identify their strengths as media interpreters and creators,
areas for improvement, and the strategies they found most helpful in
understanding and creating media texts. |
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Specific Expectations
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1.
Understanding Media Texts |
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Purpose
and Audience: 1.1 identify the purpose and intended audience of some media
texts (e.g., this magazine is aimed at children/teens/adults; these boxes for
DVDs/videos are aimed at the parents of very young children). Teacher prompt:
"Who is this intended for? Who else would like it? Who would not like
it? Why, or why not?" |
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Making
Inferences/Interpreting Messages: 1.2 use overt and implied messages to draw
inferences and make meaning in simple media texts (e.g., overt message of
toys, clothing, or games associated with movies, television shows, or books:
This product is closely connected to the characters you admire in your
favourite book; implied message: If you own this product, you will be more
closely connected to your favourite book and more like the characters you
admire). Teacher prompts: "What things do you have that are related to a
TV show, a movie, or a book? What do they mean to you?" "Are the
roles of girls and boys similar or different in the television shows that you
watch?" |
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Responding
to and Evaluating Texts: 1.3 express personal opinions about ideas presented in
media texts (e.g., respond to the messages in a public service announcement
about recycling; explain why the Internet safety rules outlined in a school
pamphlet are important). Teacher prompt: "Do you agree or disagree with
the message that we all have a responsibility to reduce, reuse, and recycle?
Why?" "Why do parents worry about Internet safety? What online
rules should you know?" |
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Audience
Responses: 1.4 describe how different audiences might respond to specific media
texts (e.g., select a magazine that appeals to them, predict the responses of
different age groups or of children from different countries to the magazine,
and explain the reasons for their predictions). Teacher prompt: "Why do
you like the magazine? Who else would like it? Why? Who would not like it?
Why not?" |
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Point
of View: 1.5 identify whose point of view is presented or reflected in a
media text and suggest how the text might change if a different point of view
were used (e.g., a poster advertising the zoo aimed at younger children might
emphasize baby animals, whereas one aimed at adults or older children might
emphasize unusual or dangerous animals). Teacher prompt: "Who is the
intended audience for this poster? How do you know? Whose perspective is
reflected? Whose perspective is not reflected?" |
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Production
Perspectives: 1.6 identify who produces selected media texts and why those texts
are produced (e.g., companies design eye-catching logos so their products
will be immediately recognizable to people; designers produce clothes as
fashion statements and to make money). Teacher prompt: "Where do we
often find logos?" |
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2.
Understanding Media Forms, Conventions, and Techniques |
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Form:
2.1 identify elements and characteristics of some media forms (e.g.,
newspapers use print and mostly black-and-white photographs; television news
coverage has colour, sound, and "live" action reporting; cartoons
use animated drawings of characters, while movies and plays use live actors).
Teacher prompt: "What would you look for in a television news show that
you wouldn't find in a newspaper? And vice versa?" |
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Conventions
and Techniques: 2.2 identify the conventions and techniques used in some
familiar media forms and explain how they help convey meaning (e.g.,
DVDs/videos use dialogue, music, and sound effects to help explain the visual
images; picture books use illustrations, layout, and different kinds of print
to help explain and dramatize the printed words). Teacher prompt: "Watch
a section of this DVD without the sound. Watch again with sound. How does the
soundtrack help convey the message?" |
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3.
Creating Media Texts |
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Purpose
and Audience: 3.1 identify the topic, purpose, and audience for media texts
they plan to create (e.g., a collage of images conveying the mood of a poem
to help classmates understand the poem). Teacher prompts: "How will
understanding the mood help us understand the poem's meaning?"
"Which of the images in the collage help us understand the poem
better?" |
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Form:
3.2 identify an appropriate form to suit the specific purpose and audience
for a media text they plan to create (e.g., a tape-recorded interview to
present a classmate's opinion about a favourite show, toy, or game). Teacher
prompt: "Why would a tape-recording be better than a written record of
the interview?" |
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Conventions
and Techniques: 3.3 identify conventions and techniques appropriate to the
form chosen for a media text they plan to create (e.g., a pamphlet about a
unit of study could require titles, headings, subheadings, captions,
different font sizes, colour, and illustrations). Teacher prompt: "How
can you use these features to help you communicate your ideas
effectively?" |
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Producing
Media Texts: 3.4
produce media texts for specific purposes and audiences, using a few simple
media forms and appropriate conventions and techniques (e.g., •
a series of video stills or photographs about a topic of their choice to
display to the class •
a simple slide show for a multimedia presentation to a younger class • a
tape-recorded interview with a classmate about a favourite show, toy, or game
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a comic strip for publication in a class newsletter •
a skit, including sound effects, based on a photograph •
a compilation of images from magazines, newspapers, or the Internet that
convey the mood of a poem or song •
an illustrated pamphlet about a unit of study •
a storyboard for the climactic scene in a short story •
a scrapbook of images from newspapers, magazines, posters, the Internet, and
so on, illustrating camera shots from different angles and distances) |
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4.
Reflecting on Media Literacy |
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Metacognition:
4.1 identify, initially with support and direction, what strategies they found
most helpful in making sense of and creating media texts. Teacher prompt:
"What skills did you use to understand this book/video/Internet site?
Would you use your skills differently or the same way the next time you view
a similar work?" |
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Interconnected
Skills: 4.2 explain, initially with support and direction, how their skills
in listening, speaking, reading, and writing help them to make sense of and
produce media texts. Teacher prompt: "What language skills did you need to
use to make sense of the video? How does your knowledge of fiction and
non-fiction help you understand videos/movies/DVDs?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.