Language Arts
Grade 4: 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 audience for a variety of media
texts (e.g., this print advertisement is designed to interest children in
taking karate lessons; this website is designed to provide information to
fans about a favourite singer; this CD cover is designed to attract classical
music fans/pop fans/rap fans). Teacher prompt: "Why do you think this
text was created? What age, gender, cultural group is it aimed at? How do you
know?" |
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Making
Inferences/Interpreting Messages: 1.2 use overt and implied messages to draw
inferences and construct meaning in media texts (e.g., overt message on
packaging for a video game: In this adventure game, characters take big risks
and perform amazing deeds; implied message: If you buy this game, you can
share in the excitement and be more like the daring characters). Teacher
prompts: "What messages on the packaging make you think you would like
to play this game? What do the images on the package make you think about?
Which do you think influence you more - the overt messages or the implied
messages?" "On television, what characteristics are shared by
positive role models?" |
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Responding
to and Evaluating 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 (e.g.,"I think this documentary about lions is
one-sided because it only shows them as predators"; defend an opinion
about whether or not a sitcom or video game reflects reality). Teacher
prompts: "Which elements of this sitcom (or video game) seemed realistic
and believable to you? Why? Did anything seem exaggerated?" "Do the
characters in the program accurately represent the diversity of society?
Explain. |
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Audience
Responses: 1.4 explain why different audiences might respond differently to
specific media texts (e.g., examine children's books or video games that have
been rated as suitable for different age groups and suggest reasons for the
ratings). Teacher prompt: "Find the age rating for a DVD/video/game that
you enjoy. Is it fair? Why/why not?" |
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Point
of View: 1.5 identify whose point of view is presented or reflected in a
media text, citing supporting evidence from the text, and suggest how the
text might change if a different point of view were used (e.g., explain how
the point of view reflected in an advertisement is conveyed and describe how
the advertisement might change to reflect the point of view of a different
audience; describe how a TV show might change if it were told from the point
of view of a different character). Teacher prompts: "What kinds of
images would you use in this advertisement for a children's breakfast cereal
if you wanted parents to buy the cereal?" "From whose point of view
is your favourite television show presented?" |
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Production
Perspectives: 1.6 identify who produces various media texts and the reason
for their production (e.g., the government produces public service
announcements, and the media broadcast them at no charge, to protect
citizens' safety and the public interest; arts groups produce posters to
advertise upcoming events; publishers produce newspapers to provide
information, influence people's thinking, and make money). Teacher prompt:
"Where would we find a public service announcement?" "How do
people access or acquire newspapers?" |
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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., a television
game show: game host/hostess, contestants, prizes; a television nature
program: outdoor setting, wildlife "actors", voice-over narration,
background music; a billboard: frame, large surface area, colour, images,
graphics, words, font, punctuation). Teacher prompts: "What would you
expect to see in a game-show program? A nature program?" "What
aspect of this billboard caught your immediate attention?" |
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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., movies
and videos use camera close-ups to show details, medium and long shots to put
people and objects in perspective, high and low camera angles to create
illusions of size or artistic effects, environmental sounds for realistic
effects, background music to suggest a mood). Teacher prompt: "What kind
of music would you use in a commercial for bicycles? Why?” |
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3.
Creating Media Texts |
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Purpose
and Audience: 3.1 describe in detail the topic, purpose, and audience for
media texts they plan to create (e.g., an album of camera shots to help
classmates understand the uses of different camera angles and distances in
photography and/or film) |
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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 poster advertising a school
science fair; a flyer to encourage students to participate in the fair).
Teacher prompt: "Why is a poster better to advertise the fair and a
flyer better to tell students how to participate?" |
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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 board game related
to a unit of study from a curriculum subject area could include a list of
game rules; a board showing the game name, movement path, obstacles, and
finish line; and visual details that will appeal to the intended audience).
Teacher prompt: "What are the essential components of this form? Have
you included them all?" |
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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., •
an album of camera shots showing the different angles and distances and
commenting on their uses •
a poem, announcement, or flyer produced electronically by combining word-processed
text with pictures and/or photographs •
a mock television commercial for a favourite cereal, toy, or book •
a newspaper article that includes a photograph and headline •
a board game related to a unit of study from a curriculum subject area such
as science or health •
a picture book to accompany a unit of study for a younger grade •
a storyboard identifying the sound effects, images, and dialogue to be used
in filming a scene from a novel) |
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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, and explain how
these and other strategies can help them improve as media viewers/listeners/producers.
Teacher prompt: "What skills do you use, before, during, and after you
work with or create a media text? Be sure to consider all the skills required
for texts that have more than one form: for example, television uses sound,
visual images, and sometimes print." |
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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: "Does reading and writing about a story
after seeing the movie or DVD give you new ideas about what you saw?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.