Language Arts
Grade 5: 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 sitcom is designed to appeal to teenagers; this comic book is
designed to appeal to younger girls; this CD-ROM contains information for
people interested in sharks). Teacher prompt: "Who is this work
intended/not intended for? What evidence in the work tells you that?" |
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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 in an
advertisement showing the product's user surrounded by friends: This product
is so good that you and your friends will all like it; implied messages:
Using this product will make you popular; not using it may make you an
outsider; popularity is based on having the right things). Teacher prompt:
"What are the overt and implied messages conveyed by this T-shirt, which
displays the logo of a popular rock band? Is the implied message more
powerful than the overt message? Why, or why not? Do you think this T-shirt
sends a message about the person wearing it?" |
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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., explain why they think the coverage of an event
by one media news source is more interesting and/or more reliable than the
coverage of the same event by another source; defend an opinion about whether
a media text that excludes groups such as girls or racial or ethnocultural
minorities is sending a harmful message) |
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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). Teacher prompts:
"What do you think of this media text? Who might agree or disagree with
your opinion?" "How does gender/age/culture seem to influence
people's choices? Give examples." |
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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
(e.g., this documentary about various athletes does not include athletes who
have physical disabilities; another character could be included to represent
their experience). Teacher prompt: "Whose point of view is missing in
this media text? How could the text be changed to include that point of
view?" |
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Production
Perspectives: 1.6 identify who produces various media texts, the reason for
their production, how they are produced, and how they are funded (e.g.,
publishers produce magazines for specific audiences to entertain, inform, and
make money, using funds from sales and advertising; music companies produce
CDs to entertain and make money, using funds from direct sales). Teacher
prompt: "What are the different professions that would be involved in
producing a newspaper? A CD? How much would it cost to produce a newspaper or
a CD? How could we find out?" |
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2.
Understanding Media Forms, Conventions, and Techniques |
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Form:
2.1 describe in detail the main elements of some media forms (e.g., television
talk show: host, studio audience, guests, commercial breaks; news broadcast:
news anchor, reporters, video clips, commercial breaks; television sitcom:
standard set, regular cast, visiting actors, laugh track, plot problem and
complications, happy ending). Teacher prompt: "What do you expect to see
when you watch a sitcom that you don't expect in a talk show?" |
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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 and influence
or engage the audience (e.g. newspapers: separate sections for
international/national news, sports, entertainment, and local events to
appeal to a wide range of interests; headlines, photographs with captions,
and graphics to add human interest and impact; photographs of columnists to
signal that they are expressing a personal opinion). Teacher prompts:
"In what ways are the layouts of these two newspapers similar? In what
ways are they different? Can you suggest reasons for the similarities and
differences?" "How many sections are there in this newspaper? What
sorts of advertisements appear in the different sections? Can you explain why
they differ?" |
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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 advertising campaign to encourage
students to participate in a charity drive). Teacher prompt: "What do
you want to say? Who is your audience? How do you want to influence your
audience?" |
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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, and explain why it is an appropriate choice
(e.g., a pamphlet or newsletter to inform parents, teachers, and students
about environmental initiatives taken or planned by members of the school
community). Teacher prompt: "Why would a pamphlet or a newsletter be
better than a poster to communicate this message?" |
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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, and explain how they will use
the conventions and techniques to help communicate their message (e.g., the
components of the dinner menu for a restaurant: different sections for each
course, descriptions of ingredients, catchy titles for different dishes, and
prices are included to interest diners in the various dishes and give them
information they need to make choices). Teacher prompt: "In what ways
would a menu for a fast-food restaurant differ from a menu for a fine-dining
restaurant?" |
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Producing
Media Texts: 3.4 produce a variety of media texts for specific purposes and
audiences, using appropriate forms, conventions, and techniques (e.g., •
a T-shirt to be worn by a character in a story or television show •
a pamphlet on a socially relevant topic they have studied this year •
a collection of images (downloaded, clipped, or scanned, as appropriate) from
various sources, such as magazines, the Internet, newspapers, or textbooks,
to illustrate a topic from a cross-curricular unit of study • a
flyer/poster, created using software, to advertise a school event •
a mock television commercial for a food product, drink, or item of clothing •
a news broadcast about a topic - such as immigration - from a
cross-curricular unit of study •
a breakfast, lunch, or dinner menu for a restaurant depicted in a novel,
short story, or film) |
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4.
Reflecting on Media Literacy |
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Metacognition:
4.1 identify, with some 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: "Reflect on the media
product(s) you have created. What did you learn from the process? How will
that influence your next effort?" |
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Interconnected
Skills: 4.2 explain, with some support and direction, how their skills in
listening, speaking, reading, and writing help them to make sense of and
produce media texts. Teacher prompts: "How are reading, viewing, and
listening similar? How can your strengths in one area help you in
another?" "How can listening to a music soundtrack help you
understand the feelings of a character?" "How are talking, writing,
and creating media texts similar? How do strengths in one area help you in
another? How can writing skills help you in producing media texts?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.