Language Arts
Grade 7: 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 explain how various media texts address their intended
purpose and audience (e.g., this sports team uniform uses school colours and
an image of the school's mascot to give the team a "brand" or
"identity" to encourage fan loyalty; this music group's web page
uses electronic graphics and intense colours to reflect the group's style and
to encourage fans to buy its new CD). Teacher prompt: "Why do companies
and organizations consider it important to have a logo that gives them an
'identity' or 'brand'?" |
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Making
Inferences/Interpreting Messages: 1.2 interpret increasingly complex or
difficult media texts, using overt and implied messages as evidence for their
interpretations (e.g., identify the editorial positions of two different
newspapers by comparing the selection of stories and the composition of
elements [photos, images, text] on their front pages; identify the themes in
a contemporary action movie or comedy and explain how these themes contribute
to the popularity of the film; explain how standards of beauty are
established in advertising). Teacher prompts: "What are the differences
in the way these sources cover this event? What do the differences tell you
about each news source?" "What standards of beauty are projected in
movies and advertisements? How do these standards affect students?" |
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Responding
to and Evaluating Texts: 1.3 evaluate the effectiveness of the presentation
and treatment of ideas, information, themes, opinions, issues, and/or
experiences in media texts (e.g., explain why the editorial/photo essay in
this e-zine did or did not convince you of its position; debate whether
violence in televised professional sporting events adds to or detracts from
their appeal). Teacher prompts: "How was this theme developed as the
movie unfolded? Did the use of suspense enhance the effectiveness of the message?"
"Did this video game deliver the excitement that was promised in the
advertisement? What made it succeed/fail?" "Do the sports you see
on television affect your decision about participating in particular
sports?" |
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Audience
Responses: 1.4 explain why different audiences (e.g., with respect to gender,
age, nationality, ability/disability income level) might have different
responses to a variety of media texts (e.g., messages in chat rooms,
television broadcasts of international news stories, music, documentaries,
clothing) |
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Point
of View: 1.5 demonstrate understanding that different media texts reflect
different points of view (e.g., compare pictures of the same character and/or
event in media texts aimed at different audiences and identify the different
perspectives represented). Teacher prompt: "What differences can you
identify in the way the character is represented in the different texts?
Which representation seems most/least fair? Why? What explanation can you
suggest for the differences in the representations?" |
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Production
Perspectives: 1.6 identify who produces various media texts and determine the
commercial, ideological, political, cultural, and/or artistic interests or
perspectives that the texts may involve (e.g., films may be classified as
"artistic", "commercial", "documentary", and so
on, reflecting the different perspectives and approaches they take; one
magazine contains a majority of pieces offering a political perspective, whereas
another features various pieces written from different perspectives). Teacher
prompt: "Identify two or more perspectives evident on a cereal box. What
makes these perspectives apparent? Are different kinds of graphics used for
each? Are there differences in the positioning of elements? Is one
perspective more dominant than the other? Explain why this might be the
case." |
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2.
Understanding Media Forms, Conventions, and Techniques |
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Form:
2.1 explain how individual elements of various media forms combine to create,
reinforce, and/or enhance meaning. Teacher prompt: "Explain how
different elements of maps, such as colour (used to show different
topographical features) and legends (used to show scale and compass
orientation), are used in combination to make maps meaningful."
"Describe the interrelationship of instrumentals, lyrics, and vocals in
a favourite song." |
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Conventions
and Techniques: 2.2 identify the conventions and techniques used in a variety
of media forms and explain how they help convey meaning and influence or
engage the audience (e.g., fashion magazine conventions: fashion and
cosmetics advertisements are more prominent than editorial content; fashion
magazine techniques: "themed" presentation of clothing in photo
spreads, dramatic modelling poses to display novel features of the clothing).
Teacher prompts: "What does the placement of the advertisements tell you
about a magazine?" "Identify different camera angles used for the
photographs in the advertisements and explain their effect." |
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3.
Creating Media Texts |
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Purpose
and Audience: 3.1 explain why they have chosen the topic for a media text
they plan to create (e.g., a class newspaper or pamphlet to inform parents
about the achievements and activities of students in the class), and identify
challenges they may face in engaging and/or influencing their audience Teacher
prompt: "Parents are very busy people. What in your pamphlet will
succeed in capturing their attention?" |
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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 website or multimedia presentation
about a unit of study to present research findings to the class), and explain
why it is an appropriate choice. Teacher prompt: "What makes this form
an effective way to present your message to this particular audience?" |
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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., movie
poster conventions: title, images of the actors "in role", positive
quotations from reviewers; movie poster techniques: distinctive lettering,
arresting or unusual layout or treatment of images) |
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Producing
Media Texts: 3.4 produce a
variety of media texts of some technical complexity for specific purposes and
audiences, using appropriate forms, conventions, and techniques (e.g., •
a class newspaper for parents •
a class magazine for students in a lower grade •
a multimedia report on a unit of study for geography •
a website about the school for new students •
a movie poster •
an advertisement for a new product •
a theatre review with commentary on the use of conventions and techniques for
a class/school newspaper •
a scene for a film based on a prose narrative •
two media texts on the same subject using different media forms) |
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4.
Reflecting on Media Literacy |
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Metacognition:
4.1 identify 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
aspects of the planning process were most important to the success of your
media text?" |
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Interconnected
Skills: 4.2 explain how their skills in listening, speaking, reading, and
writing help them to make sense of and produce media texts. Teacher prompts:
"How do reading skills help you judge the effectiveness of your own
media texts?" "What writing skills might help you improve the
effectiveness of your own media texts?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.