Language Arts
Grade 2: 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 simple
media texts (e.g., this television commercial is designed to sell breakfast
cereal to parents or soft drinks to children or teens; this picture book of
nature stories is aimed at children who are interested in animals).Teacher
prompts: "Who would enjoy this?" "Who would learn from
this?" |
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Making
Inferences/Interpreting Messages: 1.2 identify overt and implied messages in
simple media texts (e.g., •
overt message of an advertisement for shoes: Great athletes wear these shoes;
implied message: If you want to be like these athletes, buy these shoes; • overt message on a billboard advertising brand-name clothing: These attractive people wear this brand of clothing; implied messages: Wearing this brand of clothing will make you attractive too; clothing makes the person; •
overt message in a superhero cartoon: The hero is a tall, strong man; implied
message: Tall, strong men are like heroes) Teacher
prompt: "What is this advertisement telling us? Do you believe its
messages?" "What do the heroes and villains look like in the
cartoons you watch? What does this suggest?" |
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Responding
to and Evaluating Texts: 1.3 express personal thoughts and feelings about
simple media works and explain their responses (e.g., explain why a
particular DVD/video or licensed character toy or game is more or less
appealing to them than another, similar product). Teacher prompt: "Tell
me three things that make this game more fun to play than that one. Do you
think both girls and boys would like both of these games?" |
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Audience
Responses: 1.4 describe how different audiences might respond to specific
media texts. Teacher prompt: "Who do you think is the main audience for
Saturday morning cartoons? Do your parents watch them? Who watches sporting
events on television in your or your friends' families? Who seems most
interested in car advertisements? Do you think some of these things are
interesting to various groups of people?" |
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Point of View: 1.5 identify, initially with support and direction, whose point of view (e.g., that of the hero, the villain, the narrator) is presented in a simple media text and suggest how the text might change if a different point of view were used. Teacher prompt: "Who is telling this story? How would the story be different if another character were telling the story?" |
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Production
Perspectives: 1.6 identify, initially with support and direction, who makes
some of the simple media texts with which they are familiar, and why those
texts are produced (e.g., film production companies produce movies to
entertain audiences and to make money; companies produce advertisements to
persuade consumers to buy their products). Teacher prompt: "How do we
know who produces the T-shirts with logos or slogans that we wear, or the
dolls we like to play with?" |
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2.
Understanding Media Forms, Conventions, and Techniques |
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Form:
2.1 identify some of the elements and characteristics of selected media forms
(e.g., a television commercial uses speech, sound effects, and moving images
to sell a product or service; a print advertisement uses words and pictures
to sell a product or service; in a television news broadcast, an anchor and
reporters report information about events that have actually happened, and
use film or video clips from real locations around the world to illustrate
those events) |
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Conventions
and Techniques: 2.2 identify the conventions and techniques used in some
familiar media forms (e.g., cartoons use animation and sound to make fantasy
characters seem real; cereal boxes use bright, strong colours, bold type, and
inviting pictures of servings of the cereal to attract customers' attention).
Teacher prompt: "What do you notice about the colours, images, and print
on the cereal boxes? How might the message be different if the colours or
images were changed?" |
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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., an advertisement to interest both boys and girls
in buying an action toy) |
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Form:
3.2 identify an appropriate form to suit the purpose and audience for a media
text they plan to create (e.g., a photo essay or collage to commemorate a
class event or celebration). Teacher prompt: "Would a photo essay or a
collage tell the story best? How else could we keep a record of the
event?" |
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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 book cover with
appropriate lettering for the title and author's name and a cover
illustration depicting a scene or artefact from the story; sound effects or a
sound-track for a dramatization of a poem) |
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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 advertisement for a healthy snack food •
a board game based on the plot and characters of a favourite book or
television show •
a sequence of pictures and/or photographs telling the story of a class event
or celebration •
a story illustrated with diagrams and digital images •
a weather report with illustrations and captions •
a selection of background music and sound effects to accompany a picture book
that will be read aloud to the class •
a role play of an interview between a reporter and a fictional character in a
movie) |
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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: "How did choosing music to go with the story help you understand
the story or poem better? Would you choose to do this again? Why? Why
not?" |
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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: "Think about your project. How many
different language skills did you use?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.