Understanding Media Texts
By the end of Grade 10, students will: explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences   interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey   evaluate how effectively information, ideas, opinions, and/or issues are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose   explain why the same media text might prompt different responses from different audiences   identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power   explain how a variety of production, marketing, and distribution factors influence the media industry	Lessons that meet the Grade 10 expectations Advertising Marketing Tactics   Talking Back Television Broadcast Ratings Alternative Ads   Parody Ads Gender Roles in Advertising    Selling Obesity The Price of Happiness: On Advertising, Image, and Self Esteem Gotta Have It! Designer & Brand Names Popular Music and Music Videos   Alternate Ads Kellogg Special K Ads   Alcohol Don't Drink and Drive: Assessing the Effectiveness of Anti-Drinking Campaigns Environment Resource Racket: A Global Perspective on Resources and Consumption Internet ICYouSee: A Lesson in Critical Thinking Deconstructing Web Pages      Tale of Two Cities Thinking About Hate   Research Relay Free Speech vs the Internet   Hoax? Scholarly Research? Personal Opinion? You Decide! Internet Glossary: Authenticating Online Information  Propaganda Techniques on Hate Sites   Understanding Online Hate  Media Defining Pop Culture Individuality vs. Conformity Public Images   Hype   Political Cartoons Looking Through the Lenses Whose Lenses? How Mass Media Portray Global Development Adjusting the Focus   The Function of Music Comparing Crime Dramas Crime in the News   Crime Perceptions Quiz Killer Games   Teaching About Napster Violence on Film: The Ratings Game   Movies Violence on Film Music Popular Music and Music Videos     The Function of Music News Journalism Across the Media    Introduction Definitions and Comments about the News The Newspaper Front Page Radio News Television News Summative Activities How to Analyze the News Crime in the News   Resource Racket: A Global Perspective on Resources and Consumption   Bias   Hoax? Scholarly Research? Personal Opinion? You Decide!   News is Not Just Black and White: Bias   That's Me You're Talking About The Front Page Bias in the News Fact Versus Opinion Diversity Audit  Newspapers You Be the Editor   Bias in the News   Scripting a Crime Drama   True Story     Privacy What Students Need to Know about Freedom of Information and Protection of Privacy Who Knows? Your Privacy in the Information Age Protecting Your Privacy on the Internet The Privacy Dilemma Stereotyping Images of Learning: Secondary The White Screen: Absent Voices in the Media   Too White: Minority Representation in the Media Perceptions of Youth and Crime   Perceptions of Race and Crime Suffragettes and Iron Ladies Ethnic and Visible Minorities in Entertainment Media Viewing a Crime Drama Television Television Broadcast Ratings Camera Shots Cinema Cops Crime Perceptions Quiz Comparing Crime Dramas Viewing a Crime Drama   Scripting a Crime Drama   Tobacco Be a Tobacco AdBuster Selling Tobacco Tobacco Advertising in Canada   Educational Contest Jo Cool or Jo Fool: Interactive module and quiz on critical thinking for the Internet Teachable Moments Photographic Truth in the Digital Era Pop Music Reaches Way Down The "BadAd" Essay Writing Contest A Fish Out of Water A Gold Medal is Worth its Weight in Endorsements A Tale of Two Cities A Teletubbies Christmas And Now a Word From Our Sponsor Buy Nothing Day Captive Audience? Christmas Commercialism Deconstructing the Titanic: Introduction to Titanic Dove's Campaign for Real Beauty Earth Day Hurricane Katrina and Celebrities Hurricane Katrina and the "Two-Photo Controversy" Hurricane Katrina and the Internet Smoke Screen TV Turnoff Week What Do Halloween Costumes Say? Smoke Screen TERRORISM: 2001 09 11 5 Ws of Cyberspace Evaluating Internet Research Sources Evaluating Internet-Based Information: A Goals-Based Approach How to do an Effective Search on the Internet Quick Tips for Authenticating Online Information How To Discourage Plagiarism Student Tutorial (Licensed Resource) MyWorld: A digital literacy tutorial for secondary students
Understanding Media Forms, Conventions, and Techniques
By the end of Grade 10, students will: describe the topic, purpose, and audience for media texts they plan to create (e.g., a web page presenting a personal anthology of poetry to their peers), and identify significant challenges they may face in achieving their purpose   select a media form to suit the topic, purpose, and audience for a media text they plan to create and explain why it is an appropriate choice   identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate specific aspects of their intended meaning   produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques
Creating Media Texts
By the end of Grade 10, students will: describe the topic, purpose, and audience for media texts they plan to create (e.g., a web page presenting a personal anthology of poetry to their peers), and identify significant challenges they may face in achieving their purpose select a media form to suit the topic, purpose, and audience for a media text they plan to create and explain why it is an appropriate choice identify several different conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate meaning produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques
Reflecting on Media Literacy Skills and Strategies
By the end of Grade 10, students will: describe a variety of strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify appropriate steps they can take to improve as media interpreters and producers   identify a variety of their skills in listening, speaking, reading, and writing and explain how the skills help them interpret and produce media texts