Grade 5 Media Literacy: Climate Change in the Media

Overall Expectations
Overall Expectation 1: demonstrate an understanding of a variety of media texts
Overall Expectation 3: create a variety of media texts for different purposes and audience, using
appropriate forms, conventions, and techniques

Specific Expectations
● 1.1 identify the purpose and audience for a variety of media texts
● 1.2 use overt and implied messages to draw inferences and construct meaning in media
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
● 1.4 explain why different audiences might respond differently to specific media texts
● 1.6 identify who produces various media texts and the reason for their production
● 3.1 describe in detail the topic, purpose, and audience for media texts they plan to
create
● 3.2 identify an appropriate form to suit the specific purpose and audience for a media
text they plan to create
● 3.3 identify conventions and techniques appropriate to the form chosen for a media text
they plan to create
● 3.4 produce media texts for specific purposes and audiences, using a few simple media
forms and appropriate conventions and techniques

Classroom Context

This is a Grade 5 classroom located in Kingston, Ontario. The classroom has 25 children, all
with diverse backgrounds and lived experiences. In this classroom, there are 8 students with
formal Individualized Education Programs: one English Language Learner in the ESL program,
two students with learning disabilities, two students on the Autism Spectrum (both verbal), one
student recently diagnosed with ADHD, and one student who uses a hearing aid due to partial
hearing loss.

The class has a 90-minute literacy block, but spends the first 30 minutes doing independent
reading and literacy centres. Our lesson plans focus on the remaining 60 minutes, which have
large and small-group activities.

The students are enthusiastic and excitable, and they love to collaborate with one another.
However, they are chatty and have a tendency to get off track if not properly monitored or
guided. Structured work with clear expectations is most effective. Two students become
combative when they sit near or work with each other, so they are strategically seated in
opposite ends of the room and are not recommended to be partners for projects or activities.
The class is very adept with technology, and use Google Classroom for the majority of their
classroom and learning needs. They are already familiar with graphic design and video
production websites, such as Canva, Flipgrid, and Google Soapbox.

In the classroom, there are five iPads and four Chromebooks which are available for student
use. There is a school library where students can take out books and use additional computers.
The classroom is equipped with a projector, speakers, and a microphone amplification system
which uses the principles of UDL to help the student with partial hearing loss as well as ensure
that the person who is speaking can be heard by the class.

Stage of Literacy Development

Based on the evidence from the Balanced Literacy Diet, students in Grade 5 are at
Stage 3 of Literacy Development: Literacy for Growth. The students are comfortable,
competent, and confident in their reading and writing fluency. At this stage, the students can
focus on refining their abilities through activities that require them to apply their reading
comprehension and writing processes & strategy skills. Students can grow and nurture these
skills by conducting research, reflecting on certain topics, and communicating their thoughts in a
variety of methods. They are able to go beyond the surface meaning of a text, and think critically
on its audience, purpose, structure, and word choice. For our week plan, students will be asked
to read or examine a variety of media pieces, think critically on their intended audience and
purpose, and convey their thoughts through written responses or other creative forms of
expression. In essence, for students in Stage 3 to grow in their reading and writing, and
subsequently grow as learners, they must continually read and be exposed to a variety of
different texts, reflect on the text’s higher level considerations, and express or demonstrate their
opinions.

Source:
https://www.oise.utoronto.ca/balancedliteracydiet/Stages_of_Literacy_Development.html

Big Idea

Students have recently finished a Social Studies unit about the Canadian government, and
through that have developed an interest in social justice and enacting change. This integrated
unit, which explores climate change and the conservation of resources through the lens of
media literacy, was created in hopes of empowering students to further develop their interest in
global citizenship.
The Big Idea is that climate change is a real and pressing issue, and that as the leaders of
tomorrow, the students have a responsibility to accurately inform themselves of its causes and
consequences. Students will examine a variety of media pieces, such as video clips, posters,
and advertisements, that discuss the pressing issue of climate change. They will critically
examine the purpose, audience, and point of view of the media pieces, and will reflect on their
own responses and reactions. As a culminating activity to tie together the week, students will
have the opportunity to plan and create their own media texts about climate change. They have
to carefully consider their target audience, the purpose of their text, and the elements,
conventions, and techniques of their chosen media form.

Cross curricular activities/resources list:

Science:
- Classroom Energy Diet Challenge: Students will take part in Canadian Geographic’s
Classroom Energy Diet Challenge and complete challenges related to conserving
energy. These challenges involve creating posters, filming videos, designing graphic
organizers, and reflecting on their energy consumption in other unique and creative
ways.
- This topic relates to the Science unit of Conservation of Energy and Resources.
Students can learn about sustainable and non-sustainable sources of energy and how
that relates to climate change. What has contributed to climate change? What are some
green energy sources that we should invest in? How can we learn more about it? How
can we educate those around us to make more sustainable choices?
- Science Curriculum Expectations:
- 1.1 analyse the long-term impacts on society and the environment of
human uses of energy and natural resources, and suggest ways to
reduce these impacts
- 2.2 use scientific inquiry/research skills to investigate issues related to
energy and resource conservation
- 3.2 identify renewable and non-renewable sources of energy.
- Media Literacy Curriculum Expectations:
- 3.1 describe in detail the topic, purpose, and audience for media texts
they plan to create
- 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
- 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
- 3.4 produce a variety of media texts for specific purposes and audiences,
using appropriate forms, conventions, and techniques

Dramatic Arts
- Classroom Energy Diet Challenge Video Contest: As the final activity of the Energy
Diet Challenge, students will film a one-minute video promoting sustainable choices,
such as walking to school, recycling, or water conservation. Students will write a script,
set the stage, film, edit, and publish the video.
- Drama Curriculum Expectations:
- B1.3 plan and shape the direction of the drama or role play by
collaborating with others to develop ideas, both in and out of role
 - B1.4 communicate thoughts, feelings, and ideas to a specific audience,
using audio, visual, and/or technological aids to achieve specific dramatic
effects
- Media Literacy Curriculum Expectations:
- 3.1 describe in detail the topic, purpose, and audience for media texts
they plan to create
- 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
- 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
- 3.4 produce a variety of media texts for specific purposes and audiences,
using appropriate forms, conventions, and techniques

Physical Education:
- Polar Bear Walk: Students will participate in the World Wildlife Fund’s Polar Bear Walk
on International Polar Bear Day on February 27. Students will be school leaders, and be
in charge of facilitating and organizing the walk. The entire school will walk around the
community for 30 minutes to 1 hour, depending on their age.
- Students will create posters and write and make daily announcements to raise
awareness on the impacts of climate change on polar bear populations.
- Physical Education Curriculum Expectations:
- A1.1 actively participate in a wide variety of program activities according
to their capabilities, while applying behaviours that enhance their
readiness and ability to take part
- A2.1 Daily physical activity (DPA): participate in sustained moderate to
vigorous physical activity, with appropriate warm-up and cool-down
activities, to the best of their ability for a minimum of twenty minutes each
day
- Media Literacy Curriculum Expectations:
- 3.1 describe in detail the topic, purpose, and audience for media texts
they plan to create
- 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
- 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
- 3.4 produce a variety of media texts for specific purposes and audiences,
using appropriate forms, conventions, and techniques

Math:
 - Data management: “Climate Change in the News” Students can examine and
compare graphs and data that represent temperature changes as a result of climate
change over periods of time to investigate global warming trends. Students could then
write news articles or sensationalized headlines about temperature trends between
different time periods, and choose to take a stance from a particular point of view (eg.
from an environmentalist POV, from a factory owner’s POV, from a farmer’s POV, from a
polar bear’s POV).
- Math Curriculum Expectations:
- read, interpret, and draw conclusions from primary data (e.g., survey
results, measurements, observations) and from secondary data
- compare similarities and differences between two related sets of data,
using a variety of strategies
- Media Literacy Curriculum Expectations:
- 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
- 3.1 describe in detail the topic, purpose, and audience for media texts
they plan to create
- 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

Visual Arts:
- What’s Left? Exploring Colour and the Environment in the film, “The Lorax”:
Students will watch the film, “The Lorax”, and will be encouraged to explore how the
animators use colour to show what happens when resources are wasted without
conscience. In comparing the colours used at the beginning of the film and at the end,
after all of the resources are used up, students will discuss how the animators use colour
to convey messages related to environmental health. Does this parallel real life? Why or
why not? Students will then create their own works of art which will show a contrast
between a healthy environment and one affected by climate change, a using a paint
medium and mixing colours. Students will also write a short explanation about their piece
to display it in a classroom “gallery”.
- The Arts Curriculum Expectations:
- D1.1 create two- and three-dimensional artworks that express feelings
and ideas inspired by their own and others’ points of view
- D1.3 use elements of design in art works to communicate ideas,
messages, and understandings
- D2.2 explain how the elements and principles of design are used in their
own and others’ art work to communicate meaning or understanding
- Media Literacy Curriculum Expectations:
- 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
- 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
Lesson 1 - Introduction to Purpose and Audience
1. Lesson Information
Name of Teacher & Support Staff: Date/Time/Period: Length: 60
mins.
Ms. Morrison, Ms. Lloyd, Ms. Wu, Ms. Hunter, Ms.
MacNaught, Ms. Cruse Lesson 1 of 5 (Monday)
Subject: # of Students/Participants – Grade/Level

Language (Media Literacy) Grade 5

Unit/Topic of Lesson Special Instructions & Details:

Purpose and Audience Allow the use of headphones for the videos:
this will help those who benefit from screening
out the extra noise in the class.

2. Materials, Equipment and Technical/Other Requirements

- Pop-tarts Advertisement (Minds-On)
- Video: I’m only a kid, I can’t do anything about climate change… right?
https://www.youtube.com/watch?v=PslL9WC-2cQ
- Video: The Basics of Climate Change https://royalsociety.org/topics-policy/projects/climate-
change-evidence-causes/basics-of-climate-change/
- Venn diagram charts
- iPads
- Chromebooks
- Chart paper and pencils/markers
- Headphones

3. Learning Goal/Success Criteria: What will students/participants learn by the end of the
session?
Grade 5 Media Literacy: 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)

Co-create Learning Goals and Success Criteria according to the following ideas:
Learning Goal:
- We are learning to describe why some people view a media text differently than other people.

Success Criteria
- I can explain why some people may like or dislike a media text (based on age, gender, culture).
- I can explain why certain elements of a media text (animations, music, language, etc.) can
influence a person’s response to the text.
- I can use a Venn Diagram to show how certain groups of people respond to the same media text.

4. Lesson Plan Activities – UDL Timing Notes (may include

Assessment/Check-in,
accommodations (DI),
instructions for support staff,
etc.)
Beginning: Minds-On
Introduction to the unit:
Gather students to observe the Pop-tarts image
projected. Ask students to Think-Pair-Share to
discuss questions such as:
● Who do you think this product is aimed
towards?
● Why do you think Spongebob is in the
package design?
● Who (children, teenagers, adults) do you think
the flavour “Wild Bubble-Berry” appeals to and
why?
15 mins Assessment for learning: Circulate
and listen to student responses.
Take anecdotal notes on some
student ideas. This will allow to
understand what students already
know about media literacy to better
inform future instruction and to
adapt the lesson.
Assessment as learning: Ask
meaningful questions to allow
students to further their thinking
(e.g. have you thought of what
adults might think of this?)

Ask volunteers to share their ideas with the class.

Once the class has discussed, tell the students that
we will be learning about Media Literacy in the next
week, the purpose behind media, and the perceptions
that media may cause.
Middle: 35 mins Math curriculum connection:
Students will be divided into groups of 3-4. Half the “create a variety of representations
groups will start with one video, while the other half of of mathematical ideas (e.g., by
the groups will view the other video. Once they have using physical models, pictures,
completed one video with the appropriate tasks, numbers, variables, diagrams,
students will rotate and begin the next video. Ask graphs, onscreen dynamic
students to discuss and highlight their thoughts about representations), make
the following questions: connections among them, and
- What did you like about this video? Why? apply them to solve problems;”
- What did you dislike about this video? Why?
Circulate and listen to student
For the “I’m only a kid” video (aimed at kids), ask conversations. Take anecdotal
students to write down ideas on a piece of chart paper notes on some student ideas. Ask
about why they think that kids would like it. Does the questions to encourage them to
music draw kids in? The animation? The tone of make connections.
voice? Would adults respond the same way? Why or
why not? Collect the chart paper after the
lesson to use as a form of
For the “Basics of Climate Change” video, ask assessment (for, as).
students to write down ideas on a piece of chart paper
about why they think that adults would like it. Would UDL: Multiple viewings of the
kids respond the same? Why or why not? Is the media text can occur, as some
language too complicated? students need to see it more than
 once in order to receive the
Once students have completed this portion of the message.
action task, ask students to reconvene as a class and
share their thoughts. During the conversation, ask Captions will be useful for
students what differences they noticed between the everyone, including our ELL, our
videos. Ensure that students bring up how one video students with learning
uses positive messaging while the other uses “scare exceptionalities, and our student
tactics”. Ask students to Think-Pair-Share about why with a hearing impairment.
a scare tactic might be received differently between
children and adults.

End: 10 mins If students complete this activity at

a faster rate, they can use Flipgrid
Ask students to return to their groups from the action on their iPads or Chromebooks to
task. Together, they will complete a Venn Diagram, record a short video about what
where they will place various groups of people in they learned in this lesson. This
either a positive response, a negative response, or a can serve as an interactive exit slip
neutral response for each video. (assessment for learning).

Collect Venn Diagrams at the end

of the lesson as a form of exit slip
(assessment for learning).

Notes: Next Steps/Resources or Required Follow-Up:

Students will use the concepts from this lesson to allow them to further develop their knowledge
of audience in the following lesson, in addition to understanding the point of view represented in
a media text. Use the student work collected from this lesson to inform instruction for the next
lesson, and make any changes as required (e.g. if a concept needs to be revisited during the
next lesson).
Lesson 2 - Point of View
1. Lesson Information
Name of Teacher & Support Staff: Date/Time/Period: Length: 60
Ms. Morrison, Ms. Lloyd, Ms. Wu, Ms. Hunter, Ms. mins.
MacNaught, Ms. Cruse Lesson 2 of 5 (Tuesday)

Subject: # of Students/Participants – Grade/Level

Media Literacy 25 students
Grade 5

Unit/Topic of Lesson Special Instructions & Details:

Point of View

2. Materials, Equipment and Technical/Other Requirements

- SMART Board
- video: The Guardian's 1986 'Points of view' advert
https://www.youtube.com/watch?v=_SsccRkLLzU
- video: Climate Change from a kid’s perspective
https://www.youtube.com/watch?v=En-nk0tdt0A
- video: Where the oil industry and climate change meet
https://www.youtube.com/watch?v=fYOHpEaEgXw
- numbered piece of paper around classroom
- paper
- pencils

3. Learning Goal/Success Criteria: What will students/participants learn by the end of the
session?
Grade 5 Media Literacy: 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

Learning Goal:
We are learning to identify whose point of view is represented in a media text.

Success Criteria:
- I can identify whose point of view is represented in a media text
- I can identify alternative points of view that are not represented in a media text

4. Lesson Plan Activities – UDL Timing Notes (may include

Assessment/Check-in,
accommodations (DI),

Beginning:
As an introduction to the topic of point of view,
students will watch The Guardian’s “Point of View”
commercial at
https://www.youtube.com/watch?v=_SsccRkLLzU.
The teacher will pause the video each time a new
perspective is shown and have students share what
they believe is happening. Once it is revealed that the
man who is running is actually helping the man with
the briefcase, the teacher will ask students why it is
important to consider multiple points of view. The
teacher will emphasize that people often have
different perspectives on the same event and that
considering multiple points of view allows us gain a
fuller understanding of the situation.
Middle:
Students will watch the video “Climate Change from a
kid’s perspective” at
https://www.youtube.com/watch?v=En-nk0tdt0A. The
teacher will ask students to consider whose point of
view is being represented as they watch the video.
Students will then participate in a 4 corners activity,
where they will indicate whose point of view they
believe is best represented in the video. Each
possible answer will be associated with a different
number (all possible answers and their associated
numbers will be visible on a slide). Possible answers
will include: climate change scientists, people who
have been affected by extreme weather events,
people living in Canada, people living in other
countries, the Federal government, and oil
companies/oil workers. After having a moment to
think about their answer, students will go to the area
of the classroom where the number associated with
instructions for support staff,
etc.)
10 Assessment for learning: The
minutes teacher will observe students
responses during this activity to
determine what they already know
about point of view.
35 UDL: Subtitles will be enabled
minutes when watching YouTube videos.
This will assist our student with
partial hearing loss, as well as the
rest of our students.
The 4 corners activity will be
helpful for all students so they can
move around the classroom, and
especially helpful for our student
with ADHD.
Assessment of learning: The
teacher will circulate the room
during the 4 corners activity to
listen to students' discussions with
one another. The teacher will also
record anecdotal notes of students'
contributions to the class
discussion.
their answer is posted. Students will discuss the
reasoning behind their choice with a partner who Assessment as learning: After
chose the same number as them. Students from each hearing their classmates
group will share their thinking with the whole class. If arguments for why they chose a
there was a number with no students at it (eg. oil certain number, students will have
companies/oil workers), the teacher will ask the class the opportunity to reflect on their
why they think no one chose this option (eg. the learning by indicating whether they
perspective was not represented in the video). still believe they chose the best
option.
Students will repeat this activity for the “Where the oil
industry and climate change meet” video at
https://www.youtube.com/watch?v=fYOHpEaEgXw.
This video demonstrates an alternate perspective, as
it focuses on how climate change initiatives affect oil
workers in Williston, North Dakota.

End: 15 Assessment of learning: Exit cards

The teacher will lead a class discussion about how minutes will demonstrate what students
the videos showed different perspectives on the same have learned about point of view.
issue.
DI: Students will be offered varied
Students will complete an exit card to answer the levels of assistance in completing
following questions (answers should be 1-2 exit cards.
sentences):
● Why do you think people sometimes have
different perspectives on the same event?
● Why is important to consider multiple points of
view?
Notes: Next Steps/Resources or Required Follow-Up:

Ask students to reflect on where else they may encounter Points of View. How might that
connect to our discussion on climate change?
Lesson 3 - Who Produces Media Texts, and Why?
1. Lesson Information
Name of Teacher & Support Staff: Date/Time/Period: Length: 60
mins.
Ms. Morrison, Ms. Lloyd, Ms. Wu, Ms. Hunter, Ms.
MacNaught, Ms. Cruse

Subject: # of Students/Participants – Grade/Level

Language Grade 5, 25 students

Unit/Topic of Lesson: Special Instructions & Details:

Who produces media texts, and why?
- students will divide into their pre-
determined daily 5 groups to rotate
through
- whole group discussion re: production
of media (who, for who, why, how)

2. Materials, Equipment and Technical/Other Requirements

- Print outs of imagery, with corresponding vocabulary list
- Tablets/chromebooks
- Headphones
- Writingwork books
- Print texts
- Writing materials
- Whiteboard

3. Learning Goal/Success Criteria: What will students/participants learn by the end of

Students will be able to identify who produces various media texts, and the reason for their
production, with special considerations of how they are produced, and how they are funded in
relation to their purpose.

Language Curriculum, Grade 5 media literacy 1.6

1.6: identify who produces various media texts and the reason for their production

Learning Goal: We will understand the process of media text production.

Success Criteria:
● I can identify who produces the media text.
● I can understand that media texts are produced with different perspectives and end goals in mind.

4. Lesson Plan Activities – UDL Timing Notes (may include

Assessment/Check-in,
accommodations (DI),

Beginning:
Whole group discussion:
- Discuss the learning goal: we would like to
practice viewing the overall piece of media as
well as the small, specific features of it, to
understand the piece from the perspective of
those who created it (why did they create it?
What is their purpose/message for creating it?
Who is their target audience? What elements
of the piece of media lend themselves to that
target audience? What platform is the piece of
media being circulated on? What does that
media platform mean in terms of audience,
usage, etc? Who funded the creation of the
media piece? Etc)
- Give instructions/explanation for the lesson
(split into regular daily 5 groups, complete 4 of
the 5 stations, the 5th will be done as a large
group)
instructions for support staff,
etc.)
5 minutes Provide a written copy of the
learning goal to anyone who asks
for one (our ESL student and our
hearing impaired student will need
a copy, but all are welcome to their
own copy).
Make sure that the students are
clear about the goals for today:
understanding the purpose and
methods of media production
based on perspectives and end
goals.
When giving instructions for the
daily five, make sure you remind
the students that you will set the
timer for each section (transitions
can be difficult).
Remind them that they will not be
doing a writing station, as that will
be the last part of the lesson done
as a whole group activity.
Middle: 40
minutes
Daily 5 (-1):

Read to Self Read to Self

- Students will choose from a variety of age - For read to self students
appropriate texts on the topic of climate are expected to sit at their
change to read silently to themselves own desks, they know this.
- The texts will have been printed out and/or - A few students will likely
compiled and left with your daily lesson plans. struggle to stay on task
- Prompt question while reading: try to think of during this station, so keep
the purpose of the text (who, why, how, for an eye out for students who
who, etc) appear to be reading but
are not actually.
https://www.explainthatstuff.com/globalwarmingforkid - Our ESL students has a
s.html bilingual dictionary in their
https://www.c2es.org/content/climate-basics-for-kids/ L1 and L2, and relies on it
https://climatekids.nasa.gov/light-bulbs/ to help them work through
https://climatekids.nasa.gov/food/ texts.
https://climatekids.nasa.gov/why-earth/ - Our two students with
https://climatekids.nasa.gov/climate-change-evidence/ Learning Disabilities read at
https://climatekids.nasa.gov/climate-change-meaning/ a slightly lower level than
https://www.natgeokids.com/uk/discover/geography/g grade level, and often
eneral-geography/what-is-climate-change/ gravitate towards the
easiest texts available,
however we are working to
encourage them to
challenge themselves more.

End: 15
minutes
Last daily 5 station (writing) done as a whole group, in - Students will sit at their
their writing workbooks. desks with their writing
practice books, and will
Whole Group Reflection: write a short reflection on
- Who created a piece of media? one piece of media or text
- Why did they create it? that they read/observed in
- What did they do in production to convey their the lesson.
message?
 - Target audience? - Reflection prompt: tell me
- Funding? about a piece of media or
text that you worked with
today, considering the
Students write about a piece of text or media that they perspective of those who
observed during the stations. Reflections not created it.
completed during the 15 minutes must be completed - Their reflections do not
as homework. Reflection entries need not be fully have to be exceptionally
formalized, polished, etc, this is simply daily writing long, but those who have
practice. not written more than 3-5
sentences in the 15 minute
period will have to take it
home for homework, or
complete it at a later time.
- Our ELL student, as well as
our students with ASD,
LDs, and ADHD will need
support with their writing.
As a teacher, we owe it to
all of our students to have
high expectations - it is
expected that these
students demonstrate the
same understanding as
their classmates and
produce quality work. To
reduce barriers these
students may need
accommodations or
alternate arrangement such
as scribing, assistive
technology, or reduced
amount of writing required.

Notes: Next Steps/Resources or Required Follow-Up:

Challenge students to find other books or media texts to read at home or during independent
reading. Who do they think produced this resource? Why do they think they produced it? What
is the purpose? Who is the audience? What point of view is being represented?
Lesson 4 - Responding to and Evaluating Texts
1. Lesson Information
Name of Teacher & Support Staff: Date/Time/Period: Length: 60
Ms. Morrison, Ms. Lloyd, Ms. Wu, Ms. Hunter, Ms. mins.
MacNaught, Ms. Cruse
Lesson 4 of 5 (Thursday)

Subject: # of Students/Participants – Grade/Level

Media Literacy 25 Students

Grade 5

Unit/Topic of Lesson Special Instructions & Details:

Responding to and evaluating texts

2. Materials, Equipment and Technical/Other Requirements

-Media Triangle
-Media Texts Guiding Questions Graphic Organizer
-5 iPads and 4 chromebooks
-5 copies of Climate Change Media Texts 2-6
-projector, speakers, amplified microphone system

3. Learning Goal/Success Criteria: What will students/participants learn by the end of the
session?

1.2 use overt and implied messages to draw inferences and construct meaning in media 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

Learning Goal (co-constructed):

We are learning to evaluate a media text based on the media triangle, and communicate our own
response to it.

Success Criteria (co-constructed):

I can use the media triangle to evaluate a media text.
I can form an opinion of a media text based and support it with evidence.
I can communicate my response to a media text.

4. Lesson Plan Activities – UDL Timing Notes (may include

Assessment/Check-in,
accommodations (DI),
 instructions for support staff,
etc.)
Beginning:

Play video “KIDS REACT TO CLIMATE CHANGE” 3 minutes Microphone amplification system
(0:00-3:10) connected to projector for student
https://www.youtube.com/watch?v=yDPLI5Z204M with partial hearing loss.
5 minutes
Present media triangle, relate back to previous
lessons in unit. UDL: Media Triangle and Media
7 minutes Text Guiding Questions Graphic
Use Media Text Guiding Questions Graphic Organizer Organizer taught using the visual
to analyze Climate Change Media Text 1 as well as through verbal
instruction.

Middle:
Split students into 5 groups.
Jigsaw:
Each member of the group will go to a different station
and fill out the Media Text Guiding Questions Graphic
Organizer for the media text at their station (Media
Texts 2-6).
Students will use the iPad at each station to conduct
any research that they would like.
Final section of graphic organizer must be filled out
individually.
20
minutes
Differentiation: iPad available at
each station for inquiry, if students
finish early they can research their
media text and the issues it
addresses for deeper
understanding.
Chromebooks available for
students to access a digital copy of
the Media Text Guiding Questions
Graphic Organizer to fill out, if their
IEP specifies use of technology for
writing.

End:

Students will rejoin their groups and share their media 20 Anecdotal notes taken by teacher
text, their evaluation of their media text, and their minutes while walking through the
opinion and response to their media text. classroom during the time period
that students share with their
group.
Exit Card: How has your view of media texts and the
way that you respond to them changed? 5 minutes Assessment of Learning: Media
Text Guiding Questions Graphic
Organizer will be handed in and
marked.
 Assessment as Learning: Exit
Card.

Notes: Next Steps/Resources or Required Follow-Up:

Media Text 1
Media Text 2

Media Text 3
Media Text 4

Media Text 5

Media Text 6
Notes: Next Steps/Resources or Required Follow-Up:
What overt or implied messages can they find in other media texts, like advertisements they see
online or in the streets? How do they respond to them?

Lesson 5 - Planning and Creating a Media Text About Climate Change

1. Lesson Information
Name of Teacher & Support Staff: Date/Time/Period: Length: 60
mins. (potential to extend over multiple days
Ms. Morrison, Ms. Lloyd, Ms. Wu, Ms. Hunter, Ms. depending on student progress)
MacNaught, Ms. Cruse

Subject: # of Students/Participants
Media Literacy
25 Grade 5 students

Unit/Topic of Lesson Special Instructions & Details:

Planning and Creating a Media Text About Climate

Change
2. Materials, Equipment and Technical/Other Requirements
- Pencils, paper
- Planning sheet
- Green screen or green screen app
- Chromebooks
- iPads
- Video editing software - eg. iMovie
- Graphics editing app or software - eg. Canva
- Presentation making software - eg. Prezi, PowerPoint, Flipgrid, Google Soapbox

3. Learning Goal/Success Criteria: What will students/participants learn by the end of the
session?
Media Literacy:
3.1 describe in detail the topic, purpose, and audience for media texts they plan to create
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
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
3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms,
conventions, and techniques

Learning Goal: I can plan the creation of a media text about climate change.

Success Criteria:
● I can describe the topic, purpose, and audience for my media text.
● I can organize my ideas in a graphic organizer.
● I can choose between a poster, a video, an advertisement, or a TED talk and explain why it is
effective.
● I can use the appropriate techniques to design and create my media text so my message is
communicated.

4. Lesson Plan Activities – UDL Timing Notes (may include

Assessment/Check-in,
accommodations (DI),
instructions for support staff,
etc.)
Beginning: 15 minutes:
UDL: Multiple viewings of the
The teacher will show a media text made by previous 3-5 minutes - media text can occur, as some
students about climate change. Students will view the viewing(s) of students need to see it more
media text on the projector as a large group. media text. than once in order to receive
the message.
Think-Pair-Share: students will chat with their elbow 3-5 minutes:
partner and discuss these questions before sharing Think, Pair,
thoughts with the larger group. Share
- What made this media text effective?
- If you were the producer, what would you have 5 minutes:
done differently? Class
discussion
Class Discussion with Whiteboard: the class will with
discuss these questions while the teacher scribes whiteboard
bullet point ideas on the whiteboard.
- What steps do you think the makers of this
media text had to take in order to create this
finished product?
- Students may give ideas such as:
- Choosing a message
- Brainstorming
- Planning
- Peer editing
- Gathering materials
- Filming
- Editing film
- Publishing

Middle: Planning and Brainstorming 25 - 30 Predetermined literacy groups

minutes based on classroom dynamics.
After a quick discussion about teamwork, students will
work with their literacy groups to begin the planning Teamwork Before breaking for teamwork:
process for their media text. Students will have choice guidelines Quick discussion to remind
over the type of media text they can produce, discussion - 5 students about working as a
including video, a poster, a brochure, a TED Talk, a minutes team, with an emphasis on the
PowerPoint presentation, a Soapbox presentation, a social and emotional skills
FlipGrid, a ChatterPix, etc. Group Work required. What does it look like
Time - 20 - 25 when people are collaborating
Groups will receive a planning package which they minutes productively as a team?
must complete with their group before producing their ● Common goal
media text. ● Respect for all
Questions in the planning package will include: ideas/team members
- What type of media text will your group ● Communication
produce? ● Sharing responsibility
- Who is the target audience for your media
text? Planning Package:
- What is the message of your media text? ● Could be on paper or on
- What elements (visual, audio, dramatic) will Google Forms so that
you use to convey your message to the target students can choose to
audience? write, draw, or type their
- What materials (props, technology, music ideas
tracks, extra people) will you need?
- What challenges do you think you might face During teamwork time:
in creating your media text? ● Check in with each
group as they work on
the project. Ensure
 Timing here will be flexible, as students may or may positive dynamics and
not complete their planning packages within the time encourage group work,
frame specified. Because this project will span reminding students of
multiple days, it is not required that students complete the prior discussion
their planning all within the first day. We want to give about working
them time to develop their ideas fully and deeply productively as a team.
engage in the production process. ● Group with student with
hearing impairment can
work in a quieter area of
the classroom or school
so that the ambient
noise of teamwork does
not interfere with the
student’s ability to hear
and participate in
discussions.

End: Pre-Production Feedback Stage 15 minutes

(with more ● Important to give
time in the students reminders as
With the goal of production in mind, each group will following days time is running out for
conference with another group once they have if students do the period to save their
finished their planning packages to provide and not get to this work as well as to give
receive feedback about their plans. Each group will stage) ample warning for
“pitch” their ideas to the other group, and the other students who struggle
group will provide a “two stars and a wish” feedback. with transitions.
The groups will record their feedback.
Flexibility with time: Students
After the feedback session, students will reflect on the work at different paces in the
feedback they received and choose whether to creative process, so this
implement the suggestions. learning experience can take
place over multiple sessions.
Because we want to give students the time and space
to plan and produce their media texts, this lesson plan Assessment as learning: by
may not take place just over one session. Students providing feedback on their
work at different paces and engage differently in the peers’ work, students also
creative process, so we want to respect that and give reflect on their own work and
them the flexibility of multiple teamwork sessions to how they can improve.
engage in the planning process, feedback process,
and the eventual production of their media texts. Assessment of learning:
students will hand in their
planning packages and their
completed media texts to be
assessed.

Notes: Next Steps/Resources or Required Follow-Up:

Next steps: students will continue to work with their group to create their media text. Students
will publish and present their finished product to their classmates, the teacher, or the school
(depending on their level of comfort). Students will reflect on the process of the creation of a
media text as well as their final product.