Lesson: The Construction Crew
In this lesson, students start to think about media as constructions and learn about some of the people involved in making them. Activities focus on Foley work as an example and students are given the opportunity to do it themselves.
Grade range: 1-3
Teacher Material: https://pressbooks.pub/buildingblocks/chapter/who-does-what-2/
Student Material: https://pressbooks.pub/buildingblocks/chapter/who-does-what/
Time Frame
| One class period (45-60 minutes) | Two or three class periods (90-120 minutes) | Extended Unit |
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| Activities | Introduction
What is a Foley Artist Making Noises (in-class option ) Sound Effects
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Introduction
The Construction Crew What is a Foley Artist Making Noises (in-class option) Sound Effects |
Introduction
The Construction Crew What is a Foley Artist Making Noises (media production option) Sound Effects |
Preparation:
- Make sure that you are able to show the embedded videos or that students are able to access the links.
- If you are delievering the media production option, familiarize yourself with a few simple editing programs or apps. For a comprehensive list, see https://alternativeto.net/category/video/video-editing/.
Learning Outcomes
Big ideas/key concepts: Students will understand that…
Media are constructions:
- Media works were made many people who made choices that affect the final work
Each medium has a unique aesthetic form:
- Different media communicate in different ways and using different codes and conventions
Key questions:
- How do different people work together to make media?
- What are some of the different jobs in media making?
- What choices do people in those different jobs make?
- How do their choices affect what we see, hear and feel?
Essential knowledge: Students will know…
- Reading media: Many parts of a media text, such as sound effects, are carefully chosen and created for specific effects
- Making and remixing: Foley artists use many different techniques to achieve particular sounds and sound effects
- Key vocabulary: Foley artist
Performance tasks: Students will be able to…
- Name and identify different jobs in media
- Explain what Foley artists do and some of the choices they make
- Analyze a scene from the point of view of a Foley artist and collaborate to create and perform sound effects
- Reflect on the roles that different people played in creating memorable media experiences
Curriculum Connections
Strand A: Literacy Connections and Applications
A2. Digital Media Literacy
A2.4 Forms, Conventions and Techniques
demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts
A2.5 Media, Audience, and Production
demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator
A2.6 Innovation and Design
use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems
Strand C: Composition (Understanding and Responding to Texts)
C1 Knowledge About Texts
C1.2 Text Forms and Genres
Grade 1: identify simple literary and informational text forms and their associated genres
Grade 2: identify and describe some characteristics of literary and informational text forms and their associated genres
Grade 3: identify and describe some characteristics of literary and informational text forms and their associated genres
C2 Comprehension Strategies
C2.3 Monitoring of Understanding: Making and Confirming Predictions
Grade 1: make predictions using background knowledge, text features, and evidence from the text
Grade 2: make predictions using background knowledge, text features, and evidence from the text
Grade 3: make predictions using background knowledge, text features, and evidence from the text, and adjust their understanding based on new information
Strand D: Composition (Expressing Ideas and Creating Texts)
D2 Creating Texts
D2.1 Producing Drafts
Grade 1: draft short, simple texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies
Grade 2: draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies
Grade 3: draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies
A Foley artist makes sounds that go with the images in a media work such as a movie, a TV show or a video game.
In this lesson, students students consider the ways in which social media promotes the "comparison game," and the impacts that can have on body image and self-esteem. They analyze games designed to foster more positive and mindful use of technology and then design their own game for that purpose.
Grade range: 1-3
Teacher Material:
Student Material:
Time Frame
| One class period (30 minutes) | Two or three class periods (60-90 minutes) | Extended Unit |
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| Activities |
Introducing the Comparison Game Exploring the Comparison Game
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Introducing the Comparison Game Exploring the Comparison Game Gaming for Good: The Disconnection Challenge SuperBetter Games
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Introducing the Comparison Game
Exploring the Comparison Game Gaming for Good: The Disconnection Challenge SuperBetter Games Countering the Comparison Game Reflection |
Preparation:
- Make sure that you are able to show the embedded videos or that students are able to access the links.
- Make sure that students are able to access the interactive activities.
Learning Outcomes
Big ideas/key concepts: Students will understand that…
Media are constructions
- Our media experiences influence how we see both our own and other people’s lives and bodies
Digital media experiences are shaped by the tools we use
- Different social media platforms’ features and designs influence how we use them and the impact they have on us
- The algorithms used by social media platforms serve us content, which also influences the impact they have on us
Key questions:
- How does the design of social media platforms nudge us to play the "comparison game"?
- How can we use social media without engaging in the "comparison game"?
Essential knowledge: Students will know…
- Reading media: What features of social media encourage us to compare ourselves to other people; the different ways that social media algorithms are optimized can make us more or less likely to compare ourselves to other people
- Media representation: How social media represents our friends, peers and celebrities
- Media health: How media representation of peers and celebrities affects our body image and self-esteem; how to manage the impact of social media on our well-being
- Key vocabulary: Platform
Performance tasks: Students will be able to…
- Use: Make a game that promotes healthy and mindful media use
- Understand: Analyze either the design or the algorithm of a social media platform to identify its impact on body image and self-esteem
- Engage: Advocate for changes to make digital media tools more healthful
Curriculum Connections
Strand A: Literacy Connections and Applications
A2. Digital Media Literacy
A2.1 Digital Citizenship
demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities
A2.2 Online Safety, Well-Being, and Etiquette
demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission
A2.3 Research and Information Literacy
gather, evaluate, and use information, considering various perspectives, to construct knowledge and demonstrate learning
A2.4 Forms, Conventions and Techniques
demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts
A2.5 Media, Audience, and Production
demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator
A2.6 Innovation and Design
use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems
A2.7 Community and Cultural Awareness
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community
A3. Applications, Connections and Contributions
A3.1 Cross-Curricular and Integrated Learning
apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life
A3.2 Identity and Community
demonstrate an understanding of the contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in culturally responsive and relevant texts
A3.3 First Nations, Métis, and Inuit Perspectives and Ways of Knowing
identify themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
Strand C: Composition (Understanding and Responding to Texts)
C1 Knowledge About Texts
C1.1 Using Foundational Knowledge and Skills to Comprehend Texts
Grade 1: read and comprehend short, simple texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
Grade 2: read and comprehend short texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
Grade 3: read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background
C1.2 Text Forms and Genres
Grade 1: identify simple literary and informational text forms and their associated genres
Grade 2: identify and describe some characteristics of literary and informational text forms and their associated genres
Grade 3: identify and describe some characteristics of literary and informational text forms and their associated genres
C1.3 Text Patterns and Features
Grade 1: identify some text patterns, such as sequencing and chronological order, and text features, including illustrations, symbols, and titles, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning
Grade 2: identify some text patterns, such as chronological order and journal entry, and text features, including table of contents, charts, and icons, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning
Grade 3: identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand
C1.4 Visual Elements of Texts
Grade 1: demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text
Grade 2: identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts
Grade 3: describe ways in which images, graphics, and visual design are used in a given text, and demonstrate an understanding of their purpose and connection to the content of the text
C1.5 Elements of Style
Grade 1: identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and describe how they help communicate meaning
Grade 2: identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning
Grade 3: identify some elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning
C1.6 Point of View
Grade 1: identify the narrator’s point of view in a variety of texts, and suggest an alternative point of view to tell the story
Grade 2: identify the narrator’s point of view, including first person or third person, in simple texts, and suggest an alternative point of view to tell the story
Grade 3: identify the narrator’s point of view, including first person or third person, in a variety of texts, and suggest alternative points of view
C1.7 Indigenous Context of Various Text Forms
read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
C2 Comprehension Strategies
C2.1 Prereading: Activating Prior Knowledge
Grade 1: activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to understand the topics of new texts
Grade 2: activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form of new texts
Grade 3: activate prior knowledge, including knowledge gained from personal and text experiences, that they can use to make connections and understand the topic and form
C2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing
Grade 1: identify purposes for engaging with texts, including enjoyment or finding information
Grade 2: identify various purposes for engaging with texts, including enjoyment or finding information
Grade 3: identify specific purposes for engaging with texts, including learning facts or information, or to gain insight or new
C2.3 Monitoring of Understanding: Making and Confirming Predictions
Grade 1: make predictions using background knowledge, text features, and evidence from the text
Grade 2: make predictions using background knowledge, text features, and evidence from the text
Grade 3: make predictions using background knowledge, text features, and evidence from the text, and adjust their understanding based on new information
C2.4 Monitoring of Understanding: Ongoing Comprehension Check
Grade 1: use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts
Grade 2: use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts
Grade 3: use strategies such as rereading, visualizing, and asking questions, to monitor and confirm their understanding of various texts
C2.5 Monitoring of Understanding: Making Connections
Grade 1: identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them
Grade 2: identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them
Grade 3: identify connections between ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the
C2.6 Summarizing: Identifying Relevant information and Drawing Conclusions
Grade 1: identify important information in a simple text, including the main idea
Grade 2: identify the main idea in a simple text, and relate important details in sequence
Grade 3: identify the main idea in a simple text, and relate important details in sequence
C2.7 Reflecting on Learning
Grade 1: identify strategies, such as activating prior knowledge and visualizing, that have helped them comprehend texts
Grade 2: identify strategies, such as rereading, visualizing, and asking questions, that have helped them comprehend various texts
Grade 3: describe how strategies, such as visualizing, making predictions, and connecting to their experiences, have helped them comprehend various texts
C3 Critical Thinking in Literacy
C3.1 Literary Devices
Grade 1: identify simple literacy devices, including rhyme, alliteration, and onomatopoeia, and describe how they help communicate meaning
Grade 2: identify simple literary devices, including consonance and simile, and describe how they help communicate meaning
Grade 3: identify literary devices, including metaphor and assonance, and describe how they help communicate meaning
C3.2 Making Inferences
Grade 1: make simple inferences, using stated and implied information and ideas, to understand simple texts
Grade 2: make simple inferences using stated and implied information and ideas to understand simple texts
Grade 3: make inferences using stated and implied information and ideas to understand texts
C3.3 Analyzing Texts
Grade 1: analyze simple texts, including literary and informational texts, by identifying and sequencing important information and events
Grade 2: analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements
Grade 3: analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements
C3.4 Analyzing Cultural Elements of Texts
Grade 1: identify some cultural elements represented in various texts, including symbols and values, and explain how these elements contribute to the meaning
Grade 2: identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning
Grade 3: identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning
C3.5 Perspectives within Texts
Grade 1: identify explicit and implicit perspectives communicated in a text, and describe how these perspectives could influence an audience
Grade 2: identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience
Grade 3: identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience
C3.6 Analysis and Response
Grades 1-2: express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility
Grade 3: describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility
C3.7 Indigenous Contexts
Grades 1-2: identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences
Grade 3: identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived
C3.8 Reflecting on Learning
Grade 1: identify thinking skills that helped them understand simple texts
Grade 2: identify thinking skills that have helped them analyze and better understand simple texts
Grade 3: identify thinking skills that have helped them analyze and better understand various texts
Strand D: Composition (Expressing Ideas and Creating Texts)
D1.1 Purpose and Audience
Grade 1: identify the topic, purpose, and audience for various simple texts they plan to create
Grade 2: identify the topic, purpose, and audience for various texts they plan to create
Grade 3: identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning
D1.2 Developing Ideas
Grade 1: generate ideas about given and chosen topics, using simple strategies and drawing on various resources, including their own lived experiences, and learning from other subject areas
Grade 2: generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas
Grade 3: generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas
D1.3 Research
Grade 1: gather information and content relevant to a topic, using a single source
Grades 2-3: gather information and content relevant to a topic, using three or more sources
D1.4 Organizing Conten
Grades 1-2: sort and sequence ideas and information, taking into account the text form and genre to be used
Grade 3: sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre
D1.5 Reflecting on Learning
Grades 1-2: identify the strategies that helped them develop ideas for texts
Grade 3: identify the strategies that helped them develop ideas for texts and organize content
D2 Creating Texts
D2.1 Producing Drafts
Grade 1: draft short, simple texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies
Grade 2: draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies
Grade 3: draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies
D2.3 Voice
Grade 1: demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic
Grade 2: demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic
Grade 3: demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about
D2.4 Point of View and Perspective
Grades 1-2: identify the point of view, including first person, used in their texts
Grade 3: identify the point of view, including first person or third person, used in their texts
D2.5 Revision
Grade 2: make revisions to texts using feedback from others, such as adding or deleting sentences
Grade 3: make simple revisions to draft texts, including replacing words and adding sentences, to improve content and clarity, using feedback
D3 Publishing, Presenting and Reflecting
D3.1 Producing Final Texts
produce final texts, using simple techniques, to achieve the intended effect
D3.2 Publishing and Presenting Texts
present the texts they have created using appropriate strategies, including by reading aloud with expression
D3.3 Reflecting on Learning
Grade 1: identify a strategy they found helpful when presenting texts
Grade 2: identify a few strategies they found helpful when presenting texts
Grade 3: identify the strategies that helped them present and communicate their message, and explain how they helped them improve as a text creator
