Author: Jane Tallim, Media Awareness Network
Level: Secondary Cycle Two
Subject Area: English Language Arts

Description: In this lesson students explore the ways that ethnic and visible minorities are portrayed in Canadian entertainment media. The lesson begins with an introduction to the media education key concept – "media are constructed to represent reality" – and a discussion about the constructed nature of media products and how media "re-presents" people, ideas and events from a particular viewpoint. This is followed by a discussion about stereotypes and possible consequences of under-representation. Next, students read and discuss the essay "Ethnic and Visible Minorities in Entertainment Media" and look at Canadian regulatory systems that ensure equitable representation in broadcast media. As a summary activity, students form groups and conduct diversity surveys of prime time Canadian television.

Cross-curricular Competencies	Broad Areas of Learning
To use information To solve problems To exercise critical judgement To adopt effective work methods To use information and communications technologies for learning purposes To work with others To communicate appropriately	Media Literacy Citizenship and Community Life

This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:

COMPETENCY 2 Reads and listens to written, spoken and media texts

Constructing a Reading of a Text

• Focuses on a topic and/or issue that is of interest to her/him to construct an efferent reading, (e.g. makes sense of the text by coming to terms with the ways in which a topic has been developed by a writer/producer)
• Focuses on the relationship between self as reader and the text to construct an interpretive reading
• Activates relevant prior textual knowledge before, during and after reading text(s) to monitor the meaning(s) s/he is making, (e.g. uses what is known about a writer/producer and her/his style to make predictions, draws on knowledge of structures and features of a specific genre, applies knowledge of codes and conventions particular to specific texts)
• Activates relevant prior personal knowledge and experience to make sense of a text which is frequently expressed in text-to-self connections, text-to-world connections, text-to-text connections
• Determines the most important ideas/messages/themes in a text
• Draws inferences from a text

Reader, Text, Context

Draws inferences about the view of the world presented in a text

• Identifies the characteristics of the writer/producer and evaluates how these influence meaning, i.e. how stance, socio-cultural context, values and/or beliefs shape the world of the text
• Makes connections between the depiction of different groups in texts and the context or setting of a text

Justifies her/his interpretation(s) of texts on the basis of own fluency as a reader

• Evaluates the way specific codes and conventions of a spoken/written/media text are employed to have an impact upon the assumptions, actions, values and beliefs of readers:
• linguistic and textual features that situate or position the reader, e.g. connotations and denotations, stereotypes and bias, aspects of characterization and setting that evoke a specific emotion or response, appeals to mainstream values and beliefs
• Interrelates characteristics of the writer/producer(s) of a text and self as a reader:
• analyzes the representation of different groups, including interest groups, in the press in relation to controlling ideas, opinions, main ideas
• Makes inter-textual connections between texts read in and out of class:
• compares and contrasts alternative and mainstream values, mores, lifestyles within a range of literary and popular narratives
• compares and contrasts the socio-cultural, literary or historical contexts and conventions in texts

COMPETENCY 3 Produces texts for personal and social purposes

Characterizing an Audience

Investigates how different target audiences use and respond to particular texts:

• compares and contrasts own responses, reactions and use of texts with those of peers, family, other households and more distant audiences

Public and Private Space

Conducts a genre analysis:

• evaluates the structures, features, codes and conventions used
• examines how language (sound, word and image) is shaped:
• to represent and/or exclude people, events, ideas and information

Applying Codes and Conventions

• Explores the representation of gender, race, appearance, culture, social class

Production Process

Media Practices

• Examines issues of media ownership and control

Planning and Drafting

• Brainstorms ideas, clarifies and extends thinking by talking with peers and teacher
• Makes preparations prior to production
• Evaluates material gathered and decides on its use, e.g. reviews video footage for best shots

Going Public

• Chooses most suitable ICT to present production, e.g. PPT® presentation, CD-ROM, etc.
• Makes final adjustments before presentation
• Presents text to intended audience