Media Literacy Kickoff

Overview

This 45-minute lesson introduces Grade 6 students to the concept of media literacy, aligned with the Ontario Language curriculum. Students will explore different types of media and begin to understand the media messages they encounter daily. Emphasis will be placed on inclusive strategies to address diverse learning needs, including students with IEPs, behaviour considerations, and dyslexia-friendly approaches.

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Curriculum Connections

Ontario Language Curriculum, Grade 6 (The Ontario Curriculum, Grades 1–8: Language, 2006, revised 2023 draft alignment):

• Overall Expectations:

  • 1. Listen, Read, View
    • 1.1 Demonstrate an understanding of a variety of media texts
  • 2. Speak, Write, Represent
    • 2.1 Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
  • 3. Media Literacy
    • 3.1 Analyse some of the ways in which media texts communicate meaning and influence audiences
    • 3.2 Construct media texts for specific purposes and audiences using appropriate forms, conventions, and techniques

• Specific Expectations:

  • 1.1 identify characteristics of various forms of media, including advertisements and social media
  • 3.1 explain the difference between various types of media and their purposes
  • 3.2 use simple conventions and techniques of media texts in oral and visual presentations

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Learning Goals

I can

• Define media literacy in my own words.
• Identify and list at least three types of media I encounter daily.

Success Criteria

• Clearly explain what media literacy means using my own words.
• Provide three or more examples of media types from my everyday life.

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Materials

• Interactive whiteboard or projector
• Visual media posters (e.g., newspaper pages, screenshots of social media, TV ads)
• Audio device with pre-recorded simple audio definition of "media literacy"
• Printed handouts with visuals and simplified text for reference (dyslexia-friendly fonts and layouts)
• Whiteboard and markers
• Sticky notes

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Lesson Procedure

1. Introduction (5 minutes)

• Greet students and introduce the unit "Exploring Media Messages".
• Ask: "What do you think media is? Can you name some types of media you know?"
• Write examples students share on the board grouped into categories (e.g., TV, social media, newspapers).

2. Define Media Literacy (10 minutes)

• Play a pre-recorded simple audio clip: a clear, student-friendly definition of media literacy.
• Show a visual poster with a simple text definition and keywords highlighted in dyslexia-friendly font:
  Media Literacy means understanding and thinking about the messages media sends us, so we can decide what they mean and how they affect us.
• Discuss the definition, inviting students to put it into their own words in pairs or small groups.
• Invite 2-3 students to share their "I can define media literacy" statements with the class.

3. Explore Types of Media (15 minutes)

• Show visuals of different media types on the board: advertisements, news articles, social media posts, video clips, podcasts.
• For each type, ask students: "Where have you seen this kind of media?" "What messages does it often send?"
• Provide sticky notes for students to write down 3 types of media they interact with daily.
• As a class, create a shared chart of media types, referencing student contributions and highlighting diversity in experiences (e.g., TV ads, Instagram posts, YouTube videos, school newsletters).
• Use simple, concrete language and point to visuals frequently for clarity and engagement for all learners.

4. Check for Understanding - Formative Assessment (10 minutes)

• Distribute a dyslexia-friendly handout with two tasks:
  1. Write your own definition of media literacy (using sentence starters like "Media literacy means...").
  2. List 3 types of media you see every day.
• Allow options: students can write, type on tablets, or use voice-to-text tools as needed.
• Circulate to provide support or verbal prompts, particularly for students with IEPs or ADHD.
• For behaviour/autism supports: incorporate short 2-minute stretch/movement breaks as needed and use positive reinforcement.

5. Extension Opportunity (if time allows)

• Invite students who finish early or want an additional challenge to begin thinking about a media type they would like to research and present on in a future lesson (Lesson 4 or 5).
• Provide flexible options: slideshow, poster, or oral presentation.

6. Wrap-Up (5 minutes)

• Review success criteria for the lesson verbally and visually.
• Revisit key vocabulary: media, media literacy, advertisement, news, social media.
• Ask students to share one new thing they learned today.
• Encourage students to pay attention to media messages at home and school before the next lesson.

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Differentiation Strategies

Student Need	Strategy	Resources/Supports
Students with IEPs (grade 3-4 reading level)	Use audio definitions, sentence starters, pair work	Audio clips, simplified handouts, peer support
Students with Autism/Behaviour	Clear routine, quiet space if needed, movement break	Visual schedule, movement breaks, structured cues
ADHD learners	Frequent engagement, chunk activities, timers	Short task segments, clear instructions, check-ins
Dyslexia-friendly learners	Audio texts, dyslexia-friendly fonts, coloured overlays	Recorded clips, handouts with sans-serif fonts
Advanced learners	Research and prepare a short presentation on a media type	Guidelines for research, rubric for presentation

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Assessment

• Formative assessment through oral shares, sticky notes, and handout completion.
• Observation of participation in group discussions and paired work.
• Collection of handouts to check definition and types listed.

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Teacher Reflection Prompts

• Did students successfully articulate media literacy in their own words?
• How effectively did the visuals and audio supports help diverse learners engage?
• Were the behaviour strategies sufficient to maintain focus?
• Did the extension activity interest the advanced learners?
• What adjustments will I make for Lesson 2 to build on this foundation?

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Homework (Optional)

• Students note one media type they encounter outside of school and one message it sends.
• Bring an example (ad, post, article) to share next class.

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This lesson blends foundational media literacy with rich, accessible activities that honour every student's needs and interests while adhering tightly to Ontario’s Language curriculum. Teachers may find this structure easy to adapt for different class dynamics and can confidently build on student understanding across the following seven lessons in this unit.