Understanding Media Literacy

Curriculum Connections

Ontario Language Curriculum Expectations (Grade 6, English Language Arts):

• Media Literacy (Overall Expectation): E1.1 – Demonstrate an understanding of a variety of media texts, including their purposes and audiences.
• Reading and Viewing (Specific Expectation): 1.2 – Explain how media texts are organized and identify key messages.
• Understanding Form and Style (Specific Expectation): 3.1 – Identify the forms and features of various media texts.
• Communication (Overall Expectation): C1.1 – Communicate for a variety of purposes and audiences.

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Lesson Overview

Title: Introduction to Media Literacy
Duration: 45 minutes
Class Size: 24 students (diverse learners including 3 students from a community class, 3 with IEPs at a grade 3-4 level, 4 students with ADHD)
Location: Sutton, Ontario

Lesson Goal:
Students will develop a foundational understanding of media literacy and recognise different types of media messages they encounter in their daily lives.

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Learning Goals & "I Can" Statements

• I can explain what media literacy means in my own words.
• I can identify and name at least three types of media I encounter every day.

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Success Criteria

By the end of the lesson, students will:

• Define media literacy using their own words (verbally or written).
• Create a list of at least three daily media types (e.g., advertisements, news, social media).
• Actively participate in discussions and group activities.

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Materials & Resources

• Projector to display images/videos
• Printed pictorial cards showing different media types (ads, newspapers, social media icons, TV shows)
• Audio recording with a dyslexia-friendly definition of media literacy
• Chart paper and markers for group brainstorming
• Whiteboard and markers
• Sticky notes for individual responses
• Tablets/laptops (optional, for extension activity or research)

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Lesson Breakdown

Time	Activity	Details & Differentiation
0-5 min	Engage: Media Brainstorm	- Show a quick slide show of various media types (ads, news, social media, podcasts, TV). - Ask: What do you think all of these have in common? - Record ideas on a whiteboard. - Visual cues help ELLs and students with IEPs.
5-10 min	Define Media Literacy (Audio + Visual)	- Play an audio clip defining "media literacy" in simple terms. - Display written definition with key words highlighted in colour. - Students repeat the definition in their own words (< 10 words). - Use graphic organizer: "Media Literacy Means..." Dyslexia-friendly: audio + colour coding + simple language.
10-20 min	Group Sorting Activity: Types of Media	- Divide class into 4 mixed-ability groups. - Each group receives pictorial cards of different media messages (news articles, social media posts, ads, TV shows). - Task: sort cards into categories and discuss why. - Groups report to class, teacher writes a list of “Daily Media Types” on the board.
20-30 min	Independent Reflection - I Can Statements	- Students write or draw their own version of: “I can explain what media literacy means.” “I can list three types of media I see every day.” - For students with IEPs, provide sentence starters and allow drawing instead of writing. - Provide extra time for students with ADHD with a quiet corner.
30-40 min	Class Discussion & Scenario Exploration	- Use real-life scenarios: e.g., seeing an advertisement on TV, scrolling social media, reading a newspaper headline. - Ask: Why do people create these messages? What should we be careful about? - Encourage deeper thinking with targeted questions. - Visual, verbal and inclusive participation.
40-45 min	Wrap-up & Exit Ticket	- On sticky note, students write one new thing they learned about media. - Collect and quickly scan for understanding. - Share a quick preview of next lesson: How do media messages influence us?

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Differentiation Strategies

• Visual learners: Use images, graphic organisers, colour coding.
• Auditory learners & Dyslexia-friendly: Provide audio definition, read-aloud support.
• Students with ADHD: Chunk activities into smaller parts, allow movement breaks or quiet space for reflection.
• Students with IEPs (grade 3-4 level): Allow drawing responses, simplified language, peer or TA support.
• Community class students (behaviour, autism): Provide clear instructions, use predictable routines, provide visual schedules.

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Extension Activity

Students choose a particular media type (e.g., podcast, social media, TV ads) to research at home or during free time. They will:

• Find an example or sample media message.
• Prepare a brief oral or visual presentation explaining:
  • What it is
  • Who makes it
  • Why it is created
  Presentations will take place in subsequent lessons, supporting speaking & listening skills.

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Assessment Strategies

• Formative: Observations during group work and class discussions.
• Written/Drawn reflections collected from independent reflection task.
• Exit tickets to check individual understanding of media literacy and media types.

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Teacher’s Notes

• Emphasize Ontario’s commitment to critical thinking about media messages (E1.1, 1.2).
• Foster a safe classroom where students feel comfortable sharing diverse perspectives.
• Model curiosity and respectful questioning.
• Use clear, concise language tailored to grade 6 vocabulary.
• Connect media literacy to students’ lives to increase motivation and relevance (e.g., social media use).

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Summary

This lesson serves as an engaging and accessible entry point into the Exploring Media Messages unit, anchored firmly in the Ontario Curriculum. It recognises diverse learning needs through multimodal resources and inclusive pedagogical strategies, supporting all students in their journey to become confident and critical consumers of media.

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If you require, I can help draft further lessons in this unit to ensure continuity and depth!