Quebec Competencies Chart - The Blockbuster Movie
Author: Carol Wells
Level: Secondary Cycle Two
Subject Area: English Language Arts
Lesson Link: The Blockbuster Movie
Description: This lesson introduces students to the phenomenon of the “blockbuster” movie – its history, characteristics and influences. Students will also explore the role of audience in the creation of a “blockbuster” and analyze their own responses to current blockbuster films. Students will learn about the process involved in turning a film into a blockbuster by devising promotional campaigns for an imaginary movie.
Cross-curricular Competencies |
Broad Areas of Learning |
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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
- Asks questions of self, writers(s) and text(s) as s/he reads to clarify and focus reading
- Determines the most important ideas/messages/themes in a text
- Draws inferences from a text
- Retells or synthesizes what s/he has read, e.g. attends to the most important information and the quality of the synthesis itself to better understand the text
Reader, Text, Context
Draws inferences about the view of the world presented in a text
- Identifies dominant elements and interprets their use, e.g. point of view, specific literary conventions, structure and sequence of argument, patterns of cause and effect
- 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
- Examines how language (word, sound and image) is shaped to present ideas and information
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:
- codes and conventions of a specific genre that are employed to have an impact on readers in general or on a target audience in particular
- mode(s) of representation (sound, word and image) that influence the message(s)/meaning(s) of a text and how these reveal the intention(s) of the writer/producer(s)
- 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
- features and conventions of favourite genres and how these are used to special effect, e.g. in a mystery or a romance novel, in a magazine article
- Interrelates characteristics of the writer/producer(s) of a text and self as a reader:
- recognizes the use of rhetorical strategies, e.g. use of first person to convey attitudes and feelings about an issue/topic, appeals to common beliefs or values in a culture, appeals designed to evoke a certain age group
COMPETENCY 3 Produces texts for personal and social purposes
Researching as a Writer/Producer
- Researches aspects of the media and publishing industries to best produce, market and distribute their products:
- investigates how texts are produced and under what conditions
- examines how a text is vetted, marketed and distributed by a producer to its target audience, e.g. how a book gets published, how a trend is created
Assuming Roles as a Writer/Producer
- Adopts a stance to a topic and audience appropriate to the genre
- Assumes a variety of roles
- Applies language conventions to establish relationships, e.g. using gestures to elicit sympathy; using statements, conditions and commands to imply control and power; tilting the camera up to show authority
Characterizing an Audience
Investigates how different target audiences use and respond to particular texts:
- identifies factors that constitute a target audience and evaluates how media texts are shaped to suit them
- compares and contrasts own responses, reactions and use of texts with those of peers, family, other households and more distant audiences
Analyzes characteristics of audience for own productions:
- chooses an audience depending on context for production
- draws on previous experience with audience
- generalizes factors such as age, gender, cultural background, race, location, level of education
- identifies potential barriers to communication, e.g. audiences’ level of knowledge of topic
- analyzes the expectations of audience, e.g. the uses the audience will make of the text (for entertainment, for information, for escape), generic conventions
Public and Private Space
Examines the difference between producing texts for private and public audiences:
- questions issues of ownership, intellectual property, creative freedom, boundaries of genres
Conducts a genre analysis:
- compares and contrasts texts within a social function, i.e. Why do people produce them? Who has access to these texts? Do they serve the same purpose? How do they communicate the values of a community?
- evaluates the structures, features, codes and conventions used
- evaluates the affordances of genre and mode, e.g. why a news article works better in a certain situation than a memoir
- examines how language (sound, word and image) is shaped:
- to represent and/or exclude people, events, ideas and information
- to organize and develop ideas
- for special effect
Uses texts as models to guide production:
- refers to model text(s) throughout the production process
- creates criteria for guiding production
- identifies specific structures and features to reproduce own interests, purpose and audience
Applying Codes and Conventions
- Applies conventions of the genre:
- chooses textual structures and features
- chooses linguistic codes and conventions
- Combines and/or manipulates codes and conventions of specific genres for special effects (multi-genre texts)
Planning and Drafting
- Brainstorms ideas, clarifies and extends thinking by talking with peers and teacher
- Uses strategies to work out ideas, plan and draft, e.g. concept map, free writing, storyboard
- Develops expertise in manipulating resources
- Makes preparations prior to production
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