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LESSON STRUCTURE


TASK COMPONENT


Before (Activation/ Review) 10-15 minutes


INSTRUCTION


ASSESSMENT FOCUS


Project Image 1(Appendix B) at the front of the classroom for ap- proximately 10 seconds. Ask students to silently and independently write down what they see. Encourage students to record as many details as possible within the allotted time.


Direct students: Students who looked at the image and saw a duck fi rst, come to the front of the room. Those of you who saw a rabbit go to the back.


Students are given the time to discuss and share their thinking around the following questions put forward by the educator:


• Which group is right? • Why do we see different animals when looking at the same image? Student volunteers present their thoughts to whole class.


Discuss with students the value of seeking multiple perspectives: Our identities and experiences inform the ways that we interpret and understand the world around us. This means that we tend to omit and stress certain details, even when looking at the same image, person or event. It is important that we listen to and recognize the multiple inter- pretations that others hold.


During (Working on it) 30-40 minutes


Explore with students the ways that identity, beliefs, experiences and media source shape what we see and read on the news: Similar to our image activity, journalists omit, interpret and stress particular details based on their experiences, identities and the type of media outlet they work for.


Students work in small groups to explore the ways that poverty in Canada is covered in the news. Invite students to investigate the ways that poverty in First Nations, Métis and Inuit communities is reported in Canadian news outlets (televised news, social media, newspapers). Challenge students to also investigate the ways that poverty in White and racialized communities is taken up in the news.


While student groups conduct their research, ask them to think through the following guiding questions:


• What big ideas were explored in the news report?


• How did the journalists report the experiences of individuals in the newscast (e.g., images, language, interviews, etc.)?


Student groups discuss the questions. Each group completes the graphic organizer in Appendix C. Students are encouraged to modify the organizer as they feel fi t. For example, some students might want to break down the racialized category to honour the diverse experi- ences of specifi c racial groups. Students are also welcomed to use guiding statements from the Check a Book for Bias Bookmarks to help modify the organizer.


Student groups share their thoughts with whole class. ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 39 Students:


• Make connections to prior experi- ences with the topic.


• Share their ideas around the guid- ing questions.





Listen to classmates and share their thoughts.


Questions to Consider for Assessment:


• How are students expressing their ability to honour different perspectives?


• How do they demonstrate under- standing of where our perspectives come from (prior experiences, values, social identities and back- grounds)?


Students:


• Use a graphic organizer to think about and communicate under- standing of the topic.


• Work collaboratively.


• Orally and in writing communicate their ideas around the topic.


• Share their ideas around the guid- ing questions.


• Ask questions to deepen under- standing of the topic.


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