Critical Evidence of Learning

Curriculum Subject:
Grade 8 Media
Literacy (ELA)

Assessment and Evaluation Toolkit

Overall Expectation:
E

1. demonstrate an understanding of a variety of media texts

2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques
Essential Knowledge or Skill to be Developed & Assessed:

Understand bias and identify it in various media formats

Understand techniques used in media that influence and engage the audience (persuasion)
Know the difference between fact and opinion
Use of critical thinking skills
Expression of ideas and knowledge

Specific Expectations:

Big Idea: Media can be used to promote a biased point of view and persuade
others in matters of environmental sustainability.

1.5 demonstrate understanding that different media texts reflect

different points of view

Guiding Questions:
What is bias?
1.6 identify who produces various media texts and determine the
What is fact?
commercial, ideological, political, cultural, and/or artistic interests or
What is opinion?
perspectives that the texts may involve
What is persuasion?
What is media?
2.1 explain how individual elements of various media forms combine
Who would have a certain bias and why would they have that bias?
to create, reinforce, and/or enhance meaning
How can media persuade people?
Why would one want to persuade others?
2.2 identify the conventions and techniques used in a variety of media
forms and explain how they help convey meaning and influence or
engage the audience
3.2 identify an appropriate form to suit the specific purpose and
audience for a media text they plan to create

Description of the kinds of day to day items that will generate evidence of learning
Word Web The key words Bias, Fact, Opinion, and Persuasion will be placed on the board.
Throughout the unit ideas, concepts, questions, and even student quotes will be written down and pinned
to the board and connected with string to the key words and sometimes other ideas. Each connection will
need to be explained and justified.
Multimedia Presentations presented to the students to generate ideas and discussion. Gives them
concrete examples of media in practice.
Media Journal Students will find a new media piece at home and comment on it daily. Pieces could be a
newspaper ad, a TV commercial, a movie trailer, an internet ad, etc. The effectiveness of the piece should
be noted. Also, the bias should be identified, as well as any known methods of persuasion. To be handed in
at the end of the unit.
Handout worksheets Fill in the blank and various question based handouts, some with the actual media
pieces included. Concepts and ideas will be recorded and added to student binders.
Hand-in Worksheets Worksheets where students can react and record responses to media pieces
displayed in class. To be handed in each time to assess how students understanding is progressing.
Media Lobbyist Campaign Project Students take on the role of lobbyists, campaigning for or against an
issue dealing with environmental sustainability through the use of an original media piece and an oral
presentation of the piece. The students must use facts about their topics to enhance the bias they are to
represent. A checklist of what is necessary will be provided to ensure minimum requirements are met. This
checklist will be submitted with the media piece. There will be a balanced representation of for and against
topics including Water Energy, Solar Energy, Wind Energy, Irrigation, Factory-Farmed Animals, Coal Energy,
and the Forest Industry. A short question period will follow each presentation for the audience to ask and
the presenting group to defend.
Peer Evaluation Form A Peer evaluation sheet will be filled out during the presentations and handed in at
the end. This will be assessed for knowledge and critical thinking based on the student feedback, both in
reference to quality of the presentation and the knowledge and bias represented.

CRITICAL EVIDENCE CONSIDERED FOR EVALUATION (THE REPORT CARD)

Assessment Strategy: Media Journal Should reflect
knowledge and skills learned for each class. A record
of the pieces should be kept with observations and
reflections recorded. Type of piece, writer or
producer of piece, bias, persuasion, and personal
reflection should all be included daily.

Assessment Strategy: Media Lobbyist Campaign

Project Students will present a biased media
piece and defend it in front of the class. Proper
facts and bias must be presented and at least two
methods of persuasion discussed in class must be
used and identified.

Assessment Strategy: Peer Evaluation Form

Students will actively engage in presentations as
audience members. They will grade criteria for the
presentations on a scale of 1-4 and briefly
comment on the grades, defending their
evaluations.

Assessment Tool: Checklist

Assessment Tool: Rubric

Assessment Tool: Peer Evaluation Form

Assessment Criteria: Daily entries are made; media,

writer/producer, bias and persuasion are all
identified; reflections complete

Assessment Criteria:

Assessment Criteria: Knowledge and

Understanding; Application of Knowledge and
Understanding; Use of conventions (media, bias,
persuasion, etc.)

Appendix One Detailed Sample Evaluation Tool

Assessment Task: Media Lobbyist Campaign

(Culminating Task information for teachers)

Grade 8 English Language Arts Media Literacy: Bias and the Environment
Purpose:
To assess student understanding of the use of media to promote bias. Through research and critical thinking, students will demonstrate how to
effectively persuade an audience to the bias of a particular media piece, creating an awareness for the many biases they are being subjected to
daily, specifically in terms of environmental issues.

Overall Expectation:
1. Demonstrate an understanding of a variety of media texts
2. Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning
3. Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

Specific Expectations:
1.5 demonstrate understanding that different media texts reflect different points of view
1.6 identify who produces various media texts and determine the commercial, ideological, political, cultural, and/or artistic interests or perspectives that the
texts may involve
2.1 explain how individual elements of various media forms combine to create, reinforce, and/or enhance meaning
2.2 identify the conventions and techniques used in a variety of media forms and explain how they help convey meaning and influence or engage the audience
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create

Assessment Task: Media Lobbyist Campaign

(Culminating Task information for students)

Grade 8 English Language Arts Media Literacy: Bias and the Environment
Purpose:
To show what you have learned about bias in the media and create a successful media lobbyist campaign, showing that you are aware of the bias
and persuasion around you.
Become a Lobbyist!
You are working for a particular industry or interest group and they want you to make a convincing campaign piece that helps their cause. Your
team will be for or against an environmental issue.
1) Gather FACTS about your topic and support the OPINION of your employer. Use methods of PERSUASION discussed in class to support your BIAS.
2) Fill out the form with all the required information
3) Create an original media piece that shows your bias.
4) Present your media piece to the class and defend your bias
**Remember to be ONE-SIDED in the way you present information.
ALL opinions must be supported by facts. Facts may be one-sided or misleading, but cannot be false. Any claims made during the presentation must
be supported by evidence. Be prepared to answer questions.
The media piece and a form from EACH team member will be submitted on the day of the teams presentation.

Media Lobbyist Campaign

Student Name: _____________________
Team members: ____________________ / _______________________
Environmental Issue: For / Against _____________________________________ Created for (Group): __________________________________
Extraction/Cultivation method: ________________________________________
Uses (4-5):

Short Term Effects (2-3):

Long Term Effects (2-3):

Form of Media (Choose ONE and circle):

TV Commercial

Brochure

Multi-Media Presentation

Poster

Model

Other: __________________

Methods of Persuasion:
Method

Explanation

Level 1

Level 2

Level 3

Level 4

Knowledge and
Understanding
(Facts given)

Student shows limited knowledge

and understanding of the facts of
their specific environmental issue.

Student shows some knowledge

and understanding of the facts of
their specific environmental issue.

Student shows considerable

knowledge and understanding of
the facts of their specific
environmental issue.

Student shows a high degree of

knowledge and understanding of
the facts of their specific
environmental issue.

Critical Thinking
(Opinions
supported and
well thought
out)

Student shows limited critical

thinking processes, strategies and
skills.

Student shows some critical

thinking processes, strategies and
skills.

Student shows considerable critical

thinking processes, strategies and
skills.

Student shows a high degree of

critical thinking processes,
strategies and skills.

Application of
Knowledge and
Skills
(Facts used to
support bias)

The student uses the facts to a

limited degree to serve the project
as a whole.

The student uses the facts

somewhat to serve the project as a
whole.

The student uses the facts

considerably well to serve the
project as a whole.

The student uses the facts

exceptionally well to serve the
project as a whole.

Written
Expression and
Communication
(Clarity of the
media piece)
Spoken
Expression and
Communication
(Presentation)
Use of
Conventions
(Effectiveness
of media)

Ideas are communicated and

displayed to a limited degree in the
media piece.

Ideas are somewhat well

communicated and displayed in the
media piece.

Ideas are considerably well

communicated and displayed in the
media piece.

Ideas are exceptionally well

communicated and displayed in the
media piece.

Student is limited in preparation

and confidence in their knowledge
and understanding of their project.

Student shows some preparation

and confidence in their knowledge
and understanding of their project.

Student shows considerable

preparation and confidence in their
knowledge and understanding of
their project.

Student shows a high degree of

preparation and confidence in their
knowledge and understanding of
their project.

Media piece is limited in showing

the bias and persuasion.

Media piece is somewhat effective

in showing the bias and persuasion.

Media piece is considerably

effective in showing the bias and
persuasion.

Media piece is exceptionally

effective in showing the bias and
persuasion.