Lesson: What Do Hallowe’en Costumes Say?

Strand A: Literacy Connections and Applications

A2. Digital Media Literacy

A2.4 Forms, Conventions and Techniques

demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts

A2.5 Media, Audience, and Production

demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator

A2.7 Community and Cultural Awareness

communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community

A3. Applications, Connections and Contributions

A3.2 Identity and Community

demonstrate an understanding of the contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in culturally responsive and relevant texts

 

Strand C: Composition (Understanding and Responding to Texts)

C1 Knowledge About Texts

C1.2 Text Forms and Genres

Grade 1: identify simple literary and informational text forms and their associated genres

Grade 2: identify and describe some characteristics of literary and informational text forms and their associated genres

Grade 3: identify and describe some characteristics of literary and informational text forms and their associated genres

C1.4 Visual Elements of Texts

Grade 1: demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text

Grade 2: identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts

Grade 3: describe ways in which images, graphics, and visual design are used in a given text, and demonstrate an understanding of their purpose and connection to the content of the text

C1.7 Indigenous Context of Various Text Forms

read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, Nations, and lived experiences

C3 Critical Thinking in Literacy

C3.2 Making Inferences

Grade 1:  make simple inferences, using stated and implied information and ideas, to understand simple texts

Grade 2: make simple inferences using stated and implied information and ideas to understand simple texts

Grade 3: make inferences using stated and implied information and ideas to understand texts

C3.3 Analyzing Texts

Grade 1: analyze simple texts, including literary and informational texts, by identifying and sequencing important information and events

Grade 2: analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements

Grade 3: analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements

C3.4 Analyzing Cultural Elements of Texts

Grade 1: identify some cultural elements represented in various texts, including symbols and values, and explain how these elements contribute to the meaning

Grades 2-3:  identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning

C3.5 Perspectives within Texts

Grade 1:  identify explicit and implicit perspectives communicated in a text, and describe how these perspectives could influence an audience

Grade 2:  identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience

Grade 3:  identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience

C3.6 Analysis and Response

Grades 1-2:  express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility

Grade 3: describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility

C3.8 Reflecting on Learning

Grade 1:  identify thinking skills that helped them understand simple texts

Grades 2-3: identify thinking skills that have helped them analyze and better understand simple texts

Strand D: Composition (Expressing Ideas and Creating Texts)

D1.1 Purpose and Audience

Grade 1: identify the topic, purpose, and audience for various simple texts they plan to create

Grade 2:  identify the topic, purpose, and audience for various texts they plan to create

Grade 3: identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning

D1.2 Developing Ideas

Grade 1: generate ideas about given and chosen topics, using simple strategies and drawing on various resources, including their own lived experiences, and learning from other subject areas

Grades 2-3: generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas

 

D2 Creating Texts

D2.1 Producing Drafts

Grade 1: draft short, simple texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies

Grade 2: draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies

Grade 3: draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies

D2.3 Voice

Grade 1:  demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic

Grade 2: demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic

Grade 3: demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about the topic

D3 Publishing, Presenting and Reflecting

D3.1 Producing Final Texts

produce final texts, using simple techniques, to achieve the intended effect

D3.3 Reflecting on Learning

Grade 1: identify a strategy they found helpful when presenting texts

Grade 2: identify a few strategies they found helpful when presenting texts

Grade 3: identify the strategies that helped them present and communicate their message, and explain how they helped them improve as a text creator