{"id":28,"date":"2025-03-13T20:07:10","date_gmt":"2025-03-13T20:07:10","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/lesson-colour-a-picture\/"},"modified":"2026-06-16T16:58:01","modified_gmt":"2026-06-16T16:58:01","slug":"lesson-colour-a-picture","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/lesson-colour-a-picture\/","title":{"raw":"Lesson: Colour a Picture","rendered":"Lesson: Colour a Picture"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students students learn about how visual media use colour. They compare black-and-white to colour photos and consider what colour \"says,\" then watch a short film and analyze the different ways it uses colour. They then consider the representation of skin colour in that video and how the two ideas of \"colour\" relate to one another. Finally, students choose how to colour a black-and-white photo to achieve a particular visual or emotional effect.\r\n<\/span>\r\n\r\n<strong>Grade range: 1-3\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/pleasantville\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/pleasantville-2\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"height: 221px;width: 876px\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 14px\">\r\n<td style=\"width: 67.05px;height: 14px\"><\/td>\r\n<td style=\"width: 203.95px;height: 14px\"><strong>One class period (30 minutes)<\/strong><\/td>\r\n<td style=\"width: 273.117px;height: 14px\"><strong>Two or three class periods (60-90 minutes)<\/strong><\/td>\r\n<td style=\"width: 267.467px\"><strong>Extended Unit<\/strong><\/td>\r\n<td style=\"width: 12.1833px;height: 14px\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 207px\">\r\n<td style=\"width: 67.05px;height: 207px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 203.95px;height: 207px\">&nbsp;\r\n\r\nPleasantville\r\n\r\nFrames\r\n\r\nColour in Movies\r\n\r\nColourize a Photograph\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 273.117px;height: 207px\">&nbsp;\r\n\r\nPleasantville\r\n\r\nFrames\r\n\r\nColour in Movies\r\n\r\nTalking Colour\r\n\r\nColourize a Photograph\r\n\r\nWacky Media Songs\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 267.467px\">Pleasantville\r\n\r\nFrames\r\n\r\nColour in Movies\r\n\r\nTalking Colour\r\n\r\nColourize a Photograph\r\n\r\nWacky Media Songs: You Do You!<\/td>\r\n<td style=\"width: 12.1833px;height: 207px\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia are constructions\r\n<ul>\r\n \t<li>Media makers make conscious choices about how to use media techniques, such as colour<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form\r\n<ul>\r\n \t<li>Colour is an important rule of notice in visual media<\/li>\r\n<\/ul>\r\nMedia have social and political implications\r\n<ul>\r\n \t<li>Visual representations of diversity, including skin colour, influence how we see other and ourselves<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How do media makers choose to use colour?<\/li>\r\n \t<li>How does the way characters' skin colour is shown affect how we see them and ourselves?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading media:\u00a0 Different ways that media makers use colour to achieve particular effects<\/li>\r\n \t<li>Media representation: Words like \"Black\" and \"White\" may not match the actual colours of people's skin, but instead describe where their families came from<\/li>\r\n \t<li>Making and remixing: Effective use of colour for particular effects in images<\/li>\r\n<\/ul>\r\nEssential vocabulary: [pb_glossary id=\"237\"]Greyscale[\/pb_glossary]\r\n\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Use: Colour an image to achieve an artistic or emotional effect<\/li>\r\n \t<li>Understand: Analyze the use of colour in images and videos<\/li>\r\n \t<li>Engage: Begin to consider the impact of representation in media<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that colour is one of the most important things that catches our attention when we look at visual media.<\/li>\r\n \t<li>We will learn different ways that media makers use colour to make us feel certain emotions or notice certain things.<\/li>\r\n \t<li>Will we learn that words like \"Black\" and \"White\" when talking about people don't always match the actual colous of people's skin, but instead describe where their families came from long ago.<\/li>\r\n \t<li>We will learn how to use colour in our own media creations to create a feeling or artistic effects<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.4 Forms, Conventions and Techniques\r\n\r\ndemonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts\r\n\r\nA2.5 Media, Audience, and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator\r\n\r\nA2.6 Innovation and Design\r\n\r\nuse digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems\r\n\r\nA2.7 Community and Cultural Awareness\r\n\r\ncommunicate 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\r\n\r\n<strong>A3. Applications, Connections and Contributions\r\n<\/strong>\r\n\r\nA3.2 Identity and Community\r\n\r\ndemonstrate 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\r\n\r\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand C: Composition (Understanding and Responding to Texts)<\/strong>\r\n\r\n<strong>C1 Knowledge About Texts<\/strong>\r\n\r\nC1.2 Text Forms and Genres\r\n\r\n<em>Grade 1: <\/em>identify simple literary and informational text forms and their associated genres\r\n\r\n<em>Grade 2: <\/em>identify and describe some characteristics of literary and informational text forms and their associated genres\r\n\r\n<em>Grade 3: <\/em>identify and describe some characteristics of literary and informational text forms and their associated genres\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\n<em>Grade 1: <\/em>demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text\r\n\r\n<em>Grade 2: <\/em>identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\n<em>Grade 3: <\/em>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\r\n\r\nC1.5 Elements of Style\r\n\r\n<em>Grade 1: <\/em>identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and describe how they help communicate meaning\r\n\r\n<em>Grade 2:\u00a0<\/em> identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning\r\n\r\n<em>Grade 3:<\/em> identify some elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\n<em>Grade 1:\u00a0<\/em> make simple inferences, using stated and implied information and ideas, to understand simple texts\r\n\r\nGrade 2: make simple inferences using stated and implied information and ideas to understand simple texts\r\n\r\n<em>Grade 3:<\/em> make inferences using stated and implied information and ideas to understand texts\r\n\r\nC3.3 Analyzing Texts\r\n\r\n<em>Grade 1:<\/em> analyze simple texts, including literary and informational texts, by identifying and sequencing important information and events\r\n\r\n<em>Grade 2: <\/em>analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements\r\n\r\n<em>Grade 3:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\n<em>Grade 1: <\/em>identify some cultural elements represented in various texts, including symbols and values, and explain how these elements contribute to the meaning\r\n\r\n<em>Grade 2:\u00a0<\/em> 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\r\n\r\n<em>Grade 3:\u00a0<\/em> 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\r\n\r\nC3.5 Perspectives within Texts\r\n\r\n<em>Grade 1:\u00a0<\/em> identify explicit and implicit perspectives communicated in a text, and describe how these perspectives could influence an audience\r\n\r\n<em>Grade 2:\u00a0<\/em> identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience\r\n\r\n<em>Grade 3:\u00a0<\/em> identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience\r\n\r\nC3.6 Analysis and Response\r\n\r\n<em>Grades 1-2:\u00a0<\/em> express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility\r\n\r\n<em>Grade 3: <\/em>describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition (Expressing Ideas and Creating Texts)<\/strong>\r\n\r\n<strong style=\"text-align: initial;font-size: 1em\">D2 Creating Texts<\/strong>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D2.1 Producing Drafts<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 1: <\/em><span style=\"text-align: initial;font-size: 1em\">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<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 3: <\/em><span style=\"text-align: initial;font-size: 1em\">draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students students learn about how visual media use colour. They compare black-and-white to colour photos and consider what colour &#8220;says,&#8221; then watch a short film and analyze the different ways it uses colour. They then consider the representation of skin colour in that video and how the two ideas of &#8220;colour&#8221; relate to one another. Finally, students choose how to colour a black-and-white photo to achieve a particular visual or emotional effect.<br \/>\n<\/span><\/p>\n<p><strong>Grade range: 1-3<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/pleasantville\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/pleasantville-2\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"height: 221px;width: 876px\">\n<tbody>\n<tr style=\"height: 14px\">\n<td style=\"width: 67.05px;height: 14px\"><\/td>\n<td style=\"width: 203.95px;height: 14px\"><strong>One class period (30 minutes)<\/strong><\/td>\n<td style=\"width: 273.117px;height: 14px\"><strong>Two or three class periods (60-90 minutes)<\/strong><\/td>\n<td style=\"width: 267.467px\"><strong>Extended Unit<\/strong><\/td>\n<td style=\"width: 12.1833px;height: 14px\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 207px\">\n<td style=\"width: 67.05px;height: 207px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 203.95px;height: 207px\">&nbsp;<\/p>\n<p>Pleasantville<\/p>\n<p>Frames<\/p>\n<p>Colour in Movies<\/p>\n<p>Colourize a Photograph<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 273.117px;height: 207px\">&nbsp;<\/p>\n<p>Pleasantville<\/p>\n<p>Frames<\/p>\n<p>Colour in Movies<\/p>\n<p>Talking Colour<\/p>\n<p>Colourize a Photograph<\/p>\n<p>Wacky Media Songs<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 267.467px\">Pleasantville<\/p>\n<p>Frames<\/p>\n<p>Colour in Movies<\/p>\n<p>Talking Colour<\/p>\n<p>Colourize a Photograph<\/p>\n<p>Wacky Media Songs: You Do You!<\/td>\n<td style=\"width: 12.1833px;height: 207px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media are constructions<\/p>\n<ul>\n<li>Media makers make conscious choices about how to use media techniques, such as colour<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form<\/p>\n<ul>\n<li>Colour is an important rule of notice in visual media<\/li>\n<\/ul>\n<p>Media have social and political implications<\/p>\n<ul>\n<li>Visual representations of diversity, including skin colour, influence how we see other and ourselves<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How do media makers choose to use colour?<\/li>\n<li>How does the way characters&#8217; skin colour is shown affect how we see them and ourselves?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading media:\u00a0 Different ways that media makers use colour to achieve particular effects<\/li>\n<li>Media representation: Words like &#8220;Black&#8221; and &#8220;White&#8221; may not match the actual colours of people&#8217;s skin, but instead describe where their families came from<\/li>\n<li>Making and remixing: Effective use of colour for particular effects in images<\/li>\n<\/ul>\n<p>Essential vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_237\">Greyscale<\/a><\/p>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Use: Colour an image to achieve an artistic or emotional effect<\/li>\n<li>Understand: Analyze the use of colour in images and videos<\/li>\n<li>Engage: Begin to consider the impact of representation in media<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that colour is one of the most important things that catches our attention when we look at visual media.<\/li>\n<li>We will learn different ways that media makers use colour to make us feel certain emotions or notice certain things.<\/li>\n<li>Will we learn that words like &#8220;Black&#8221; and &#8220;White&#8221; when talking about people don&#8217;t always match the actual colous of people&#8217;s skin, but instead describe where their families came from long ago.<\/li>\n<li>We will learn how to use colour in our own media creations to create a feeling or artistic effects<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.4 Forms, Conventions and Techniques<\/p>\n<p>demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts<\/p>\n<p>A2.5 Media, Audience, and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator<\/p>\n<p>A2.6 Innovation and Design<\/p>\n<p>use digital and media tools to support stages of the design process and to develop creative solutions to authentic, real-world problems<\/p>\n<p>A2.7 Community and Cultural Awareness<\/p>\n<p>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<\/p>\n<p><strong>A3. Applications, Connections and Contributions<br \/>\n<\/strong><\/p>\n<p>A3.2 Identity and Community<\/p>\n<p>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<\/p>\n<\/div>\n<div class=\"textbox__content\">\n<p><strong>Strand C: Composition (Understanding and Responding to Texts)<\/strong><\/p>\n<p><strong>C1 Knowledge About Texts<\/strong><\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p><em>Grade 1: <\/em>identify simple literary and informational text forms and their associated genres<\/p>\n<p><em>Grade 2: <\/em>identify and describe some characteristics of literary and informational text forms and their associated genres<\/p>\n<p><em>Grade 3: <\/em>identify and describe some characteristics of literary and informational text forms and their associated genres<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p><em>Grade 1: <\/em>demonstrate an understanding of the relationship between simple illustrations, images, and graphics and the text<\/p>\n<p><em>Grade 2: <\/em>identify ways in which images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p><em>Grade 3: <\/em>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<\/p>\n<p>C1.5 Elements of Style<\/p>\n<p><em>Grade 1: <\/em>identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and describe how they help communicate meaning<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning<\/p>\n<p><em>Grade 3:<\/em> identify some elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p><em>Grade 1:\u00a0<\/em> make simple inferences, using stated and implied information and ideas, to understand simple texts<\/p>\n<p>Grade 2: make simple inferences using stated and implied information and ideas to understand simple texts<\/p>\n<p><em>Grade 3:<\/em> make inferences using stated and implied information and ideas to understand texts<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p><em>Grade 1:<\/em> analyze simple texts, including literary and informational texts, by identifying and sequencing important information and events<\/p>\n<p><em>Grade 2: <\/em>analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements<\/p>\n<p><em>Grade 3:<\/em> analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements<\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p><em>Grade 1: <\/em>identify some cultural elements represented in various texts, including symbols and values, and explain how these elements contribute to the meaning<\/p>\n<p><em>Grade 2:\u00a0<\/em> 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<\/p>\n<p><em>Grade 3:\u00a0<\/em> 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<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p><em>Grade 1:\u00a0<\/em> identify explicit and implicit perspectives communicated in a text, and describe how these perspectives could influence an audience<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience<\/p>\n<p><em>Grade 3:\u00a0<\/em> identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p><em>Grades 1-2:\u00a0<\/em> express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility<\/p>\n<p><em>Grade 3: <\/em>describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition (Expressing Ideas and Creating Texts)<\/strong><\/p>\n<p><strong style=\"text-align: initial;font-size: 1em\">D2 Creating Texts<\/strong><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D2.1 Producing Drafts<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 1: <\/em><span style=\"text-align: initial;font-size: 1em\">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<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 3: <\/em><span style=\"text-align: initial;font-size: 1em\">draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_28_237\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_237\"><div tabindex=\"-1\"><p>A range of gray shades from white to black.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close 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