{"id":30,"date":"2025-03-13T20:07:10","date_gmt":"2025-03-13T20:07:10","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/lesson-camera-angle\/"},"modified":"2026-06-16T16:58:01","modified_gmt":"2026-06-16T16:58:01","slug":"lesson-camera-angle","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/lesson-camera-angle\/","title":{"raw":"Lesson: Camera Angle","rendered":"Lesson: Camera Angle"},"content":{"raw":"In this lesson, students will learn what the three main camera angles are and how each are used for a different purpose in visual storytelling. Students will also be introduced to and practice the concept of consent and boundaries in the framework of taking other people\u2019s pictures.\r\n\r\n<strong>Grade range: <\/strong>1-3<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/introduction-to-camera-angles-2\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/introduction-to-camera-angles\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 980px\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 77.45px\"><\/td>\r\n<td style=\"width: 231.517px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td style=\"width: 305.2px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\r\n<td style=\"width: 300.367px\"><strong>Extended Unit\r\n<\/strong><\/td>\r\n<td style=\"width: 13.2333px\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 77.45px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 231.517px\">&nbsp;\r\n\r\nIntroduction to Camera Angles\r\n\r\nDrawing Angles\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 305.2px\">Introduction to Camera Angles\r\n\r\nDrawing Angles\r\n\r\nTaking Pictures\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 300.367px\">Introduction to Camera Angles\r\n\r\nDrawing Angles\r\n\r\nTaking Pictures\r\n\r\nWacky Media Songs: Reading Images<\/td>\r\n<td style=\"width: 13.2333px\"><\/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 interactive activities.<\/li>\r\n \t<li>Provide students with drawing materials<\/li>\r\n \t<li>If you are doing\u00a0 the \"Taking Pictures\" activity, you will need to put a strip of masking tape on the classroom floor.<\/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 to communicate meaning and feeling<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form\r\n<ul>\r\n \t<li>Makers of visual media use camera angles to draw and direct your attention<\/li>\r\n<\/ul>\r\nInteractions through digital media can have a real impact\r\n<ul>\r\n \t<li>Consent and respecting boundaries are important when taking other people\u2019s pictures<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How do media makers use camera angles for particular purposes?<\/li>\r\n \t<li>How can we know if it's okay to take someone's picture?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: Definitions and use of different camera angles<\/li>\r\n \t<li>Ethics and empathy: Considerations when taking pictures of other people<\/li>\r\n \t<li>Making and remixing: Ways of using camera angles to express feelings\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"193\"]close-up[\/pb_glossary], [pb_glossary id=\"194\"]medium shot[\/pb_glossary], [pb_glossary id=\"195\"]wide shot[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Use: Make effective use of camera angles to express feelings<\/li>\r\n \t<li>Understand: Identify and analyze how camera angles are used in visual media<\/li>\r\n \t<li>Engage: Consider ethical considerations of taking pictures of others and ways of doing so ethically<\/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\nA2.1 Digital Citizenship\r\n\r\ndemonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities\r\n\r\nA2.2 Online Safety, Well-Being, and Etiquette\r\n\r\ndemonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission\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\nA2.7 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\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\napply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life\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\nC1.3 Text Patterns and Features\r\n\r\n<em>Grade 1: <\/em>identify some text patterns, such as sequencing and chronological order, and text features, including illustrations, symbols, and titles, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 2: <\/em>identify some text patterns, such as chronological order and journal entry, and text features, including table of contents, charts, and icons, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning\r\n\r\n<em>Grade 3: <\/em>identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning\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\nC1.6 Point of View\r\n\r\n<em>Grade 1: <\/em>identify the narrator\u2019s point of view in a variety of texts, and suggest an alternative point of view to tell the story\r\n\r\n<em>Grade 2:\u00a0<\/em> identify the narrator\u2019s point of view, including first person or third person, in simple texts, and suggest an alternative point of view to tell the story\r\n\r\n<em>Grade 3:<\/em> identify the narrator\u2019s point of view, including first person or third person, in a variety of texts, and suggest alternative points of view\r\n\r\n<strong>C2 Comprehension Strategies<\/strong>\r\n\r\nC2.3 Monitoring of Understanding: Making and Confirming Predictions\r\n\r\n<em>Grade 1:\u00a0<\/em> make predictions using background knowledge, text features, and evidence from the text\r\n\r\n<em>Grade 2: <\/em>make predictions using background knowledge, text features, and evidence from the text\r\n\r\n<em>Grade 3:<\/em> make predictions using background knowledge, text features, and evidence from the text, and adjust their understanding based on new information\r\n\r\nC2.4 Monitoring of Understanding: Ongoing Comprehension Check\r\n\r\n<em>Grade 1: <\/em>use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts\r\n\r\n<em>Grade 2:<\/em> use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts\r\n\r\n<em>Grade 3:<\/em> use strategies such as rereading, visualizing, and asking questions, to monitor and confirm their understanding of various texts\r\n\r\nC2.5 Monitoring of Understanding: Making Connections\r\n\r\n<em>Grade 1:\u00a0<\/em> identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them\r\n\r\n<em>Grade 2:\u00a0<\/em> identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them\r\n\r\n<em>Grade 3:\u00a0<\/em> identify connections between ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them\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\nC3.5 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\n&nbsp;\r\n\r\n<strong>Strand D: Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\n<em>Grade 1: <\/em>identify the topic, purpose, and audience for various simple texts they plan to create\r\n\r\n<em>Grade 2:\u00a0<\/em> identify the topic, purpose, and audience for various texts they plan to create\r\n\r\n<em>Grade 3: <\/em>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\r\n\r\nD1.2 Developing Ideas\r\n\r\n<em>Grade 1: <\/em>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\r\n\r\n<em>Grade 2:<\/em> 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\r\n\r\n<em>Grade 3:<\/em> generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas\r\n\r\nD1.4 Organizing Content\r\n\r\n<em>Grades 1-2: <\/em>sort and sequence ideas and information, taking into account the text form and genre to be used\r\n\r\n<em>Grade 3:<\/em> sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre\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<span style=\"text-align: initial;font-size: 1em\">D2.3 Voice<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 1:\u00a0<\/em><span style=\"text-align: initial;font-size: 1em\"> demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 3:<\/em><span style=\"text-align: initial;font-size: 1em\"> demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D2.4 Point of View and Perspective<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grades 1-2: <\/em><span style=\"text-align: initial;font-size: 1em\">identify the point of view, including first person, used in their texts<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 3:\u00a0<\/em><span style=\"text-align: initial;font-size: 1em\"> identify the point of view, including first person or third person, used in their texts<\/span>\r\n\r\n<strong style=\"text-align: initial;font-size: 1em\">D3 Publishing, Presenting and Reflecting<\/strong>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D3.1 Producing Final Texts<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">produce final texts, using simple techniques, to achieve the intended effect<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>In this lesson, students will learn what the three main camera angles are and how each are used for a different purpose in visual storytelling. Students will also be introduced to and practice the concept of consent and boundaries in the framework of taking other people\u2019s pictures.<\/p>\n<p><strong>Grade range: <\/strong>1-3<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/introduction-to-camera-angles-2\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/introduction-to-camera-angles\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 980px\">\n<tbody>\n<tr>\n<td style=\"width: 77.45px\"><\/td>\n<td style=\"width: 231.517px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td style=\"width: 305.2px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\n<td style=\"width: 300.367px\"><strong>Extended Unit<br \/>\n<\/strong><\/td>\n<td style=\"width: 13.2333px\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 77.45px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 231.517px\">&nbsp;<\/p>\n<p>Introduction to Camera Angles<\/p>\n<p>Drawing Angles<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 305.2px\">Introduction to Camera Angles<\/p>\n<p>Drawing Angles<\/p>\n<p>Taking Pictures<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 300.367px\">Introduction to Camera Angles<\/p>\n<p>Drawing Angles<\/p>\n<p>Taking Pictures<\/p>\n<p>Wacky Media Songs: Reading Images<\/td>\n<td style=\"width: 13.2333px\"><\/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 interactive activities.<\/li>\n<li>Provide students with drawing materials<\/li>\n<li>If you are doing\u00a0 the &#8220;Taking Pictures&#8221; activity, you will need to put a strip of masking tape on the classroom floor.<\/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 to communicate meaning and feeling<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form<\/p>\n<ul>\n<li>Makers of visual media use camera angles to draw and direct your attention<\/li>\n<\/ul>\n<p>Interactions through digital media can have a real impact<\/p>\n<ul>\n<li>Consent and respecting boundaries are important when taking other people\u2019s pictures<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How do media makers use camera angles for particular purposes?<\/li>\n<li>How can we know if it&#8217;s okay to take someone&#8217;s picture?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading media: Definitions and use of different camera angles<\/li>\n<li>Ethics and empathy: Considerations when taking pictures of other people<\/li>\n<li>Making and remixing: Ways of using camera angles to express feelings\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_30_193\">close-up<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_30_194\">medium shot<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_30_195\">wide shot<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Use: Make effective use of camera angles to express feelings<\/li>\n<li>Understand: Identify and analyze how camera angles are used in visual media<\/li>\n<li>Engage: Consider ethical considerations of taking pictures of others and ways of doing so ethically<\/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>A2.1 Digital Citizenship<\/p>\n<p>demonstrate an understanding of their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities<\/p>\n<p>A2.2 Online Safety, Well-Being, and Etiquette<\/p>\n<p>demonstrate an understanding of how to navigate online environments safely, manage their privacy, and interact in a way that supports their well-being and that of others, including seeking appropriate permission<\/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>A2.7 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>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>apply the knowledge and skills developed in this grade to support learning in various subject areas and identify some ways this learning can be used in everyday life<\/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>C1.3 Text Patterns and Features<\/p>\n<p><em>Grade 1: <\/em>identify some text patterns, such as sequencing and chronological order, and text features, including illustrations, symbols, and titles, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 2: <\/em>identify some text patterns, such as chronological order and journal entry, and text features, including table of contents, charts, and icons, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning<\/p>\n<p><em>Grade 3: <\/em>identify some text patterns, such as order of importance and cause and effect, and text features, such as headings and an index, associated with various text forms, and explain how they help readers, listeners, and viewers understand the meaning<\/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>C1.6 Point of View<\/p>\n<p><em>Grade 1: <\/em>identify the narrator\u2019s point of view in a variety of texts, and suggest an alternative point of view to tell the story<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify the narrator\u2019s point of view, including first person or third person, in simple texts, and suggest an alternative point of view to tell the story<\/p>\n<p><em>Grade 3:<\/em> identify the narrator\u2019s point of view, including first person or third person, in a variety of texts, and suggest alternative points of view<\/p>\n<p><strong>C2 Comprehension Strategies<\/strong><\/p>\n<p>C2.3 Monitoring of Understanding: Making and Confirming Predictions<\/p>\n<p><em>Grade 1:\u00a0<\/em> make predictions using background knowledge, text features, and evidence from the text<\/p>\n<p><em>Grade 2: <\/em>make predictions using background knowledge, text features, and evidence from the text<\/p>\n<p><em>Grade 3:<\/em> make predictions using background knowledge, text features, and evidence from the text, and adjust their understanding based on new information<\/p>\n<p>C2.4 Monitoring of Understanding: Ongoing Comprehension Check<\/p>\n<p><em>Grade 1: <\/em>use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts<\/p>\n<p><em>Grade 2:<\/em> use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts<\/p>\n<p><em>Grade 3:<\/em> use strategies such as rereading, visualizing, and asking questions, to monitor and confirm their understanding of various texts<\/p>\n<p>C2.5 Monitoring of Understanding: Making Connections<\/p>\n<p><em>Grade 1:\u00a0<\/em> identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them<\/p>\n<p><em>Grade 3:\u00a0<\/em> identify connections between ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them<\/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>C3.5 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>&nbsp;<\/p>\n<p><strong>Strand D: Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p><em>Grade 1: <\/em>identify the topic, purpose, and audience for various simple texts they plan to create<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify the topic, purpose, and audience for various texts they plan to create<\/p>\n<p><em>Grade 3: <\/em>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<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p><em>Grade 1: <\/em>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<\/p>\n<p><em>Grade 2:<\/em> 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<\/p>\n<p><em>Grade 3:<\/em> generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p><em>Grades 1-2: <\/em>sort and sequence ideas and information, taking into account the text form and genre to be used<\/p>\n<p><em>Grade 3:<\/em> sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre<\/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<p><span style=\"text-align: initial;font-size: 1em\">D2.3 Voice<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 1:\u00a0<\/em><span style=\"text-align: initial;font-size: 1em\"> demonstrate a personal voice in their texts, with a focus on using words that express their thoughts, feelings, and opinions about the topic<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 3:<\/em><span style=\"text-align: initial;font-size: 1em\"> demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D2.4 Point of View and Perspective<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grades 1-2: <\/em><span style=\"text-align: initial;font-size: 1em\">identify the point of view, including first person, used in their texts<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 3:\u00a0<\/em><span style=\"text-align: initial;font-size: 1em\"> identify the point of view, including first person or third person, used in their texts<\/span><\/p>\n<p><strong style=\"text-align: initial;font-size: 1em\">D3 Publishing, Presenting and Reflecting<\/strong><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D3.1 Producing Final Texts<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">produce final texts, using simple techniques, to achieve the intended effect<\/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_30_193\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_30_193\"><div tabindex=\"-1\"><p>A shot in which the camera seems very close to the subject. In a close-up of a person's face, it is easy to see the facial features and identify the emotion of a character.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_30_194\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_30_194\"><div tabindex=\"-1\"><p>A shot where the camera appears to be a short distance away from what we're seeing. In a medium shot of a person, this shot includes the head and upper body.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_30_195\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_30_195\"><div tabindex=\"-1\"><p>A shot where the camera seems to be fairly far from what we're seeing. A wide shot of a person will include the whole body and background.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":9,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-30","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/30","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":5,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/30\/revisions"}],"predecessor-version":[{"id":732,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/30\/revisions\/732"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/30\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/media?parent=30"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter-type?post=30"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/contributor?post=30"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/license?post=30"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}