{"id":36,"date":"2025-03-13T20:07:11","date_gmt":"2025-03-13T20:07:11","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/once-upon-a-time\/"},"modified":"2026-06-16T16:58:01","modified_gmt":"2026-06-16T16:58:01","slug":"once-upon-a-time","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/once-upon-a-time\/","title":{"raw":"Lesson: Once Upon a Time","rendered":"Lesson: Once Upon a Time"},"content":{"raw":"In this lesson, students become aware of the idea of stereotyping and the role that stereotypes play in the stories and movies that they enjoy. They learn how media techniques can affect how we feel about a character and how that can contribute to stereotyping, and consider how stories may be different when told from different points of view.\r\n\r\n<strong>Grade range: <\/strong>2-3<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/the-true-story-of-the-three-little-pigs-2\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/the-true-story-of-the-three-little-pigs\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"height: 165px;width: 1394px\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 14px\">\r\n<td style=\"height: 14px;width: 109.767px\"><\/td>\r\n<td style=\"height: 14px;width: 377.217px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td style=\"height: 14px;width: 377.8px\"><strong>Two class periods (90-120 minutes)\r\n<\/strong><\/td>\r\n<td style=\"width: 371.183px;height: 14px\"><strong>Extended Unit<\/strong><\/td>\r\n<td style=\"height: 14px;width: 12.6333px\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 151px\">\r\n<td style=\"height: 151px;width: 109.767px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"height: 151px;width: 377.217px\">The True Story of the Three Little Pigs\r\n\r\nOriginal Man Walks the Earth\r\n\r\n&nbsp;<\/td>\r\n<td style=\"height: 151px;width: 377.8px\">&nbsp;\r\n\r\nThe True Story of the Three Little Pigs\r\n\r\nOriginal Man Walks the Earth\r\n\r\nWacky Media Songs: Like Don't Like!\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 371.183px;height: 151px\">The True Story of the Three Little Pigs\r\n\r\nOriginal Man Walks the Earth\r\n\r\nTrue Stories\r\n\r\nWacky Media Songs: Like Don't Like!<\/td>\r\n<td style=\"height: 151px;width: 12.6333px\"><\/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 \t<li>If you prefer to have students used printed graphic organizers, prepare to distribute the handout <a href=\"https:\/\/drive.google.com\/file\/d\/1nhzzuvLqZsUapCji98kXjsmk79F8BGqB\/view?usp=sharing\">Points of View<\/a>.<\/li>\r\n \t<li>If you prefer to read to the class rather than showing a filmed reading, obtain a copy of the book <em>The True Story of the Three Little Pigs<\/em>.<\/li>\r\n \t<li>If possible, acquire a copy of the book <em>The Mishomis Book<\/em>.<\/li>\r\n \t<li>Review the technical requirements for making a <a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/introduction-to-stop-motion-animation\/\">Stop-Motion Animation.<\/a><\/li>\r\n \t<li>A <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/once-upon-time-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/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 choices that influence the meaning we take from a text<\/li>\r\n<\/ul>\r\nMedia have social and political implications\r\n<ul>\r\n \t<li>Media influence how we see people and groups<\/li>\r\n<\/ul>\r\nAudiences negotiate meaning:\r\n<ul>\r\n \t<li>Different people can interpret the same text in different ways<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How does framing influence how we experience media works?<\/li>\r\n \t<li>\r\n<div class=\"paragraph normal ng-star-inserted\" data-start-index=\"1321\"><span class=\"bold ng-star-inserted\" data-start-index=\"1321\">How can understanding the process of media creation help us be smarter media consumers?<\/span><\/div><\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Media representation: Visual and text techniques in media representations affect how we see characters and groups, which can result in [pb_glossary id=\"206\"]stereotyping[\/pb_glossary]<\/li>\r\n \t<li>Essential vocabulary: [pb_glossary id=\"210\"]Anishnaabe[\/pb_glossary], [pb_glossary id=\"211\"]perspective[\/pb_glossary], [pb_glossary id=\"206\"]stereotype[\/pb_glossary]<\/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 a media work that shows their learning<\/li>\r\n \t<li>Understand:Analyze how media makers\u2019 choices influence how we experience a work<\/li>\r\n \t<li>Engage: Consider the ways that media representations influence how we see reality<\/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\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\nA2.7 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\nA3.3 First Nations, M\u00e9tis, and Inuit Perspectives and Ways of Knowing\r\n\r\nidentify themes explored in First Nations, M\u00e9tis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing\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>Grades 2-3: <\/em>identify and describe some characteristics of literary and informational text forms and their associated genres\r\n\r\nC1.5 Elements of Style\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\nC1.6 Point of View\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\nC1.7 Indigenous Context of Various Text Forms\r\n\r\nread, listen to, and view various forms of texts by diverse First Nations, M\u00e9tis, and Inuit creators to demonstrate understanding of various aspects of First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, Nations, and lived experiences\r\n\r\n<strong>C2 Comprehension Strategies<\/strong>\r\n\r\nC2.4 Monitoring of Understanding: Ongoing Comprehension Check\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 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\nC2.6 Summarizing: Identifying Relevant information and Drawing Conclusions\r\n\r\n<em>Grade 2:\u00a0<\/em> identify the main idea in a simple text, and relate important details in sequence\r\n\r\n<em>Grade 3:<\/em> identify the main idea in a simple text, and relate important details in sequence\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.2 Making Inferences\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 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 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 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>Grade 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\nC3.7 Indigenous Contexts\r\n\r\n<em>Grade 2:\u00a0<\/em> identify some ways in which texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or Nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences\r\n\r\n<em>Grade 3:<\/em> identify some ways in which texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or Nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences\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 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 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 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 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 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\">Grade 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>","rendered":"<p>In this lesson, students become aware of the idea of stereotyping and the role that stereotypes play in the stories and movies that they enjoy. They learn how media techniques can affect how we feel about a character and how that can contribute to stereotyping, and consider how stories may be different when told from different points of view.<\/p>\n<p><strong>Grade range: <\/strong>2-3<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/the-true-story-of-the-three-little-pigs-2\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/the-true-story-of-the-three-little-pigs\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"height: 165px;width: 1394px\">\n<tbody>\n<tr style=\"height: 14px\">\n<td style=\"height: 14px;width: 109.767px\"><\/td>\n<td style=\"height: 14px;width: 377.217px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td style=\"height: 14px;width: 377.8px\"><strong>Two class periods (90-120 minutes)<br \/>\n<\/strong><\/td>\n<td style=\"width: 371.183px;height: 14px\"><strong>Extended Unit<\/strong><\/td>\n<td style=\"height: 14px;width: 12.6333px\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 151px\">\n<td style=\"height: 151px;width: 109.767px\"><strong>Activities<\/strong><\/td>\n<td style=\"height: 151px;width: 377.217px\">The True Story of the Three Little Pigs<\/p>\n<p>Original Man Walks the Earth<\/p>\n<p>&nbsp;<\/td>\n<td style=\"height: 151px;width: 377.8px\">&nbsp;<\/p>\n<p>The True Story of the Three Little Pigs<\/p>\n<p>Original Man Walks the Earth<\/p>\n<p>Wacky Media Songs: Like Don&#8217;t Like!<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 371.183px;height: 151px\">The True Story of the Three Little Pigs<\/p>\n<p>Original Man Walks the Earth<\/p>\n<p>True Stories<\/p>\n<p>Wacky Media Songs: Like Don&#8217;t Like!<\/td>\n<td style=\"height: 151px;width: 12.6333px\"><\/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<li>If you prefer to have students used printed graphic organizers, prepare to distribute the handout <a href=\"https:\/\/drive.google.com\/file\/d\/1nhzzuvLqZsUapCji98kXjsmk79F8BGqB\/view?usp=sharing\">Points of View<\/a>.<\/li>\n<li>If you prefer to read to the class rather than showing a filmed reading, obtain a copy of the book <em>The True Story of the Three Little Pigs<\/em>.<\/li>\n<li>If possible, acquire a copy of the book <em>The Mishomis Book<\/em>.<\/li>\n<li>Review the technical requirements for making a <a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/introduction-to-stop-motion-animation\/\">Stop-Motion Animation.<\/a><\/li>\n<li>A <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/once-upon-time-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/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 choices that influence the meaning we take from a text<\/li>\n<\/ul>\n<p>Media have social and political implications<\/p>\n<ul>\n<li>Media influence how we see people and groups<\/li>\n<\/ul>\n<p>Audiences negotiate meaning:<\/p>\n<ul>\n<li>Different people can interpret the same text in different ways<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How does framing influence how we experience media works?<\/li>\n<li>\n<div class=\"paragraph normal ng-star-inserted\" data-start-index=\"1321\"><span class=\"bold ng-star-inserted\" data-start-index=\"1321\">How can understanding the process of media creation help us be smarter media consumers?<\/span><\/div>\n<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Media representation: Visual and text techniques in media representations affect how we see characters and groups, which can result in <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_36_206\">stereotyping<\/a><\/li>\n<li>Essential vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_36_210\">Anishnaabe<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_36_211\">perspective<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_36_206\">stereotype<\/a><\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Use: Make a media work that shows their learning<\/li>\n<li>Understand:Analyze how media makers\u2019 choices influence how we experience a work<\/li>\n<li>Engage: Consider the ways that media representations influence how we see reality<\/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<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>A2.7 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<p>A3.3 First Nations, M\u00e9tis, and Inuit Perspectives and Ways of Knowing<\/p>\n<p>identify themes explored in First Nations, M\u00e9tis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing<\/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>Grades 2-3: <\/em>identify and describe some characteristics of literary and informational text forms and their associated genres<\/p>\n<p>C1.5 Elements of Style<\/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>C1.6 Point of View<\/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>C1.7 Indigenous Context of Various Text Forms<\/p>\n<p>read, listen to, and view various forms of texts by diverse First Nations, M\u00e9tis, and Inuit creators to demonstrate understanding of various aspects of First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, Nations, and lived experiences<\/p>\n<p><strong>C2 Comprehension Strategies<\/strong><\/p>\n<p>C2.4 Monitoring of Understanding: Ongoing Comprehension Check<\/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 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>C2.6 Summarizing: Identifying Relevant information and Drawing Conclusions<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify the main idea in a simple text, and relate important details in sequence<\/p>\n<p><em>Grade 3:<\/em> identify the main idea in a simple text, and relate important details in sequence<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.2 Making Inferences<\/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 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 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 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>Grade 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>C3.7 Indigenous Contexts<\/p>\n<p><em>Grade 2:\u00a0<\/em> identify some ways in which texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or Nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences<\/p>\n<p><em>Grade 3:<\/em> identify some ways in which texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or Nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences<\/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 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 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 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 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 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\">Grade 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 class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_36_206\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_36_206\"><div tabindex=\"-1\"><p>A representation of a kind of person that makes it seem like they are all the same.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_36_210\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_36_210\"><div tabindex=\"-1\"><p>A group of culturally related First Nations Peoples living in central Canada and the United States, including the Algonquin, Odawa, Ojibwe, Potawatomi, and Oji-Cree.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_36_211\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_36_211\"><div tabindex=\"-1\"><p>A particular attitude towards or way of regarding something.<\/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":15,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-36","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/36","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":9,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/36\/revisions"}],"predecessor-version":[{"id":758,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/36\/revisions\/758"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/36\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/media?parent=36"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter-type?post=36"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/contributor?post=36"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/license?post=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}