{"id":45,"date":"2025-03-13T20:07:12","date_gmt":"2025-03-13T20:07:12","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/lesson-second-draft\/"},"modified":"2026-06-16T16:58:01","modified_gmt":"2026-06-16T16:58:01","slug":"lesson-second-draft","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/lesson-second-draft\/","title":{"raw":"Lesson: Second Draft","rendered":"Lesson: Second Draft"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In this lesson, students return to one of the stop-motion animations they made, then draw on peer feedback and personal reflection to develop a second draft.<\/span>\r\n\r\n<strong>Grade range: 2-3\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/reflecting-on-feedback\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/toy-story-black-friday\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"height: 194px\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 16px\">\r\n<td style=\"height: 16px;width: 55.8833px\"><\/td>\r\n<td style=\"height: 16px;width: 196.567px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td style=\"height: 16px;width: 269.933px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\r\n<td style=\"height: 16px;width: 269.933px\"><strong>Extended Unit\r\n<\/strong><\/td>\r\n<td style=\"height: 16px;width: 2.51667px\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 178px\">\r\n<td style=\"height: 178px;width: 55.8833px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"height: 178px;width: 196.567px\">&nbsp;\r\n\r\nReflecting on Feedback\r\n\r\nSharing and Peer Feedback\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"height: 178px;width: 269.933px\">&nbsp;\r\n\r\nReflecting on Feedback\r\n\r\nSharing and Peer Feedback\r\n\r\nSecond Draft\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"height: 178px;width: 269.933px\">Reflecting on Feedback\r\n\r\nSharing and Peer Feedback\r\n\r\nSecond Draft\r\n\r\nSharing and Reflection<\/td>\r\n<td style=\"height: 178px;width: 2.51667px\"><\/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>Review the technical requirements from the <a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/introduction-to-stop-motion-animation\/\">Introduction to Stop-Motion Animation<\/a> lesson.<\/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<div class=\"textbox__content\">\r\n\r\nMedia are constructions:\r\n<ul>\r\n \t<li><span class=\"ng-star-inserted\" data-start-index=\"436\">Media works are crafted through deliberate choices that shape the final product<\/span><\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form:\r\n<ul>\r\n \t<li><span class=\"ng-star-inserted\" data-start-index=\"541\">Different media employ specific techniques (\"rules of notice\") to guide attention and convey meaning<\/span><\/li>\r\n<\/ul>\r\n<em style=\"text-align: initial;font-size: 1em\">Key questions<\/em><span style=\"text-align: initial;font-size: 1em\">:<\/span>\r\n<ul>\r\n \t<li><span style=\"font-size: 1em\">How can we apply feedback and new knowledge to enhance our animations?<\/span><\/li>\r\n \t<li><span class=\"ng-star-inserted\" data-start-index=\"772\">How can we effectively leverage the unique aspects of stop-motion animation to communicate our ideas?<\/span><\/li>\r\n<\/ul>\r\n<em style=\"text-align: initial;font-size: 1em\">Essential knowledge:<\/em><span style=\"text-align: initial;font-size: 1em\"> Students will know\u2026<\/span>\r\n<ul>\r\n \t<li><span style=\"text-align: initial;font-size: 1em\">Reading media: <\/span><span class=\"ng-star-inserted\" style=\"text-align: initial;font-size: 1em\" data-start-index=\"1022\">Specific techniques and conventions of stop-motion animation, such as framing, backgrounds, colour, special effects, sound effects<\/span><\/li>\r\n \t<li>Making and remixing: <span class=\"ng-star-inserted\" data-start-index=\"912\">The importance of revision in the writing process; s<\/span><span class=\"ng-star-inserted\" data-start-index=\"962\">trategies for incorporating feedback to improve their work<\/span><\/li>\r\n<\/ul>\r\n<em style=\"text-align: initial;font-size: 1em\">Performance tasks<\/em><span style=\"text-align: initial;font-size: 1em\">: Students will be able to\u2026<\/span>\r\n<ul>\r\n \t<li><span class=\"ng-star-inserted\" style=\"text-align: initial;font-size: 1em\" data-start-index=\"1191\">Analyze teacher feedback and identify areas for improvement in their animations<\/span><span class=\"ng-star-inserted\" style=\"text-align: initial;font-size: 1em\" data-start-index=\"1191\">.<\/span><\/li>\r\n \t<li><span class=\"ng-star-inserted\" data-start-index=\"1276\">Apply their understanding of game design techniques to revise their animations, enhancing their clarity, impact, and effectiveness.<\/span><\/li>\r\n \t<li><span class=\"ng-star-inserted\" data-start-index=\"1413\">Justify their revisions based on the feedback received and their expanded knowledge of animation and film.<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"textbox__content\"><\/div>\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>A1. Transferable Skills\r\n<\/strong>\r\n\r\nA1.1 Receptive and Expressive Communication\r\n<div class=\"specific-expectations-se second-top-gutter ng-star-inserted\">\r\n<div class=\"ng-star-inserted\">\r\n<div id=\"a1-1\" class=\"section-link-header\">\r\n<div class=\"specific-expectation mat-body-1 overflow--hidden-x\">\r\n<div class=\"content-block ng-star-inserted\">\r\n\r\nanalyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms\r\n\r\nA1.2 Student Agency and Engagement\r\n\r\nevaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\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\n<\/div>\r\n<div class=\"textbox__content\">\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 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\nD1.5 Reflecting on Learning\r\n\r\n<em>Grade 2: <\/em>identify the strategies that helped them develop ideas for texts\r\n\r\n<em>Grade 3:<\/em> identify the strategies that helped them develop ideas for texts and organize content\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\">D2.5 Revision<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">make revisions to texts using feedback from others, such as adding or deleting sentences<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 3: <\/em><span style=\"text-align: initial;font-size: 1em\">make simple revisions to draft texts, including replacing words and adding sentences, to improve content and clarity, using feedback from others<\/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<span style=\"text-align: initial;font-size: 1em\">D3.2 Publishing and Presenting Text<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">present the texts they have created using appropriate strategies, including by reading aloud with expression<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D3.3 Reflecting on Learning<\/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 a few strategies they found helpful when presenting texts<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 3:<\/em><span style=\"text-align: initial;font-size: 1em\"> identify the strategies that helped them present and communicate their message, and explain how they helped them improve<\/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 this lesson, students return to one of the stop-motion animations they made, then draw on peer feedback and personal reflection to develop a second draft.<\/span><\/p>\n<p><strong>Grade range: 2-3<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/chapter\/reflecting-on-feedback\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/buildingblocks\/chapter\/toy-story-black-friday\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"height: 194px\">\n<tbody>\n<tr style=\"height: 16px\">\n<td style=\"height: 16px;width: 55.8833px\"><\/td>\n<td style=\"height: 16px;width: 196.567px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td style=\"height: 16px;width: 269.933px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\n<td style=\"height: 16px;width: 269.933px\"><strong>Extended Unit<br \/>\n<\/strong><\/td>\n<td style=\"height: 16px;width: 2.51667px\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 178px\">\n<td style=\"height: 178px;width: 55.8833px\"><strong>Activities<\/strong><\/td>\n<td style=\"height: 178px;width: 196.567px\">&nbsp;<\/p>\n<p>Reflecting on Feedback<\/p>\n<p>Sharing and Peer Feedback<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"height: 178px;width: 269.933px\">&nbsp;<\/p>\n<p>Reflecting on Feedback<\/p>\n<p>Sharing and Peer Feedback<\/p>\n<p>Second Draft<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"height: 178px;width: 269.933px\">Reflecting on Feedback<\/p>\n<p>Sharing and Peer Feedback<\/p>\n<p>Second Draft<\/p>\n<p>Sharing and Reflection<\/td>\n<td style=\"height: 178px;width: 2.51667px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Review the technical requirements from the <a href=\"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/front-matter\/introduction-to-stop-motion-animation\/\">Introduction to Stop-Motion Animation<\/a> lesson.<\/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<div class=\"textbox__content\">\n<p>Media are constructions:<\/p>\n<ul>\n<li><span class=\"ng-star-inserted\" data-start-index=\"436\">Media works are crafted through deliberate choices that shape the final product<\/span><\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form:<\/p>\n<ul>\n<li><span class=\"ng-star-inserted\" data-start-index=\"541\">Different media employ specific techniques (&#8220;rules of notice&#8221;) to guide attention and convey meaning<\/span><\/li>\n<\/ul>\n<p><em style=\"text-align: initial;font-size: 1em\">Key questions<\/em><span style=\"text-align: initial;font-size: 1em\">:<\/span><\/p>\n<ul>\n<li><span style=\"font-size: 1em\">How can we apply feedback and new knowledge to enhance our animations?<\/span><\/li>\n<li><span class=\"ng-star-inserted\" data-start-index=\"772\">How can we effectively leverage the unique aspects of stop-motion animation to communicate our ideas?<\/span><\/li>\n<\/ul>\n<p><em style=\"text-align: initial;font-size: 1em\">Essential knowledge:<\/em><span style=\"text-align: initial;font-size: 1em\"> Students will know\u2026<\/span><\/p>\n<ul>\n<li><span style=\"text-align: initial;font-size: 1em\">Reading media: <\/span><span class=\"ng-star-inserted\" style=\"text-align: initial;font-size: 1em\" data-start-index=\"1022\">Specific techniques and conventions of stop-motion animation, such as framing, backgrounds, colour, special effects, sound effects<\/span><\/li>\n<li>Making and remixing: <span class=\"ng-star-inserted\" data-start-index=\"912\">The importance of revision in the writing process; s<\/span><span class=\"ng-star-inserted\" data-start-index=\"962\">trategies for incorporating feedback to improve their work<\/span><\/li>\n<\/ul>\n<p><em style=\"text-align: initial;font-size: 1em\">Performance tasks<\/em><span style=\"text-align: initial;font-size: 1em\">: Students will be able to\u2026<\/span><\/p>\n<ul>\n<li><span class=\"ng-star-inserted\" style=\"text-align: initial;font-size: 1em\" data-start-index=\"1191\">Analyze teacher feedback and identify areas for improvement in their animations<\/span><span class=\"ng-star-inserted\" style=\"text-align: initial;font-size: 1em\" data-start-index=\"1191\">.<\/span><\/li>\n<li><span class=\"ng-star-inserted\" data-start-index=\"1276\">Apply their understanding of game design techniques to revise their animations, enhancing their clarity, impact, and effectiveness.<\/span><\/li>\n<li><span class=\"ng-star-inserted\" data-start-index=\"1413\">Justify their revisions based on the feedback received and their expanded knowledge of animation and film.<\/span><\/li>\n<\/ul>\n<\/div>\n<div class=\"textbox__content\"><\/div>\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>A1. Transferable Skills<br \/>\n<\/strong><\/p>\n<p>A1.1 Receptive and Expressive Communication<\/p>\n<div class=\"specific-expectations-se second-top-gutter ng-star-inserted\">\n<div class=\"ng-star-inserted\">\n<div id=\"a1-1\" class=\"section-link-header\">\n<div class=\"specific-expectation mat-body-1 overflow--hidden-x\">\n<div class=\"content-block ng-star-inserted\">\n<p>analyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms<\/p>\n<p>A1.2 Student Agency and Engagement<\/p>\n<p>evaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\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<\/div>\n<div class=\"textbox__content\">\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 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>D1.5 Reflecting on Learning<\/p>\n<p><em>Grade 2: <\/em>identify the strategies that helped them develop ideas for texts<\/p>\n<p><em>Grade 3:<\/em> identify the strategies that helped them develop ideas for texts and organize content<\/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\">D2.5 Revision<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">make revisions to texts using feedback from others, such as adding or deleting sentences<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 3: <\/em><span style=\"text-align: initial;font-size: 1em\">make simple revisions to draft texts, including replacing words and adding sentences, to improve content and clarity, using feedback from others<\/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<p><span style=\"text-align: initial;font-size: 1em\">D3.2 Publishing and Presenting Text<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">present the texts they have created using appropriate strategies, including by reading aloud with expression<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D3.3 Reflecting on Learning<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 2: <\/em><span style=\"text-align: initial;font-size: 1em\">identify a few strategies they found helpful when presenting texts<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 3:<\/em><span style=\"text-align: initial;font-size: 1em\"> identify the strategies that helped them present and communicate their message, and explain how they helped them improve<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"author":2,"menu_order":25,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-45","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/45","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":6,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/45\/revisions"}],"predecessor-version":[{"id":767,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/45\/revisions\/767"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter\/45\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/media?parent=45"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/pressbooks\/v2\/front-matter-type?post=45"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/contributor?post=45"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/blocks-teachertext\/wp-json\/wp\/v2\/license?post=45"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}