Lesson: Comic Book Characters

 

Strand A: Literacy Connections and Applications

A1 Transferable Skills

A1.1 Receptive and Expressive Communication

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

A2 Digital Media Literacy

A2.3 Research and Information Literacy

gather, evaluate, and use information, considering validity, credibility, accuracy, and perspectives, to construct knowledge, create texts, and demonstrate learning

A2.4 Forms, Conventions, and Techniques

demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts

A2.5 Media, Audience and Production

demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended audience, and the purpose for production

A3 Applications, Connections, and Contributions

A3.2 Identity and Community

demonstrate an understanding of the historical contexts, 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 a variety of culturally responsive and relevant texts

A3.3 First Nations, Métis, and Inuit Perspectives and Ways of Knowing

explain themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

Strand C: Comprehension: Understanding and Responding to Texts

C1 Knowledge About Texts

C1.1 Using Foundational Knowledge and Skills to Comprehend Texts

read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

C1.2 Text Forms and Genres

Grades 4-5: describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning

Grade 6: analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning

C1.3 Text Patterns and Features

Grade 4: identify text patterns, such as spatial order in a graphic text, and text features, such as type styles and hyperlinks, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning

Grade 5: identify text patterns, such as cause and effect in a persuasive text, and text features, such as a preface and glossary, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning

Grade 6: analyze text patterns, such as problem-solution in a report, and text features, such as subheadings and pull-down menus, associated with various text forms, including cultural texts, and explain how they help readers, listeners, and viewers understand the meaning

C1.4 Visual Elements of Texts

Grades 4-5: explain how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts

Grade 6: analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts

C1.5 Elements of Style

Grade 4: identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre

Grade 5: describe various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre

Grade 6: identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre

C1.7 Indigenous Context of Various Text Forms

read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences

C3 Critical Thinking in Literacy

C3.2 Making Inferences

Grades 4-5: make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts

Grade 6: make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding

C3.3 Analyzing Texts

Grade 4: analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, and explaining cause and effect

Grade 5: analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing the events of multiple plots, recording relevant information, and explaining cause and effect

Grade 6: analyze various texts, including literary and informational texts, by identifying main and supporting ideas, evaluating the quality of information and its relevance for a specific purpose, and formulating conclusions

C3.4 Analyzing Cultural Elements of Texts

Grades 4-5: identify cultural elements that are represented in various texts, including, norms, values, artifacts, sports, and music, investigate the meanings of these elements, and make connections to their lived experience and culture

Grade 6: analyze cultural elements that are represented in various texts, including, values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations with others

C3.5 Perspectives within Texts

Grades 4-5: identify explicit and implicit perspectives communicated in various texts, explain how these perspectives are conveyed, give some evidence of any biases the texts may contain, and suggest how such biases could influence an audience

Grade 6: explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias

C3.6 Analysis and Response

Grades 4-5: explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed

Grade 6: explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented

C3.7 Indigenous Contexts

Grades 4-5: explain how texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations are influenced by historical periods, cultural experiences, and events, and how they relate to current lived experiences

Grade 6: assess the influence of historical periods, cultural experiences, and/or socio-political conditions and events on texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived

C3.8 Reflecting on Learning

Grades 4-5: identify the critical thinking skills they used to analyze and evaluate various texts, and explain how these skills have helped them better understand the texts

Grade 6: compare the critical thinking skills they used when analyzing and evaluating various texts, identify the skills that best supported their understanding, and explain why they

 

Strand D: Composition: Expressing Ideas and Creating Texts

D1. Developing Ideas and Organizing Content

D1.1 Purpose and Audience

identify the topic, purpose, and audience for various texts they plan to create, and explain why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning

D1.2 Developing Ideas

generate and develop ideas and details about various topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences

D1.3 Research

Grade 4: gather information and content relevant to a topic, using a variety of sources and strategies, and record the sources of information

Grade 5: gather and record information and content relevant to a topic, using multiple textual sources; verify the reliability of sources, using simple criteria; and record the creator and source of all content created by others

Grade 6: gather information and content relevant to a topic, using multiple textual sources; summarize the information; verify the reliability of sources; and record the creator and source of all content created by others

D1.4 Organizing Content

Grades 4-5: select and classify ideas and collected information, using appropriate strategies and tools, and sequence content, taking into account the chosen text form, genre, and medium

Grade 6: classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium

D1.5 Reflecting on Learning

Grades 4-5: describe the strategies and tools that helped them develop ideas and organize content for texts of the chosen forms, genres, and media, and explain how they helped them improve as a text creator

Grade 6: explain and compare how the strategies and tools used helped them develop ideas and organize content for texts of the chosen forms, genres, and media, and how they helped them improve as a text creator

D2. Creating Texts

D2.1 Producing Drafts

Grades 4-5: draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies

Grade 6: draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies

D2.3 Voice

establish a personal voice in their texts, using varied language and elements of style to express their thoughts, feelings, and opinions about a topic, and using a tone appropriate to the form and genre

D2.4 Point of View and Perspective

Grand 4: identify the point of view used in their texts, and the perspectives and bias conveyed in their texts

Grade 5: identify the point of view, implicit and explicit perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives

Grade 6: identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives

D2.5 Revision

Grades 4-5: make revisions to the content of draft texts and to elements of style, such as word choice, and add or delete sentences, to improve clarity, focus, and coherence, seeking feedback

Grade 6: make revisions to the content, elements of style, patterns, and features of draft texts, and add and delete sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively

D2.6 Editing and Proofreading

Grades 4-5: edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; use a word processor to edit texts

Grade 6: edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar-checkers

D3 Publishing, Presenting, and Reflecting

D3.1 Producing Final Texts

Grade 4: produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect

Grade 5: produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect

Grade 6: produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect

D3.2 Publishing and Presenting Texts

Grades 4-5: publish and present texts they have created, using selected media and tools, and explain how each helped them communicate their intended message

Grade 6: publish and present texts they have created, using selected media and tools, and analyze how their choices helped them communicate their intended message

D3.3 Reflecting on Learning

Grade 4: describe various strategies that helped them present and communicate their message when publishing and presenting texts, and explain how they helped them improve as a text creator

Grade 5: describe various strategies and tools that helped them communicate their intended message when publishing and presenting texts, and suggest steps for future improvement as a text creator

Grade 6: compare how various strategies and tools helped them communicate their intended message when publishing and presenting texts, and suggest future steps for improvement as a text creator