{"id":28,"date":"2025-02-03T16:27:22","date_gmt":"2025-02-03T16:27:22","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-villains-heroes-and-heroines\/"},"modified":"2025-07-28T19:14:55","modified_gmt":"2025-07-28T19:14:55","slug":"lesson-villains-heroes-and-heroines","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-villains-heroes-and-heroines\/","title":{"raw":"Lesson: Villains, Heroes and Heroines","rendered":"Lesson: Villains, Heroes and Heroines"},"content":{"raw":"This lesson introduces students to the ways that heroes and villains are portrayed in media. It begins with a discussion of real and media heroes and how they are similar or different. Students then compare a number of hero\/villain pairs from Disney films and identify how specific visual cues are used to identify characters as being villains. They then consider the impact of representing features of diverse groups, such as larger bodies or disabilities, as being signs of villainy. Finally, students create a prototype for a photo or video filter that will make someone look more villainous.\r\n\r\n<strong>Grade range: <\/strong>4-6<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/what-is-a-hero\/\">Teacher Material<\/a><\/strong>\r\n\r\n<a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/heroes-and-villains-2\/\"><strong>Student Material<\/strong><\/a>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 811px\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 99px\"><\/td>\r\n<td style=\"width: 300px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\r\n<td style=\"width: 393px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\r\n<td style=\"width: 19px\"><strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 99px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 300px\">&nbsp;\r\n\r\nWhat is a Hero?\r\n\r\nHeroes and Villains\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 393px\">&nbsp;\r\n\r\nWhat is a Hero?\r\n\r\nHeroes and Villains\r\n\r\nVillainize Yourself!\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 19px\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Preparation:<\/strong>\r\n\r\nMake sure that students are able to access the interactive activities.\r\n\r\nPrepare to print and distribute the handout <a href=\"https:\/\/drive.google.com\/file\/d\/1WmONucXKZqIlV-DnUsWiAl-kgihbIhyG\/view?usp=sharing\">Villainize Yourself!<\/a>\r\n<p style=\"padding-left: 40px\">There are two versions of the handout, one aimed at younger students and one at older. You can use either or both.<\/p>\r\n&nbsp;\r\n<div>\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div>\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 are an imperfect reflection of reality<\/li>\r\n \t<li>Media works are made by people who make choices that affect the final work<\/li>\r\n<\/ul>\r\nMedia have social and political implications\r\n<ul>\r\n \t<li>Media representations influence how we see other people, the world and ourselves<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form\r\n<ul>\r\n \t<li>Different media communicate in different ways, using different codes and conventions<\/li>\r\n \t<li>Different genres have their own traditions, codes and conventions that creators use and audiences expect to see<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How is heroism different in media than in real life?<\/li>\r\n \t<li>What do villains and heroes look like in media?<\/li>\r\n \t<li>What visual clues tell us someone is a villain in cartoons?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge<\/em>: Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: Elements of character design, such as colour, shape, and facial features, are used in animation to make someone look villainous; Codes and conventions in animation are influenced by older traditions in visual art<\/li>\r\n \t<li>Media representation: heroes are more likely to use violence to achieve their goals than real-life heroes; characteristics of diverse groups such as disabilities, larger bodies, darker skin and Jewish features are associated with villainy in animation.\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"745\"]genre[\/pb_glossary],\u00a0[pb_glossary id=\"777\"]photo filter[\/pb_glossary], [pb_glossary id=\"747\"]prejudice[\/pb_glossary], [pb_glossary id=\"746\"]stereotype[\/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 a prototype for a simple media tool<\/li>\r\n \t<li>Understand: Discuss the difference between real-life and media heroes; analyze the visual clues used to show that characters are villains in animation<\/li>\r\n \t<li>Engage: Consider the implications of media representations of heroism and villainy<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that media like movies and cartoons don't show us a perfect picture of real life<\/li>\r\n \t<li>We will learn how things like colour, shapes, and facial features are used in animation to make someone look like a villain<\/li>\r\n \t<li>We will learn about the differences between real-life heroes and media heroes, and analyze the visual clues used to show that characters are villains in animation<\/li>\r\n \t<li>We will learn about what it means when media shows heroism and villainy in certain ways\r\n<div class=\"flex-1 flex flex-col gap-3 px-4 max-w-3xl mx-auto w-full pt-1\">\r\n<div data-test-render-count=\"1\">\r\n<div>\r\n<div class=\"group relative -tracking-[0.015em] pb-3\" data-is-streaming=\"false\">\r\n<div class=\"font-claude-message relative leading-[1.65rem] [&amp;_pre&gt;div]:bg-bg-000\/50 [&amp;_pre&gt;div]:border-0.5 [&amp;_pre&gt;div]:border-border-400 [&amp;_.ignore-pre-bg&gt;div]:bg-transparent [&amp;&gt;div&gt;div&gt;:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&amp;&gt;div&gt;div&gt;:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8\">\r\n<div>\r\n<div class=\"grid-cols-1 grid gap-2.5 [&amp;_&gt;_*]:min-w-0\"><\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div>\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n&nbsp;\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, consider the impact on the audience, and apply this understanding when analyzing and creating 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 texts, the intended audience, and the purpose for production\r\n\r\nA2.6 Innovation and Design\r\n\r\nselect and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions\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<\/strong>\r\n\r\nA3.2 Identity and Community\r\n\r\ndemonstrate 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\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension: Understanding and Responding to Texts<\/strong>\r\n\r\n<strong>C1 Knowledge About Texts<\/strong>\r\n\r\nC1.1 Using Foundational Knowledge and Skills to Comprehend Texts\r\n\r\nread and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge\r\n\r\nC1.2 Text Forms and Genres\r\n\r\n<em>Grades 4-5: <\/em>describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning\r\n\r\n<em>Grade 6:<\/em> analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning\r\n\r\nC1.3 Text Patterns and Features\r\n\r\n<em>Grade 4: <\/em>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\r\n\r\n<em>Grade 5: <\/em>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\r\n\r\n<em>Grade 6:<\/em> 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\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\n<em>Grades 4-5: <\/em>explain how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\n<em>Grade 6:<\/em> analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\nC1.5 Elements of Style\r\n\r\n<em>Grade 4: <\/em>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\r\n\r\n<em>Grade 5: <\/em>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\r\n\r\n<em>Grade 6: <\/em>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\r\n\r\nC1.6 Point of View\r\n\r\n<em>Grades 4-5: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story\r\n\r\n<em>Grade 6: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story\r\n\r\n<strong>C2. Comprehension Strategies<\/strong>\r\n\r\nC2.1 Prereading: Activating Prior Knowledge\r\n\r\nidentify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts\r\n\r\nC2.5 Monitoring of Understanding: Making Connections\r\n\r\n<em>Grades 4-5: <\/em>describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\n<em>Grade 6: <\/em>explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\nC2.7 Reflecting on Learning\r\n\r\n<em>Grades 4-5: <\/em>explain how strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts\r\n\r\n<em>Grade 6: <\/em>explain and compare how various strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts and set goals to improve their comprehension\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.1 Literary Devices\r\n\r\n<em>Grade 4: <\/em>describe literary devices, including personification and anthropomorphism, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience\r\n\r\n<em>Grade 5:<\/em> describe literary devices, including imagery and humour, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience\r\n\r\n<em>Grade 6:<\/em> describe literary devices, including hyperbole and idioms, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience\r\n\r\nC3.2 Making Inferences\r\n\r\n<em>Grades 4-5: <\/em>make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts\r\n\r\n<em>Grade 6:<\/em> make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding\r\n\r\nC3.3 Analyzing Texts\r\n\r\n<em>Grade 4: <\/em>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\r\n\r\n<em>Grade 5:<\/em> 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\r\n\r\n<em>Grade 6:<\/em> 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\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\n<em>Grades 4-5: <\/em>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\r\n\r\n<em>Grade 6:<\/em> 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\r\n\r\nC3.5 Perspectives within Texts\r\n\r\n<em>Grades 4-5: <\/em>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\r\n\r\n<em>Grade 6:<\/em> 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\r\n\r\nC3.6 Analysis and Response\r\n\r\n<em>Grades 4-5: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed\r\n\r\n<em>Grade 6:<\/em> 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\r\n\r\nC3.8 Reflecting on Learning\r\n\r\n<em>Grades 4-5: <\/em>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\r\n\r\n<em>Grade 6: <\/em>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\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong>\r\n\r\n<strong>D1. Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\nidentify 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\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate 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\r\n\r\nD1.4 Organizing Content\r\n\r\n<em>Grades 4-5: <\/em>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\r\n\r\n<em>Grade 6:<\/em> 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\r\n\r\nD1.5 Reflecting on Learning\r\n\r\n<em>Grades 4-5: <\/em>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\r\n\r\n<em>Grade 6:<\/em> 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\r\n\r\n<strong>D2. Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies\r\n\r\n<em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies\r\n\r\nD2.4 Point of View and Perspective\r\n\r\n<em>Grand 4: <\/em>identify the point of view used in their texts, and the perspectives and bias conveyed in their texts\r\n\r\n<em>Grade 5: <\/em>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\r\n\r\n<em>Grade 6: <\/em>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\r\n\r\n<strong>D3 Publishing, Presenting, and Reflecting<\/strong>\r\n\r\nD3.1 Producing Final Texts\r\n\r\n<em>Grade 4: <\/em>produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect\r\n\r\n<em>Grade 5: <\/em>produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\n<em>Grade 6: <\/em>produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect\r\n\r\nD3.3 Reflecting on Learning\r\n\r\n<em>Grade 4: <\/em>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\r\n\r\n<em>Grade 5: <\/em>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\r\n\r\n<em>Grade 6: <\/em>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\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>This lesson introduces students to the ways that heroes and villains are portrayed in media. It begins with a discussion of real and media heroes and how they are similar or different. Students then compare a number of hero\/villain pairs from Disney films and identify how specific visual cues are used to identify characters as being villains. They then consider the impact of representing features of diverse groups, such as larger bodies or disabilities, as being signs of villainy. Finally, students create a prototype for a photo or video filter that will make someone look more villainous.<\/p>\n<p><strong>Grade range: <\/strong>4-6<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/chapter\/what-is-a-hero\/\">Teacher Material<\/a><\/strong><\/p>\n<p><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/heroes-and-villains-2\/\"><strong>Student Material<\/strong><\/a><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 811px\">\n<tbody>\n<tr>\n<td style=\"width: 99px\"><\/td>\n<td style=\"width: 300px\"><strong>One class period (45-60 minutes)<\/strong><\/td>\n<td style=\"width: 393px\"><strong>Two or three class periods (90-120 minutes)<\/strong><\/td>\n<td style=\"width: 19px\"><strong>\u00a0<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 99px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 300px\">&nbsp;<\/p>\n<p>What is a Hero?<\/p>\n<p>Heroes and Villains<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 393px\">&nbsp;<\/p>\n<p>What is a Hero?<\/p>\n<p>Heroes and Villains<\/p>\n<p>Villainize Yourself!<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 19px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Preparation:<\/strong><\/p>\n<p>Make sure that students are able to access the interactive activities.<\/p>\n<p>Prepare to print and distribute the handout <a href=\"https:\/\/drive.google.com\/file\/d\/1WmONucXKZqIlV-DnUsWiAl-kgihbIhyG\/view?usp=sharing\">Villainize Yourself!<\/a><\/p>\n<p style=\"padding-left: 40px\">There are two versions of the handout, one aimed at younger students and one at older. You can use either or both.<\/p>\n<p>&nbsp;<\/p>\n<div>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Learning Outcomes<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div>\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 are an imperfect reflection of reality<\/li>\n<li>Media works are made by people who make choices that affect the final work<\/li>\n<\/ul>\n<p>Media have social and political implications<\/p>\n<ul>\n<li>Media representations influence how we see other people, the world and ourselves<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form<\/p>\n<ul>\n<li>Different media communicate in different ways, using different codes and conventions<\/li>\n<li>Different genres have their own traditions, codes and conventions that creators use and audiences expect to see<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How is heroism different in media than in real life?<\/li>\n<li>What do villains and heroes look like in media?<\/li>\n<li>What visual clues tell us someone is a villain in cartoons?<\/li>\n<\/ul>\n<p><em>Essential knowledge<\/em>: Students will know\u2026<\/p>\n<ul>\n<li>Reading media: Elements of character design, such as colour, shape, and facial features, are used in animation to make someone look villainous; Codes and conventions in animation are influenced by older traditions in visual art<\/li>\n<li>Media representation: heroes are more likely to use violence to achieve their goals than real-life heroes; characteristics of diverse groups such as disabilities, larger bodies, darker skin and Jewish features are associated with villainy in animation.\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_745\">genre<\/a>,\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_777\">photo filter<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_747\">prejudice<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_746\">stereotype<\/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 a prototype for a simple media tool<\/li>\n<li>Understand: Discuss the difference between real-life and media heroes; analyze the visual clues used to show that characters are villains in animation<\/li>\n<li>Engage: Consider the implications of media representations of heroism and villainy<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that media like movies and cartoons don&#8217;t show us a perfect picture of real life<\/li>\n<li>We will learn how things like colour, shapes, and facial features are used in animation to make someone look like a villain<\/li>\n<li>We will learn about the differences between real-life heroes and media heroes, and analyze the visual clues used to show that characters are villains in animation<\/li>\n<li>We will learn about what it means when media shows heroism and villainy in certain ways\n<div class=\"flex-1 flex flex-col gap-3 px-4 max-w-3xl mx-auto w-full pt-1\">\n<div data-test-render-count=\"1\">\n<div>\n<div class=\"group relative -tracking-[0.015em] pb-3\" data-is-streaming=\"false\">\n<div class=\"font-claude-message relative leading-[1.65rem] [&amp;_pre&gt;div]:bg-bg-000\/50 [&amp;_pre&gt;div]:border-0.5 [&amp;_pre&gt;div]:border-border-400 [&amp;_.ignore-pre-bg&gt;div]:bg-transparent [&amp;&gt;div&gt;div&gt;:is(p,blockquote,h1,h2,h3,h4,h5,h6)]:pl-2 [&amp;&gt;div&gt;div&gt;:is(p,blockquote,ul,ol,h1,h2,h3,h4,h5,h6)]:pr-8\">\n<div>\n<div class=\"grid-cols-1 grid gap-2.5 [&amp;_&gt;_*]:min-w-0\"><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div>\n<p>&nbsp;<\/p>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>&nbsp;<\/p>\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, consider the impact on the audience, and apply this understanding when analyzing and creating 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 texts, the intended audience, and the purpose for production<\/p>\n<p>A2.6 Innovation and Design<\/p>\n<p>select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing innovative solutions<\/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<\/strong><\/p>\n<p>A3.2 Identity and Community<\/p>\n<p>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<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension: Understanding and Responding to Texts<\/strong><\/p>\n<p><strong>C1 Knowledge About Texts<\/strong><\/p>\n<p>C1.1 Using Foundational Knowledge and Skills to Comprehend Texts<\/p>\n<p>read and comprehend various texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge<\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p><em>Grades 4-5: <\/em>describe some characteristics of various text forms and genres, including cultural text forms, and explain how they help communicate meaning<\/p>\n<p><em>Grade 6:<\/em> analyze a variety of text forms and genres, including cultural text forms, and explain how their characteristics help communicate meaning<\/p>\n<p>C1.3 Text Patterns and Features<\/p>\n<p><em>Grade 4: <\/em>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<\/p>\n<p><em>Grade 5: <\/em>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<\/p>\n<p><em>Grade 6:<\/em> 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<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p><em>Grades 4-5: <\/em>explain how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p><em>Grade 6:<\/em> analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p>C1.5 Elements of Style<\/p>\n<p><em>Grade 4: <\/em>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<\/p>\n<p><em>Grade 5: <\/em>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<\/p>\n<p><em>Grade 6: <\/em>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<\/p>\n<p>C1.6 Point of View<\/p>\n<p><em>Grades 4-5: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, and describe the advantages and disadvantages of the approach used in each story<\/p>\n<p><em>Grade 6: <\/em>identify the narrator\u2019s point of view, including first, second, or third person, in a variety of texts, providing evidence, and explain how using an alternative point of view would change each story<\/p>\n<p><strong>C2. Comprehension Strategies<\/strong><\/p>\n<p>C2.1 Prereading: Activating Prior Knowledge<\/p>\n<p>identify and explain prior knowledge from various sources, including personal experiences, that they can use to make connections and understand new texts<\/p>\n<p>C2.5 Monitoring of Understanding: Making Connections<\/p>\n<p><em>Grades 4-5: <\/em>describe how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p><em>Grade 6: <\/em>explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p>C2.7 Reflecting on Learning<\/p>\n<p><em>Grades 4-5: <\/em>explain how strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts<\/p>\n<p><em>Grade 6: <\/em>explain and compare how various strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts and set goals to improve their comprehension<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.1 Literary Devices<\/p>\n<p><em>Grade 4: <\/em>describe literary devices, including personification and anthropomorphism, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience<\/p>\n<p><em>Grade 5:<\/em> describe literary devices, including imagery and humour, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience<\/p>\n<p><em>Grade 6:<\/em> describe literary devices, including hyperbole and idioms, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience<\/p>\n<p>C3.2 Making Inferences<\/p>\n<p><em>Grades 4-5: <\/em>make local and global inferences, using explicit and implicit evidence, to extend their understanding of various texts<\/p>\n<p><em>Grade 6:<\/em> make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p><em>Grade 4: <\/em>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<\/p>\n<p><em>Grade 5:<\/em> 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<\/p>\n<p><em>Grade 6:<\/em> 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<\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p><em>Grades 4-5: <\/em>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<\/p>\n<p><em>Grade 6:<\/em> 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<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p><em>Grades 4-5: <\/em>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<\/p>\n<p><em>Grade 6:<\/em> 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<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p><em>Grades 4-5: <\/em>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, and describe what insights or messages are conveyed<\/p>\n<p><em>Grade 6:<\/em> 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<\/p>\n<p>C3.8 Reflecting on Learning<\/p>\n<p><em>Grades 4-5: <\/em>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<\/p>\n<p><em>Grade 6: <\/em>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<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition: Expressing Ideas and Creating Texts<\/strong><\/p>\n<p><strong>D1. Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p>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<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>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<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p><em>Grades 4-5: <\/em>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<\/p>\n<p><em>Grade 6:<\/em> 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<\/p>\n<p>D1.5 Reflecting on Learning<\/p>\n<p><em>Grades 4-5: <\/em>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<\/p>\n<p><em>Grade 6:<\/em> 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<\/p>\n<p><strong>D2. Creating Texts<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p><em>Grades 4-5: <\/em>draft texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p><em>Grade 6: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p>D2.4 Point of View and Perspective<\/p>\n<p><em>Grand 4: <\/em>identify the point of view used in their texts, and the perspectives and bias conveyed in their texts<\/p>\n<p><em>Grade 5: <\/em>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<\/p>\n<p><em>Grade 6: <\/em>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<\/p>\n<p><strong>D3 Publishing, Presenting, and Reflecting<\/strong><\/p>\n<p>D3.1 Producing Final Texts<\/p>\n<p><em>Grade 4: <\/em>produce final texts using a variety of techniques and tools, including simple digital design and production tools, to achieve the intended effect<\/p>\n<p><em>Grade 5: <\/em>produce final texts using a variety of techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p><em>Grade 6: <\/em>produce final texts, selecting a variety of suitable techniques and tools, including digital design and production tools, to achieve the intended effect<\/p>\n<p>D3.3 Reflecting on Learning<\/p>\n<p><em>Grade 4: <\/em>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<\/p>\n<p><em>Grade 5: <\/em>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<\/p>\n<p><em>Grade 6: <\/em>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<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_28_745\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_745\"><div tabindex=\"-1\"><p>A kind or category of media work that makers use and audiences recognize.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_28_777\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_777\"><div tabindex=\"-1\"><p>An app (or a feature of a photo\/video app) that changes what you look like.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_28_747\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_747\"><div tabindex=\"-1\"><p>Believing that there is something bad about a whole group of people, based on who they are.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_28_746\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_746\"><div tabindex=\"-1\"><p>An image or picture 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><\/div>","protected":false},"author":2,"menu_order":13,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-28","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":10,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/28\/revisions"}],"predecessor-version":[{"id":1575,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/28\/revisions\/1575"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/28\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/media?parent=28"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter-type?post=28"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/contributor?post=28"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/license?post=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}