{"id":29,"date":"2025-02-03T16:32:00","date_gmt":"2025-02-03T16:32:00","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-looking-at-food-advertising\/"},"modified":"2025-07-29T19:54:11","modified_gmt":"2025-07-29T19:54:11","slug":"lesson-looking-at-food-advertising","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/front-matter\/lesson-looking-at-food-advertising\/","title":{"raw":"Lesson: Brands and Mascots","rendered":"Lesson: Brands and Mascots"},"content":{"raw":"This lesson introduces students to the ways in which advertisers use mascots to make consumers feel a particular way about their brands. Working from ads taken from different media, students discuss how food ad mascots are created and for what purpose. Students then will create their own mascot to help understand how mascots communicate the \u201cpersonality\u201d of a brand.\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\/food-ad-mascots\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/food-ad-mascots\/\">Student Material<\/a><\/strong>\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\nFood Ad Mascots\r\n\r\nMy Ad Mascot\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 393px\">&nbsp;\r\n\r\nFood Ad Mascots\r\n\r\nMy Ad Mascot\r\n\r\nGallery Walk\r\n\r\n&nbsp;\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>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n\r\nMake sure that students are able to access the interactive activities.\r\n\r\nIf you wish to use the printed handouts instead of the interactive activities, download and photocopy them:\r\n<p style=\"text-align: left;padding-left: 40px\"><a href=\"https:\/\/drive.google.com\/file\/d\/1f7GDj7ZIYDZywZokIJBUHsujsxy5vP3e\/view?usp=sharing\">Gallery Walk<\/a><\/p>\r\n<p style=\"padding-left: 40px\"><a href=\"https:\/\/drive.google.com\/file\/d\/1aSgiYcyalcAQj1EvGYoZCe3jWYQGov2E\/view?usp=sharing\">My Ad Mascot<\/a><\/p>\r\nA <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/looking-food-advertising-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.\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\"><header><\/header>\r\n<div>\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia have commercial considerations\r\n<ul>\r\n \t<li>Companies use brand mascots to sell their products<\/li>\r\n \t<li>Mascots make us feel like brands are our friends<\/li>\r\n<\/ul>\r\nEach medium is a unique aesthetic form\r\n<ul>\r\n \t<li>Character designs communicate character<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>Why do brands use mascots?<\/li>\r\n \t<li>How do brands make mascots seem like our friends?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge<\/em>: Students will know\u2026\r\n<ul>\r\n \t<li>Consumer awareness: Techniques to promote brand identity and develop parasocial relationships\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"753\"]mascot[\/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 mascot that reflects their knowledge and understanding of advertising techniques<\/li>\r\n \t<li>Understand: Analyze how brands use mascots to build a brand identity and build parasocial relationships<\/li>\r\n \t<li>Engage: Identify and critique advertising techniques<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that companies use brand mascots (like cartoon characters) to help sell their products to us, and that while mascots are designed to make us feel like brands are our friends, they're really just trying to sell us things<\/li>\r\n \t<li>We will learn that the way characters are designed tells us things about their personality and makes us feel certain ways about them<\/li>\r\n \t<li>We will learn to spot and think critically about the advertising tricks that companies use to try to sell us things<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<\/div>\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>A1 Transferable Skills<\/strong>\r\n\r\nA1.2 Student Agency and Engagement\r\n\r\nevaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential\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\n<strong>A3 Applications, Connections, and Contributions<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\nexplain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication\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\nC1.4 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>C3 Critical Thinking in Literacy<\/strong>\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\nC3.5 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\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\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\nD2.3 Voice\r\n\r\nestablish 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\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\nD2.6 Editing and Proofreading\r\n\r\n<em>Grades 4-5: <\/em>edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; use a word processor to edit texts\r\n\r\n<em>Grade 6:<\/em> 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\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\nD3.2 Publishing and Presenting Texts\r\n\r\n<em>Grades 4-5: <\/em>publish and present texts they have created, using selected media and tools, and explain how each helped them communicate their intended message\r\n\r\n<em>Grade 6: <\/em>publish and present texts they have created, using selected media and tools, and analyze how their choices helped them communicate their intended message\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;\r\n\r\n&nbsp;","rendered":"<p>This lesson introduces students to the ways in which advertisers use mascots to make consumers feel a particular way about their brands. Working from ads taken from different media, students discuss how food ad mascots are created and for what purpose. Students then will create their own mascot to help understand how mascots communicate the \u201cpersonality\u201d of a brand.<\/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\/food-ad-mascots\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/discovering\/chapter\/food-ad-mascots\/\">Student Material<\/a><\/strong><\/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>Food Ad Mascots<\/p>\n<p>My Ad Mascot<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 393px\">&nbsp;<\/p>\n<p>Food Ad Mascots<\/p>\n<p>My Ad Mascot<\/p>\n<p>Gallery Walk<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 19px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<p>Make sure that students are able to access the interactive activities.<\/p>\n<p>If you wish to use the printed handouts instead of the interactive activities, download and photocopy them:<\/p>\n<p style=\"text-align: left;padding-left: 40px\"><a href=\"https:\/\/drive.google.com\/file\/d\/1f7GDj7ZIYDZywZokIJBUHsujsxy5vP3e\/view?usp=sharing\">Gallery Walk<\/a><\/p>\n<p style=\"padding-left: 40px\"><a href=\"https:\/\/drive.google.com\/file\/d\/1aSgiYcyalcAQj1EvGYoZCe3jWYQGov2E\/view?usp=sharing\">My Ad Mascot<\/a><\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/looking-food-advertising-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/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<header><\/header>\n<div>\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media have commercial considerations<\/p>\n<ul>\n<li>Companies use brand mascots to sell their products<\/li>\n<li>Mascots make us feel like brands are our friends<\/li>\n<\/ul>\n<p>Each medium is a unique aesthetic form<\/p>\n<ul>\n<li>Character designs communicate character<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>Why do brands use mascots?<\/li>\n<li>How do brands make mascots seem like our friends?<\/li>\n<\/ul>\n<p><em>Essential knowledge<\/em>: Students will know\u2026<\/p>\n<ul>\n<li>Consumer awareness: Techniques to promote brand identity and develop parasocial relationships\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_29_753\">mascot<\/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 mascot that reflects their knowledge and understanding of advertising techniques<\/li>\n<li>Understand: Analyze how brands use mascots to build a brand identity and build parasocial relationships<\/li>\n<li>Engage: Identify and critique advertising techniques<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that companies use brand mascots (like cartoon characters) to help sell their products to us, and that while mascots are designed to make us feel like brands are our friends, they&#8217;re really just trying to sell us things<\/li>\n<li>We will learn that the way characters are designed tells us things about their personality and makes us feel certain ways about them<\/li>\n<li>We will learn to spot and think critically about the advertising tricks that companies use to try to sell us things<\/li>\n<\/ul>\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>A1 Transferable Skills<\/strong><\/p>\n<p>A1.2 Student Agency and Engagement<\/p>\n<p>evaluate and explain how transferable skills help them express their voice, be engaged in their learning, and plan the next steps to develop their capabilities and potential<\/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><strong>A3 Applications, Connections, and Contributions<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>explain how the knowledge and skills developed in this grade support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication<\/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>C1.4 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>C3 Critical Thinking in Literacy<\/strong><\/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>C3.5 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>&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><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>D2.3 Voice<\/p>\n<p>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<\/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>D2.6 Editing and Proofreading<\/p>\n<p><em>Grades 4-5: <\/em>edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; use a word processor to edit texts<\/p>\n<p><em>Grade 6:<\/em> 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<\/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>D3.2 Publishing and Presenting Texts<\/p>\n<p><em>Grades 4-5: <\/em>publish and present texts they have created, using selected media and tools, and explain how each helped them communicate their intended message<\/p>\n<p><em>Grade 6: <\/em>publish and present texts they have created, using selected media and tools, and analyze how their choices helped them communicate their intended message<\/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<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_29_753\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_29_753\"><div tabindex=\"-1\"><p>A mascot is a character that stands for a brand.<\/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":14,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-29","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/29","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":11,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/29\/revisions"}],"predecessor-version":[{"id":1591,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/29\/revisions\/1591"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter\/29\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/media?parent=29"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/pressbooks\/v2\/front-matter-type?post=29"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/contributor?post=29"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/discoveringstudent\/wp-json\/wp\/v2\/license?post=29"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}