{"id":29,"date":"2025-03-15T15:34:30","date_gmt":"2025-03-15T15:34:30","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/first-person\/"},"modified":"2026-06-16T17:11:01","modified_gmt":"2026-06-16T17:11:01","slug":"first-person","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/first-person\/","title":{"raw":"Lesson: First Person","rendered":"Lesson: First Person"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students learn how games can represent diversity by acting either as windows (showing us the experiences of other people and groups) or mirrors (letting people see their own experiences reflected)\u00a0 and analyze games to understand how their design features affect how they represent diversity. Finally, students \u201cremix\u201d a game design to make it act as a better mirror or window.\r\n<\/span>\r\n\r\n<strong>Grade range:<\/strong> 7-8<strong>\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/introduction-2\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/introduction-3\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 1007px;height: 179px\" border=\"0\">\r\n<tbody>\r\n<tr style=\"height: 28px\">\r\n<td style=\"width: 106.15px;height: 28px\"><\/td>\r\n<td style=\"width: 276.533px;height: 28px\"><strong>One class period (75 minutes)<\/strong><\/td>\r\n<td style=\"width: 409.983px;height: 28px\"><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\r\n<td style=\"width: 172.333px;height: 28px\">Extended Unit<strong>\r\n<\/strong><\/td>\r\n<\/tr>\r\n<tr style=\"height: 151px\">\r\n<td style=\"width: 106.15px;height: 151px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 276.533px;height: 151px\">&nbsp;\r\n\r\nIntroduction\r\n\r\nThe Games We Play\r\n\r\nWindows and Mirrors\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 409.983px;height: 151px\">Introduction\r\n\r\nThe Games We Play\r\n\r\nWindows and Mirrors\r\n\r\nThe Tale of the ADHD Dinosaur\r\n\r\nReflecting Diversity\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 172.333px;height: 151px\">Introduction\r\n\r\nThe Games We Play\r\n\r\nWindows and Mirrors\r\n\r\nThe Tale of the ADHD Dinosaur\r\n\r\nRemixing Diversity<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\r\n \t<li>Make sure that students are able to access the interactive activities.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/first-person-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia have social and political implications:\r\n<ul>\r\n \t<li>Games can represent and influence our ideas about diversity<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form:\r\n<ul>\r\n \t<li>Games communicate through specific features such as rules, experiences, and choices<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use\r\n<ul>\r\n \t<li>Digital games can communicate meaning through the experience of playing them, including constraints on action<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How can games serve as \"windows\" or \"mirrors\" with regard to diversity?<\/li>\r\n \t<li>How do game designers from diverse communities, including Indigenous designers and designers with disabilities, represent their identity and experience in games?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading Media: How games communicate meaning<\/li>\r\n \t<li>Media Representation: How diverse identities can be reflected or communicated in games<\/li>\r\n \t<li>Making and Remixing: How to remix a game to change its meaning\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"271\"]window[\/pb_glossary], [pb_glossary id=\"272\"]mirror[\/pb_glossary], [pb_glossary id=\"274\"]remix[\/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: Remix a game design in a way that changes its function as a window or mirror<\/li>\r\n \t<li>Understand: Analyze the content and affordances of a game<\/li>\r\n \t<li>Engage: Identify and analyze examples of diversity representation in games<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that games communicate values and ideas that can be changed through remixing and key terms like window, mirror, and remix.<\/li>\r\n \t<li>We will think about how game designers use rules, experiences, and choices in games to shape how players think about diverse people and perspectives.<\/li>\r\n \t<li>We will remix an existing game, analyze how its features and defaults affect how it acts as a window or mirror to different groups and identities, and find and discuss examples of diversity in games.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\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 and unintended audience, and the purpose for production\r\n\r\nA2.6 Innovation and Design\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 and model cultural awareness with members of the community\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 and model cultural awareness with members of the community\r\n\r\n<strong>A3. Applications, Connections and Contributions\r\n<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\nanalyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication\r\n\r\nA3.2 Identity and Community\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 and model cultural awareness with members of the community\r\n\r\nA3.3 First Nations, M\u00e9tis, and Inuit Perspectives and Ways of Knowing\r\n\r\nanalyze themes explored in First Nations, M\u00e9tis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Composition (Expressing Ideas and Creating 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 complex 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>Grade 7: <\/em>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning\r\n\r\n<em>Grade 8: <\/em>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\n<em>Grade 7: <\/em>analyze how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<em>\r\n<\/em>\r\n\r\n<em>Grade 8: <\/em>evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\r\n\r\nC1.7 Indigenous Context of Various Text Forms\r\n\r\n<em>Grade 7: <\/em>read, listen to, and view various forms of texts by diverse First Nations, M\u00e9tis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences\r\n\r\n<em>Grade 8: <\/em>read, listen to, and view various forms of texts by diverse First Nations, M\u00e9tis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences\r\n\r\n<strong>C2 Comprehension Strategies<\/strong>\r\n\r\nC2.5 Monitoring of Understanding: Making Connections\r\n\r\n<em>Grade 7: <\/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\n<em>Grade 8: <\/em>connect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\nC2.6 Summarizing: Identifying Relevant information and Drawing Conclusions\r\n\r\n<em>Grade 7: <\/em>summarize and record the main idea and supporting details in various texts, and draw well-supported conclusions\r\n\r\n<em>Grade 8: <\/em>summarize and synthesize the important ideas and supporting details in complex texts, and draw effective conclusions\r\n\r\n<strong>C3 Critical Thinking in Literacy\r\n<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\n<em>Grade 7: <\/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\n<em>Grade 8: <\/em>make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts\r\n\r\nC3.3 Analyzing Texts\r\n\r\nanalyze complex texts, including literary and informational texts, by evaluating, synthesizing, and sequencing relevant information and formulating conclusions\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\n<em>Grade 7: <\/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\r\n\r\n<em>Grade 8: <\/em>analyze cultural elements that are represented in various texts, including norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text\r\n\r\nC3.5 Perspectives Within Texts\r\n\r\n<em>Grade 7: <\/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\n<em>Grade 8: <\/em>analyze explicit and implicit perspectives communicated in various texts, evaluate 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>Grade 7: <\/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<em>Grade 8: <\/em>analyze how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and identify different positions presented\r\n\r\nC3.7 Indigenous Contexts\r\n\r\n<em>Grade 7: <\/em>assess the influence of historical periods, cultural experiences, and\/or socio-political conditions and events on texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences\r\n\r\n<em>Grade 8: <\/em>compare the ways in which historical periods, cultural experiences, and\/or socio-political conditions and events have influenced two or more texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\n<strong>D1 Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.1 Purpose and Audience\r\n\r\n<em>Grade 7: <\/em>identify the topic, purpose, and audience for various texts they plan to create, and analyze 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\n<em>Grade 8:<\/em> identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about challenging 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>Grade 7: <\/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\n<em>Grade 8:<\/em>\u00a0classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives\r\n\r\n<strong>D2 Creating Texts\r\n<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grade 7: <\/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\n<em>Grade 8:<\/em> draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas\r\n\r\nD2.4 Point of View and Perspective\r\n\r\n<em>Grade 7: <\/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<em>Grade 8:<\/em> explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives\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 th<\/span><span class=\"ng-star-inserted\" data-start-index=\"0\">is lesson, students learn how games can represent diversity by acting either as windows (showing us the experiences of other people and groups) or mirrors (letting people see their own experiences reflected)\u00a0 and analyze games to understand how their design features affect how they represent diversity. Finally, students \u201cremix\u201d a game design to make it act as a better mirror or window.<br \/>\n<\/span><\/p>\n<p><strong>Grade range:<\/strong> 7-8<strong><br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/introduction-2\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/introduction-3\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 1007px;height: 179px\">\n<tbody>\n<tr style=\"height: 28px\">\n<td style=\"width: 106.15px;height: 28px\"><\/td>\n<td style=\"width: 276.533px;height: 28px\"><strong>One class period (75 minutes)<\/strong><\/td>\n<td style=\"width: 409.983px;height: 28px\"><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\n<td style=\"width: 172.333px;height: 28px\">Extended Unit<strong><br \/>\n<\/strong><\/td>\n<\/tr>\n<tr style=\"height: 151px\">\n<td style=\"width: 106.15px;height: 151px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 276.533px;height: 151px\">&nbsp;<\/p>\n<p>Introduction<\/p>\n<p>The Games We Play<\/p>\n<p>Windows and Mirrors<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 409.983px;height: 151px\">Introduction<\/p>\n<p>The Games We Play<\/p>\n<p>Windows and Mirrors<\/p>\n<p>The Tale of the ADHD Dinosaur<\/p>\n<p>Reflecting Diversity<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 172.333px;height: 151px\">Introduction<\/p>\n<p>The Games We Play<\/p>\n<p>Windows and Mirrors<\/p>\n<p>The Tale of the ADHD Dinosaur<\/p>\n<p>Remixing Diversity<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\n<li>Make sure that students are able to access the interactive activities.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/first-person-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media have social and political implications:<\/p>\n<ul>\n<li>Games can represent and influence our ideas about diversity<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form:<\/p>\n<ul>\n<li>Games communicate through specific features such as rules, experiences, and choices<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use<\/p>\n<ul>\n<li>Digital games can communicate meaning through the experience of playing them, including constraints on action<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How can games serve as &#8220;windows&#8221; or &#8220;mirrors&#8221; with regard to diversity?<\/li>\n<li>How do game designers from diverse communities, including Indigenous designers and designers with disabilities, represent their identity and experience in games?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading Media: How games communicate meaning<\/li>\n<li>Media Representation: How diverse identities can be reflected or communicated in games<\/li>\n<li>Making and Remixing: How to remix a game to change its meaning\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_29_271\">window<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_29_272\">mirror<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_29_274\">remix<\/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: Remix a game design in a way that changes its function as a window or mirror<\/li>\n<li>Understand: Analyze the content and affordances of a game<\/li>\n<li>Engage: Identify and analyze examples of diversity representation in games<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that games communicate values and ideas that can be changed through remixing and key terms like window, mirror, and remix.<\/li>\n<li>We will think about how game designers use rules, experiences, and choices in games to shape how players think about diverse people and perspectives.<\/li>\n<li>We will remix an existing game, analyze how its features and defaults affect how it acts as a window or mirror to different groups and identities, and find and discuss examples of diversity in games.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/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 and unintended audience, and the purpose for production<\/p>\n<p>A2.6 Innovation and Design<\/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 and model cultural awareness with members of the community<\/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 and model cultural awareness with members of the community<\/p>\n<p><strong>A3. Applications, Connections and Contributions<br \/>\n<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>analyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication<\/p>\n<p>A3.2 Identity and Community<\/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 and model cultural awareness with members of the community<\/p>\n<p>A3.3 First Nations, M\u00e9tis, and Inuit Perspectives and Ways of Knowing<\/p>\n<p>analyze themes explored in First Nations, M\u00e9tis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Composition (Expressing Ideas and Creating 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 complex 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>Grade 7: <\/em>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning<\/p>\n<p><em>Grade 8: <\/em>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p><em>Grade 7: <\/em>analyze how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<em><br \/>\n<\/em><\/p>\n<p><em>Grade 8: <\/em>evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/p>\n<p>C1.7 Indigenous Context of Various Text Forms<\/p>\n<p><em>Grade 7: <\/em>read, listen to, and view various forms of texts by diverse First Nations, M\u00e9tis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences<\/p>\n<p><em>Grade 8: <\/em>read, listen to, and view various forms of texts by diverse First Nations, M\u00e9tis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences<\/p>\n<p><strong>C2 Comprehension Strategies<\/strong><\/p>\n<p>C2.5 Monitoring of Understanding: Making Connections<\/p>\n<p><em>Grade 7: <\/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><em>Grade 8: <\/em>connect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p>C2.6 Summarizing: Identifying Relevant information and Drawing Conclusions<\/p>\n<p><em>Grade 7: <\/em>summarize and record the main idea and supporting details in various texts, and draw well-supported conclusions<\/p>\n<p><em>Grade 8: <\/em>summarize and synthesize the important ideas and supporting details in complex texts, and draw effective conclusions<\/p>\n<p><strong>C3 Critical Thinking in Literacy<br \/>\n<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p><em>Grade 7: <\/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><em>Grade 8: <\/em>make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p>analyze complex texts, including literary and informational texts, by evaluating, synthesizing, and sequencing relevant information and formulating conclusions<\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p><em>Grade 7: <\/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<\/p>\n<p><em>Grade 8: <\/em>analyze cultural elements that are represented in various texts, including norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text<\/p>\n<p>C3.5 Perspectives Within Texts<\/p>\n<p><em>Grade 7: <\/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><em>Grade 8: <\/em>analyze explicit and implicit perspectives communicated in various texts, evaluate 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>Grade 7: <\/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><em>Grade 8: <\/em>analyze how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and identify different positions presented<\/p>\n<p>C3.7 Indigenous Contexts<\/p>\n<p><em>Grade 7: <\/em>assess the influence of historical periods, cultural experiences, and\/or socio-political conditions and events on texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences<\/p>\n<p><em>Grade 8: <\/em>compare the ways in which historical periods, cultural experiences, and\/or socio-political conditions and events have influenced two or more texts created by First Nations, M\u00e9tis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p><strong>D1 Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.1 Purpose and Audience<\/p>\n<p><em>Grade 7: <\/em>identify the topic, purpose, and audience for various texts they plan to create, and analyze 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><em>Grade 8:<\/em> identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices<\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about challenging 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>Grade 7: <\/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><em>Grade 8:<\/em>\u00a0classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives<\/p>\n<p><strong>D2 Creating Texts<br \/>\n<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p><em>Grade 7: <\/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><em>Grade 8:<\/em> draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas<\/p>\n<p>D2.4 Point of View and Perspective<\/p>\n<p><em>Grade 7: <\/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><em>Grade 8:<\/em> explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives<\/p>\n<\/div>\n<\/div>\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_29_271\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_29_271\"><div tabindex=\"-1\"><p>A \"window\" text is one that helps you see other people's experiences.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_29_272\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_29_272\"><div tabindex=\"-1\"><p>A \"mirror\" text is one that reflects your own experience.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_29_274\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_29_274\"><div tabindex=\"-1\"><p>Remixing is taking parts of one or more existing media text and using them to make something new.<\/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":6,"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\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/29","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":9,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/29\/revisions"}],"predecessor-version":[{"id":653,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/29\/revisions\/653"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter\/29\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/media?parent=29"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/pressbooks\/v2\/front-matter-type?post=29"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/contributor?post=29"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/exploring\/wp-json\/wp\/v2\/license?post=29"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}