{"id":41,"date":"2025-03-15T15:34:31","date_gmt":"2025-03-15T15:34:31","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/lesson-what-the-crowd-knows\/"},"modified":"2026-06-16T17:11:01","modified_gmt":"2026-06-16T17:11:01","slug":"lesson-what-the-crowd-knows","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/lesson-what-the-crowd-knows\/","title":{"raw":"Lesson: What the Crowd Knows","rendered":"Lesson: What the Crowd Knows"},"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 are introduced to Wikipedia, the user-edited online encyclopedia, and given an overview of its strengths and weaknesses as a research source. They are taught how to evaluate the reliability of a Wikipedia article and then attempt to improve an existing article.\r\n<\/span>\r\n\r\n<strong>Grade range: 7-8\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/reliable-sources\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/reliability-checklist\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>One class period (75 minutes)<\/strong><\/td>\r\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>&nbsp;\r\n\r\nReliable Sources\r\n\r\nReliability of a Wikipedia Article\r\n\r\nReliability Worksheet\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>&nbsp;\r\n\r\nReliable Sources\r\n\r\nReliability of a Wikipedia Article\r\n\r\nReliability Worksheet\r\n\r\nImproving a Wikipedia Article\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that students are able to access all link and interactive activities.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/taming-wild-wiki-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nDigital media are networked:\r\n<ul>\r\n \t<li>Anyone can publish and edit Wikipedia articles digital media content<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use\r\n<ul>\r\n \t<li>Wikipedia has features that help editors make it accurate and help readers determine the accuracy of each article<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How can we use Wikipedia (and similar sites) effectively and responsibly?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: Wikipedia features and functions that help show reliability<\/li>\r\n \t<li>Finding and verifying: Privacy management tools\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"296\"]Wiki[\/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>Access: Find information to improve a Wikipedia article<\/li>\r\n \t<li>Use: Use Wikipedia features and functions<\/li>\r\n \t<li>Understand: Analyze implications of wikis for verifying information<\/li>\r\n \t<li>Engage: Make a positive contribution to the online commons by improving a Wikipedia article<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that Wikipedia has several features and functions to help users evaluate the reliability of articles and key vocabulary like \u201cwiki.\u201d<\/li>\r\n \t<li>We will think about how Wikipedia articles can be edited and published by anyone and how Wikipedia\u2019s features help with making accurate edits and verifying information.<\/li>\r\n \t<li>We will find information and use the site\u2019s features and functions to improve a Wikipedia article and analyze how wikis can help us check that information is accurate.<\/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\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.1 Digital Citizenship\r\n\r\nevaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities\r\n\r\nA2.3 Research and Information Literacy\r\n\r\nconduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations\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 and proposing innovative solutions\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\n<\/div>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand C: Comprehension (Understanding and Responding to Texts)\r\n<\/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 a variety of text forms and genres, including cultural text forms, and explain how their characteristics 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\nC1.3 Text Patterns and Features\r\n\r\n<em>Grade 7: <\/em>analyze text patterns, such as cause and effect in an expository text, and text features, such as a bibliography and accessible fonts, 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 8: <\/em>compare the text patterns, such as problem-solution in a letter to the editor, and text features, such as a glossary and infographics, associated with different text forms, including cultural texts, and evaluate their importance in helping readers, listeners, and viewers\r\n\r\n<strong>C2 Comprehension Strategies<\/strong>\r\n\r\nC2.1 Prereading: Activating Prior Knowledge\r\n\r\n<em>Grade 7: <\/em>identify and explain prior knowledge from various sources, including personal experiences and learning in other subject areas, that they can use to make connections and understand new texts\r\n\r\n<em>Grade 8: <\/em>identify and explain prior knowledge from various sources, including personal experiences and learning in other subject areas, that they can use to make connections and understand new texts\r\n\r\nC2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing\r\n\r\n<em>Grade 7: <\/em>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate\r\n\r\n<em>Grade 8:<\/em> identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate\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<\/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\nC3.4 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\nC3.8 Reflecting on Learning\r\n\r\n<em>Grade 7: <\/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 were effective\r\n\r\n<em>Grade 8:<\/em> assess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use\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\nD1.2 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\nD1.3 Research\r\n<div class=\"specific-expectations-se second-top-gutter ng-star-inserted\">\r\n<div class=\"ng-star-inserted\">\r\n<div id=\"d1-3\" class=\"section-link-header\">\r\n<div class=\"specific-expectation mat-body-1 overflow--hidden-x\">\r\n<div class=\"content-block ng-star-inserted\">\r\n\r\ngather and synthesize information and content relevant to a topic, using a variety of textual sources and appropriate strategies; evaluate the currency, quality, bias, and accuracy of information; verify the reliability of sources; and check copyright and cite the sources for all content created by others\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D1.4 Organizing Content<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">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<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D1.5 Reflecting on Learning<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 7: <\/em><span style=\"text-align: initial;font-size: 1em\">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<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 8: <\/em><span style=\"text-align: initial;font-size: 1em\">evaluate the strategies and tools used to develop ideas and organize content for texts of the chosen forms, genres, and media, explain which were most helpful, and suggest steps for future improvement as a text creator<\/span>\r\n\r\n<strong style=\"text-align: initial;font-size: 1em\">D2 Creating Texts<\/strong>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D2.1 Producing Drafts<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 7: <\/em><span style=\"text-align: initial;font-size: 1em\">draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 8: <\/em><span style=\"text-align: initial;font-size: 1em\">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<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D2.4 Point of View and Perspective<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 7:<\/em><span style=\"text-align: initial;font-size: 1em\">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<\/span>\r\n\r\n<em style=\"text-align: initial;font-size: 1em\">Grade 8:<\/em><span style=\"text-align: initial;font-size: 1em\"> 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<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D2.5 Revision<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">make revisions to the content, elements of style, patterns, and features of draft texts, and add, delete and re-sequence sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback<\/span>\r\n\r\n<strong style=\"text-align: initial;font-size: 1em\">D3 Publishing, Presenting and Reflecting<\/strong>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D3.1 Producing Final Texts<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">D3.2 Publishing and Presenting Texts<\/span>\r\n\r\n<span style=\"text-align: initial;font-size: 1em\">publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\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 are introduced to Wikipedia, the user-edited online encyclopedia, and given an overview of its strengths and weaknesses as a research source. They are taught how to evaluate the reliability of a Wikipedia article and then attempt to improve an existing article.<br \/>\n<\/span><\/p>\n<p><strong>Grade range: 7-8<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploring\/chapter\/reliable-sources\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/reliability-checklist\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>One class period (75 minutes)<\/strong><\/td>\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>&nbsp;<\/p>\n<p>Reliable Sources<\/p>\n<p>Reliability of a Wikipedia Article<\/p>\n<p>Reliability Worksheet<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>&nbsp;<\/p>\n<p>Reliable Sources<\/p>\n<p>Reliability of a Wikipedia Article<\/p>\n<p>Reliability Worksheet<\/p>\n<p>Improving a Wikipedia Article<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that students are able to access all link and interactive activities.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/taming-wild-wiki-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Digital media are networked:<\/p>\n<ul>\n<li>Anyone can publish and edit Wikipedia articles digital media content<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use<\/p>\n<ul>\n<li>Wikipedia has features that help editors make it accurate and help readers determine the accuracy of each article<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How can we use Wikipedia (and similar sites) effectively and responsibly?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading media: Wikipedia features and functions that help show reliability<\/li>\n<li>Finding and verifying: Privacy management tools\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_41_296\">Wiki<\/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>Access: Find information to improve a Wikipedia article<\/li>\n<li>Use: Use Wikipedia features and functions<\/li>\n<li>Understand: Analyze implications of wikis for verifying information<\/li>\n<li>Engage: Make a positive contribution to the online commons by improving a Wikipedia article<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that Wikipedia has several features and functions to help users evaluate the reliability of articles and key vocabulary like \u201cwiki.\u201d<\/li>\n<li>We will think about how Wikipedia articles can be edited and published by anyone and how Wikipedia\u2019s features help with making accurate edits and verifying information.<\/li>\n<li>We will find information and use the site\u2019s features and functions to improve a Wikipedia article and analyze how wikis can help us check that information is accurate.<\/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><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.1 Digital Citizenship<\/p>\n<p>evaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities<\/p>\n<p>A2.3 Research and Information Literacy<\/p>\n<p>conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations<\/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 and proposing innovative solutions<\/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<\/div>\n<div class=\"textbox__content\">\n<p><strong>Strand C: Comprehension (Understanding and Responding to Texts)<br \/>\n<\/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 a variety of text forms and genres, including cultural text forms, and explain how their characteristics 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>C1.3 Text Patterns and Features<\/p>\n<p><em>Grade 7: <\/em>analyze text patterns, such as cause and effect in an expository text, and text features, such as a bibliography and accessible fonts, 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 8: <\/em>compare the text patterns, such as problem-solution in a letter to the editor, and text features, such as a glossary and infographics, associated with different text forms, including cultural texts, and evaluate their importance in helping readers, listeners, and viewers<\/p>\n<p><strong>C2 Comprehension Strategies<\/strong><\/p>\n<p>C2.1 Prereading: Activating Prior Knowledge<\/p>\n<p><em>Grade 7: <\/em>identify and explain prior knowledge from various sources, including personal experiences and learning in other subject areas, that they can use to make connections and understand new texts<\/p>\n<p><em>Grade 8: <\/em>identify and explain prior knowledge from various sources, including personal experiences and learning in other subject areas, that they can use to make connections and understand new texts<\/p>\n<p>C2.2 Prereading: Identifying the Purpose for Reading, Listening, and Viewing<\/p>\n<p><em>Grade 7: <\/em>identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate<\/p>\n<p><em>Grade 8:<\/em> identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate<\/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<\/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>C3.4 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>C3.8 Reflecting on Learning<\/p>\n<p><em>Grade 7: <\/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 were effective<\/p>\n<p><em>Grade 8:<\/em> assess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use<\/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>D1.2 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>D1.3 Research<\/p>\n<div class=\"specific-expectations-se second-top-gutter ng-star-inserted\">\n<div class=\"ng-star-inserted\">\n<div id=\"d1-3\" class=\"section-link-header\">\n<div class=\"specific-expectation mat-body-1 overflow--hidden-x\">\n<div class=\"content-block ng-star-inserted\">\n<p>gather and synthesize information and content relevant to a topic, using a variety of textual sources and appropriate strategies; evaluate the currency, quality, bias, and accuracy of information; verify the reliability of sources; and check copyright and cite the sources for all content created by others<\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D1.4 Organizing Content<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">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<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D1.5 Reflecting on Learning<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 7: <\/em><span style=\"text-align: initial;font-size: 1em\">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<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 8: <\/em><span style=\"text-align: initial;font-size: 1em\">evaluate the strategies and tools used to develop ideas and organize content for texts of the chosen forms, genres, and media, explain which were most helpful, and suggest steps for future improvement as a text creator<\/span><\/p>\n<p><strong style=\"text-align: initial;font-size: 1em\">D2 Creating Texts<\/strong><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D2.1 Producing Drafts<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 7: <\/em><span style=\"text-align: initial;font-size: 1em\">draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 8: <\/em><span style=\"text-align: initial;font-size: 1em\">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<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D2.4 Point of View and Perspective<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 7:<\/em><span style=\"text-align: initial;font-size: 1em\">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<\/span><\/p>\n<p><em style=\"text-align: initial;font-size: 1em\">Grade 8:<\/em><span style=\"text-align: initial;font-size: 1em\"> 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<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D2.5 Revision<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">make revisions to the content, elements of style, patterns, and features of draft texts, and add, delete and re-sequence sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback<\/span><\/p>\n<p><strong style=\"text-align: initial;font-size: 1em\">D3 Publishing, Presenting and Reflecting<\/strong><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D3.1 Producing Final Texts<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">D3.2 Publishing and Presenting Texts<\/span><\/p>\n<p><span style=\"text-align: initial;font-size: 1em\">publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message<\/span><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\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 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