{"id":42,"date":"2025-03-15T15:34:31","date_gmt":"2025-03-15T15:34:31","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/lesson-recognizing-emotional-appeals\/"},"modified":"2026-06-16T17:11:01","modified_gmt":"2026-06-16T17:11:01","slug":"lesson-recognizing-emotional-appeals","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/exploring\/front-matter\/lesson-recognizing-emotional-appeals\/","title":{"raw":"Lesson: Recognizing Emotional Appeals","rendered":"Lesson: Recognizing Emotional Appeals"},"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 we can be persuaded by emotional appeals as well as by arguments. After identifying emotionally charged words, they find them in an article and analyze their persuasive effect. Students study a public service announcement to examine how images and story can be emotionally persuasive, then watch a pair of videos to compare how they use emotional persuasion. Students then consider how games can persuade emotionally and create a game that communicates an emotional experience or makes an emotionally persuasive point.\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\/what-persuades-us\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/recognizing-emotional-appeals\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 1080px\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 108.25px\"><\/td>\r\n<td style=\"width: 289.7px\"><strong>One class period (75 minutes)<\/strong><\/td>\r\n<td style=\"width: 432.2px\"><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\r\n<td style=\"width: 206.983px\">Extended Unit<strong>\r\n<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 108.25px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 289.7px\">What Persuades Us?\r\n\r\nEmotional Appeals\r\n\r\nEmotionally Charged Words\r\n\r\nMarking Emotion\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 432.2px\">&nbsp;\r\n\r\nWhat Persuades Us?\r\n\r\nEmotional Appeals\r\n\r\nEmotionally Charged Words\r\n\r\nMarking Emotion\r\n\r\n\"To You, It's Just a Small Gap\"\r\n\r\nEmotional Media\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 206.983px\">What Persuades Us?\r\n\r\nEmotional Appeals\r\n\r\nEmotionally Charged Words\r\n\r\nMarking Emotion\r\n\r\n\"To You, It's Just a Small Gap\"\r\n\r\nEmotional Media\r\n\r\nPlaying Emotion\r\n\r\nCreating an Emotionally Persuasive Game<\/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 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\/teacher-resources\/recognizing-emotional-appeals\">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\nMedia are constructions:\r\n<ul>\r\n \t<li>Media makers choose elements to produce particular effects<\/li>\r\n<\/ul>\r\nMedia have social and political implications:\r\n<ul>\r\n \t<li>People can be persuaded by emotional appeals as well as logical arguments<\/li>\r\n<\/ul>\r\nEach medium has a unique aesthetic form:\r\n<ul>\r\n \t<li>Words, images, stories and music can all be used to create emotional reactions<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How do words, images, music, gameplay and other media elements influence our emotions?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading Media: Words, images, story and music can be used to produce an emotional effect\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"299\"]Public service announcement[\/pb_glossary], [pb_glossary id=\"215\"]connotation[\/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: Produce emotionally persuasive appeals<\/li>\r\n \t<li>Understand: Analyze how media makers use emotionally persuasive appeals<\/li>\r\n \t<li>Engage: Consider the risks, drawbacks and implications of using emotionally persuasive appeals<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that words, images, story, and music can be used to produce an emotional effect and key terms like public service announcement and connotation.<\/li>\r\n \t<li>We will think about how media makers choose elements, like words, images, stories and music, to create emotional reactions and how these emotional appeals can persuade people in addition to logical arguments.<\/li>\r\n \t<li>We will design a game that persuades players emotionally, analyze how media makers use people\u2019s emotions to persuade them, and reflect on the risks, drawbacks, and consequences of using emotionally persuasive appeals.<\/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\nA2.4 Forms, Conventions, and Techniques\r\n\r\nevaluate the use of the various 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 and unintended 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 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\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: Comprehension: Understanding and Responding to Texts<\/strong>\r\n\r\n<strong>C1. Knoweldge about Texts<\/strong>\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\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 understand the meaning\r\n\r\nC1.4 Visual Elements of Texts\r\n\r\n<em>Grade 7: <\/em>analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts\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\nC1.5 Elements of Style\r\n\r\n<em>Grade 7: <\/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 8: <\/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\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.1 Literary Devices\r\n\r\n<em>Grade 7: <\/em>describe literary devices, including foreshadowing, allegory, and symbolism, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience\r\n\r\n<em>Grade 8: <\/em>analyze literary devices, including irony, satire, and allusion, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose\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\nC3.5 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\nC3.7 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\nD1.2 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\nclassify 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\nD2.3 Voice\r\n\r\n<em>Grade 7: <\/em>establish a personal voice in their texts, using 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\n<em>Grade 8: <\/em>establish an identifiable voice in their texts, modifying language and style to suit the text\u2019s form, genre, audience, and purpose, and express their thoughts, feelings, and opinions about the topic clearly\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\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\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 we can be persuaded by emotional appeals as well as by arguments. After identifying emotionally charged words, they find them in an article and analyze their persuasive effect. Students study a public service announcement to examine how images and story can be emotionally persuasive, then watch a pair of videos to compare how they use emotional persuasion. Students then consider how games can persuade emotionally and create a game that communicates an emotional experience or makes an emotionally persuasive point.<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\/what-persuades-us\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudent\/chapter\/recognizing-emotional-appeals\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 1080px\">\n<tbody>\n<tr>\n<td style=\"width: 108.25px\"><\/td>\n<td style=\"width: 289.7px\"><strong>One class period (75 minutes)<\/strong><\/td>\n<td style=\"width: 432.2px\"><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\n<td style=\"width: 206.983px\">Extended Unit<strong><br \/>\n<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 108.25px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 289.7px\">What Persuades Us?<\/p>\n<p>Emotional Appeals<\/p>\n<p>Emotionally Charged Words<\/p>\n<p>Marking Emotion<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 432.2px\">&nbsp;<\/p>\n<p>What Persuades Us?<\/p>\n<p>Emotional Appeals<\/p>\n<p>Emotionally Charged Words<\/p>\n<p>Marking Emotion<\/p>\n<p>&#8220;To You, It&#8217;s Just a Small Gap&#8221;<\/p>\n<p>Emotional Media<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 206.983px\">What Persuades Us?<\/p>\n<p>Emotional Appeals<\/p>\n<p>Emotionally Charged Words<\/p>\n<p>Marking Emotion<\/p>\n<p>&#8220;To You, It&#8217;s Just a Small Gap&#8221;<\/p>\n<p>Emotional Media<\/p>\n<p>Playing Emotion<\/p>\n<p>Creating an Emotionally Persuasive Game<\/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 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\/teacher-resources\/recognizing-emotional-appeals\">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>Media are constructions:<\/p>\n<ul>\n<li>Media makers choose elements to produce particular effects<\/li>\n<\/ul>\n<p>Media have social and political implications:<\/p>\n<ul>\n<li>People can be persuaded by emotional appeals as well as logical arguments<\/li>\n<\/ul>\n<p>Each medium has a unique aesthetic form:<\/p>\n<ul>\n<li>Words, images, stories and music can all be used to create emotional reactions<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How do words, images, music, gameplay and other media elements influence our emotions?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading Media: Words, images, story and music can be used to produce an emotional effect\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_42_299\">Public service announcement<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_42_215\">connotation<\/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: Produce emotionally persuasive appeals<\/li>\n<li>Understand: Analyze how media makers use emotionally persuasive appeals<\/li>\n<li>Engage: Consider the risks, drawbacks and implications of using emotionally persuasive appeals<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that words, images, story, and music can be used to produce an emotional effect and key terms like public service announcement and connotation.<\/li>\n<li>We will think about how media makers choose elements, like words, images, stories and music, to create emotional reactions and how these emotional appeals can persuade people in addition to logical arguments.<\/li>\n<li>We will design a game that persuades players emotionally, analyze how media makers use people\u2019s emotions to persuade them, and reflect on the risks, drawbacks, and consequences of using emotionally persuasive appeals.<\/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>A2.4 Forms, Conventions, and Techniques<\/p>\n<p>evaluate the use of the various 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 and unintended 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 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<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: Comprehension: Understanding and Responding to Texts<\/strong><\/p>\n<p><strong>C1. Knoweldge about Texts<\/strong><\/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<\/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 understand the meaning<\/p>\n<p>C1.4 Visual Elements of Texts<\/p>\n<p><em>Grade 7: <\/em>analyze and compare how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts<\/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>C1.5 Elements of Style<\/p>\n<p><em>Grade 7: <\/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 8: <\/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<\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.1 Literary Devices<\/p>\n<p><em>Grade 7: <\/em>describe literary devices, including foreshadowing, allegory, and symbolism, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience<\/p>\n<p><em>Grade 8: <\/em>analyze literary devices, including irony, satire, and allusion, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose<\/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>C3.5 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>C3.7 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>D1.2 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>classify 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>D2.3 Voice<\/p>\n<p><em>Grade 7: <\/em>establish a personal voice in their texts, using 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><em>Grade 8: <\/em>establish an identifiable voice in their texts, modifying language and style to suit the text\u2019s form, genre, audience, and purpose, and express their thoughts, feelings, and opinions about the topic clearly<\/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<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_42_299\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_42_299\"><div tabindex=\"-1\"><p>An ad that is made to tell people important information or convince them to do something positive.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_42_215\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_42_215\"><div tabindex=\"-1\"><p>Something that is suggested by a word but is not part of its literal definition<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close 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