Lesson: Once Upon a Time

Strand A: Literacy Connections and Applications

A2. Digital Media Literacy

A2.4 Forms, Conventions and Techniques

demonstrate an understanding of the forms, conventions, and techniques of digital and media texts, and apply this understanding when analyzing texts

A2.5 Media, Audience, and Production

demonstrate an understanding of the interrelationships between the form, message, and context of a text, the audience, and the creator

A2.7 Community and Cultural Awareness

communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate cultural awareness with members of the community

A3. Applications, Connections and Contributions

A3.2 Identity and Community

demonstrate an understanding of the contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring the concepts of identity, self, and sense of belonging in culturally responsive and relevant texts

A3.3 First Nations, Métis, and Inuit Perspectives and Ways of Knowing

identify themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

Strand C: Composition (Understanding and Responding to Texts)

C1 Knowledge About Texts

C1.2 Text Forms and Genres

Grades 2-3: identify and describe some characteristics of literary and informational text forms and their associated genres

 

C1.5 Elements of Style

Grade 2:  identify some simple elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning

Grade 3: identify some elements of style in texts, including voice, word choice, word patterns, and sentence structure, and explain how they help communicate meaning

C1.6 Point of View

Grade 2:  identify the narrator’s point of view, including first person or third person, in simple texts, and suggest an alternative point of view to tell the story

Grade 3: identify the narrator’s point of view, including first person or third person, in a variety of texts, and suggest alternative points of view

C1.7 Indigenous Context of Various Text Forms

read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to demonstrate understanding of various aspects of First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences

C2 Comprehension Strategies

C2.4 Monitoring of Understanding: Ongoing Comprehension Check

Grade 2: use strategies such as rereading, visualizing, and asking questions, to monitor their understanding of simple texts

Grade 3: use strategies such as rereading, visualizing, and asking questions, to monitor and confirm their understanding of various texts

C2.5 Monitoring of Understanding: Making Connections

Grade 2:  identify connections between ideas expressed in simple texts and their knowledges and lived experiences, the ideas in other familiar texts, and the world around them

Grade 3:  identify connections between ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them

C2.6 Summarizing: Identifying Relevant information and Drawing Conclusions

Grade 2:  identify the main idea in a simple text, and relate important details in sequence

Grade 3: identify the main idea in a simple text, and relate important details in sequence

C3 Critical Thinking in Literacy

C3.2 Making Inferences

Grade 2: make simple inferences using stated and implied information and ideas to understand simple texts

Grade 3: make inferences using stated and implied information and ideas to understand texts

C3.3 Analyzing Texts

Grade 2: analyze simple texts, including literary and informational texts, by identifying and sequencing important information, and comparing and contrasting simple elements

Grade 3: analyze various texts, including literary and informational texts, by identifying main and supporting ideas, sequencing information, and comparing and contrasting elements

C3.4 Analyzing Cultural Elements of Texts

Grade 2:  identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning

Grade 3:  identify some cultural elements represented in various texts, including symbols, language, and values, and pose questions and share ideas about how these elements contribute to the meaning

C3.5 Perspectives within Texts

Grade 2:  identify explicit and implicit perspectives communicated in a text, providing evidence, and describe how these perspectives could influence an audience

Grade 3:  identify explicit and implicit perspectives communicated in texts, providing evidence, and explain how these perspectives could influence an audience

C3.6 Analysis and Response

Grade 2:  express personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility

Grade 3: describe personal thoughts and feelings about ideas presented in texts, such as ideas about diversity, inclusion, and accessibility

C3.7 Indigenous Contexts

Grade 2:  identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences

Grade 3: identify some ways in which texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations communicate about historical periods, cultural experiences, and events, and how they relate to current lived experiences

Strand D: Composition (Expressing Ideas and Creating Texts)

D1.1 Purpose and Audience

Grade 2:  identify the topic, purpose, and audience for various texts they plan to create

Grade 3: identify the topic, purpose, and audience for various texts they plan to create, and describe how the chosen text form and genre will help communicate their intended meaning

D1.2 Developing Ideas

Grade 2: generate and develop ideas about given and chosen topics, using simple strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas

Grade 3: generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas

D1.4 Organizing Content

Grades 2: sort and sequence ideas and information, taking into account the text form and genre to be used

Grade 3: sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre

D2 Creating Texts

D2.1 Producing Drafts

Grade 2: draft short texts of various forms and genres, including personal narratives, persuasive texts, and procedural texts, using a variety of media, tools, and strategies

Grade 3: draft short texts of various forms and genres, including narrative, persuasive, and informational texts, using a variety of media, tools, and strategies

D2.3 Voice

Grade 2: demonstrate a personal voice in their texts, using descriptive words to express their thoughts, feelings, and opinions about the topic

Grade 3: demonstrate a personal voice in their texts, using descriptive words and sentence patterns to express their thoughts, feelings, and opinions about

D2.4 Point of View and Perspective

Grade 2: identify the point of view, including first person, used in their texts

Grade 3:  identify the point of view, including first person or third person, used in their texts

D3 Publishing, Presenting and Reflecting

D3.1 Producing Final Texts

produce final texts, using simple techniques, to achieve the intended effect