Language Arts
Updated 2008
Reading/Media Literacy.
Students use comprehension skills to analyze how
words, images, graphics, and sounds work together in various
forms to impact meaning.
5th grade
Students are expected to:
(A) explain how messages conveyed in various forms
of media are presented differently (e.g., documentaries, online
information, televised news);
(B) consider the difference in techniques used
in media (e.g., commercials, documentaries, news);
(C) identify the point of view of media
presentations; (D) analyze various digital media venues for
levels of formality and informality.
6th grade
(A) explain messages conveyed in various
forms of media;
(B) recognize how various
techniques influence viewers' emotions;
(C) critique persuasive
techniques (e.g., testimonials, bandwagon appeal) used
in media messages; and
(D) analyze various digital media
venues for levels of formality and informality.
7th grade:
(A) interpret both explicit and implicit
messages in various forms of media;
(B) interpret how visual and
sound techniques (e.g., special effects, camera angles,
lighting, music) influence the message;
(C) evaluate various ways media
influences and informs audiences; and
(D) assess the correct level of
formality and
tone for successful participation in various digital
media.
8th grade:
(A) evaluate the role of media
in focusing attention on events and informing
opinion on issues;
(B) interpret how
visual and sound techniques (e.g., special
effects, camera angles, lighting, music)
influence the message;
(C) evaluate
various techniques used to create a point of
view in media and the impact on audience;
(D) assess the correct level of formality and
tone for successful participation in various
digital media.
ENGLISH I
(A) compare and contrast
how events are presented and information
is communicated by visual images (e.g.,
graphic art, illustrations, news
photographs) versus non-visual texts;
(B) analyze how messages
in media are conveyed through visual and
sound techniques (e.g., editing,
reaction shots, sequencing, background
music);
(C) compare and contrast
coverage of the same event in various
media (e.g., newspapers, television,
documentaries, blogs, Internet); and
(D) evaluate changes in
formality and tone within the same
medium for specific audiences and
purposes.
ENGLISH II
(A) evaluate how messages presented in media
reflect social and cultural views in ways different from
traditional texts;
(B) analyze how messages in media are conveyed
through visual and sound techniques (e.g., editing, reaction
shots, sequencing, background music);
(C) examine how individual perception or bias in
coverage of the same event influences the audience; a
(D) evaluate changes in formality and tone
within the
same medium for specific audiences and purposes.
ENGLISH III
(A) evaluate how messages presented in
media reflect social and cultural views in ways
different from traditional texts;
(B) evaluate
the interactions of different techniques
(e.g., layout, pictures, typeface in
print media, images, text, sound in electronic
journalism) used in multi-layered media;
(C) evaluate the objectivity of coverage of the same
event in various types of media
(D) evaluate changes in formality and
tone across various media for different audiences and
purposes.
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Social Studies
(25)Social studies skills. The student applies critical- thinking skills
to
organize and use information acquired from a variety of sources including
electronic technology. The student is expected to: (A) identify ways
archaeologists, anthropologists, historians, and geographers analyze limited
evidence; (B) locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies, interviews, and
artifacts to acquire information; (C) analyze information by sequencing,
categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions; (D) explain and apply
different methods that historians use to interpret the past, including the
use of primary and secondary sources, points of view, frames of reference,
and historical context; (E) use the process of historical inquiry to
research, interpret, and use multiple sources of evidence; (F) evaluate the
validity of a source based on language, corroboration with other sources,
and information about the author; (G) identify bias in written, oral, and
visual material; (H) support a point of view on a social studies issue or
event; and (I) use appropriate mathematical skills to interpret social
studies information such as maps and graphs.
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Health
Grade 3
3.7 Influencing Factors
-(A) describe how the media can influence knowledge and health behaviors;
5.3 Health Information
(B) demonstrate ways to communicate health information such as
posters, videos, and brochures
Middle School
Influencing Factors
6.8- identify and analyze various media and technologies that
influence individual and community health such as computer software and the World Wide Web
Grade 7-8
Influencing Factors
A. Explain the role of media and technology in influencing
individuals
and community health such as watching TV or reading a newspaper or
a billboard
B. explain how programmers develop media to influence buying decisions.
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