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US State Standards

ELA Support Doc

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Standard Support Document for Nonprint Sources (texts)   REVISED 7/25/08
authored by Frank Baker, media ed consultant, fbaker1346@aol.com

(Note: this document was prepared for the South Carolina State Department of Education English Language Arts team, in support of the newly revised ELA Standards. The document may appear on the SCDE website in a modified form.)

IRA/NCTE Standards for The English Arts


http://www.readwritethink.org/standards/
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.


SCDE ELA Standards: Guiding Principle 8
An effective English language arts curriculum provides for literacy in all forms of media to prepare students to live in an information-rich society.

SCDE ELA
Standards: Guiding
Principle 9

An effective English language arts curriculum emphasizes informational text that is relevant to our increasingly complex and technological world.

.

SCDE definition of nonprint sources:  Sources of information that are not primarily in written form (for example, pictures and photographs, television and radio productions, the Internet, films, movies, videotapes, and live performances). Some nonprint sources (for example, the Internet) may also contain print information.

Asking questions: One of most effective ways of approaching nonprint sources is by having students ask questions. It starts at the earliest of ages:
“Kindergarten students generate how and why questions about topics of interest. They understand how to use print and nonprint sources of information. They classify information by constructing categories.”  This is the start of critical thinking and critical viewing, both of which are part of what is now known as “media literacy.”

From Guiding Principle 8: “The skills of critical inquiry—the ability to question and analyze a message, whether it be textual, visual, auditory, or a combination of these—are a crucial element in literacy instruction. The production of visual media is also a crucial element enabling students to
acquire and demonstrate an understanding of advertising, aesthetic techniques, audience, bias, propaganda, and intellectual purpose. Integrating into the ELA curriculum the vocabulary and skills associated with media presentations helps students develop lifelong habits of critical thinking.”

Recommendation: to help students understand how nonprint sources work, it may be helpful to start by first teaching students about photographs/images; then move to print advertisements which incorporate images; lastly on to moving images (commercials, TV, film) (Since visual literacy is a large part of the arts curriculum, you may wish to collaborate with an art teacher on helping students understand this concept.)

PHOTOGRAPH & PICTURES (VISUAL LITERACY)
Photographs, pictures and other images exist everywhere in the world of our students. From books, to magazines, newspapers and billboards, images are a big part of their world. What do we want students to know and understand about visual images? How do students derive meaning from what they view? Students should recognize that photos/images are texts too, non-print texts.  And like all texts, they need to be studied and understood for how they are created to make meanings. This can start in elementary school with picture books and helping students understand how images can be “read.” Photographers/image makers use a number of techniques to create pictures. Those techniques include color, framing, focusing, depth-of-field, perspective (point-of-view) and more. Viewers of photos/images bring prior knowledge, experience and more to these texts.
Since photos can also be digitally alerted, it is important for students to be able to question images, much the same way as they do traditional texts.

Additionally, photos and other images can be catalysts to help motivate students’ writing.

Standards
Grade 3 Researching
Applying the Skills Inquiry & Oral Communications
3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint
sources (for example, pictures, photographs, video, and television) to access information.

SC Textbook
Correlations

Websites (Grades
3-8)



Teacher Texts (Grades 4-12)



Reference Articles

 


Visual Literacy & Picture Books: An explanation of how

visual Literacy
can be used to enhance classroom literacy programs

http://www.teachers.ash.org.au/bookzone/vislit.html



Reading Picture Books

http://www.learnnc.org/lp/pages/669

Word & Image
(TIME Magazine teacher guide: the language of photography)


http://www.time.com/time/teach/archive/981012/text5.html

Introducing
Photography Techniques: Some Basic Vocabulary for Teaching Kids


http://www.youthlearn.org/learning/activities/multimedia/photo3.asp

Critically Viewing Photographs
(SDE Lesson Plan)

http://ed.sc.gov/agency/offices/cso/standards/ela/CriticallyViewingPhotographs.doc


Reading Images (Chapter 7), from Illuminating Texts: How To Teach
Students to Read the World, by Jim Burke, Heinemann

Photography: Media Sources (Creative Education) 2008



Reading Photographs to Write With Meaning and Purpose, Grades 4–12
(IRA)

http://marketplace.reading.org/products/tnt_products.cfm?Subsystem=ORD&primary_id=612&product_class=IRABOOK&action=Long

I
Wanna Take Me A Picture:  Teaching Photography and Writing to Children

http://shopdei.com/amla/catalog.php?product=61&parent=

Literacy
Inquiry and Pedagogy through a Photographic Lens
(Volume 85, Number 6, July 2008, Language Arts, NCTE)

Show me: principles for assessing
students’ visual literacy: artistic
elements were the focus of lessons
on reading and responding
to literature in one third-grade class.
(p 616, Reading Teacher, May 2008)

“Reading” the painting: exploring
visual literacy in the primary grades.
( p 636, Reading Teacher,
April 2007)

Meeting
Readers: Using Visual Literacy Narratives in the Classroom (Voices From
The Middle, NCTE,  September 2006)

Visual Literacy
(p 60, Childhood Education, Fall 2005)


Media Literacy: Introduction and Brief Background

Teachers may wish
to start by familiarizing older students with the general 5 Core
Concepts of media literacy:
1. all media are constructions
2. media are constructed using unique languages with their own set of
rules
3. media convey values and points-of-view
4. audiences negotiate meaning (different people see the same media
message differently)
5. media are primarily concerned with power and profit
(Source: Center for Media Literacy, http://www.medialit.org)

General text recommendation:
Media Literacy  Reading the Visual and Virtual Worlds (Chapter 13, pp
336-349), in The English Teacher’s Companion A Complete Guide to
Classroom, Curriculum, and the Profession (3rd Ed) Jim Burke, Heinemann


TeachingMediaLiteracy.com, Richard Beach, Teachers College Press

Introduction to Media Literacy (Elements of Language, HRW)

http://go.hrw.com/eolang/medialit/

Critical Thinking/Critical Viewing Questions Students Should Consider:

1. what do I need
to know in order to best understand how this was created and what it
might mean?
2. who created this (message) photograph? (authorship)
3. why is the (message) here?  (purpose)
4. in what ways might the image complement the text and vice versa?
5. who is most likely to see the (message) photograph? (audience)
6. what methods are used to make the (message) photo believable;
trustworthy? (techniques)
7. is there something outside the frame I don’t see? (omission)
8. can I make any assumptions about this (message) image?
9. where might I get additional info not contained in the (message)
image? (research)
10. what does the producer/creator/photographer want me to think/feel?
(knowledge, understanding)
11. how might others see this same (message) image differently from me?

General text recommendation:
Asking The Right Questions: A Guide to Critical Thinking (8th
Ed.) Prentice-Hall
Authors: M. Neil Browne, Stuart M. Keely
Companion website:

http://wps.prenhall.com/hss_browne_askingquest_8/

 

 


Standards
7.6 The student will access and use information from a variety of sources.
7-6.6  Select appropriate graphics, in print or electronic form, to support
written works, oral presentations, and visual presentations.

7-6.7 Use a variety of
print and electronic reference materials.

Grade 8 Reading
Understanding and Using Informational Texts
Standard 8. 2  The student will read and comprehend a variety of
informational
texts in print
and nonprint formats.
8-2.4 Create responses to informational texts through a variety of methods

(for example, drawings,
written works, oral and auditory presentations, discussions, and media
productions).

8-2.5 Analyze the impact
that text elements (for example, print styles and chapter headings) have on the
meaning of a given informational text.

8-2.6 Analyze information
from graphic features (for example, charts and graphs) in informational texts.

SC Textbook
Correlation

Websites (6-12)

Texts (6-12)

Videos (6-12)

Visuals &
Graphics, Interpreting
Elements of Language, 2nd Course (HRW) pp 785-786

Still Photography
(Chapter 12)
Elements of Language, (HRW) Media Literacy & Communication Skills,
pp 113-126

Information Graphics

(Chapter 10)
Elements of Language, (HRW) Media Literacy & Communication Skills,
pp 87-98

Examining Photographs,
p 580, American Pathways to the Present: Modern American History (2005,
Prentice Hall)

Interpreting Images, p. 461, American Odyssey, The US in the 20th
Century (1999, Glencoe-McGraw Hill)

Teaching
Strategies: Photography Project
(part of the series Teaching Multicultural Literature)

http://www.learner.org/channel/workshops/tml/workshop8/teaching3.html

Reading A Photograph or a Picture

http://wwwfp.education.tas.gov.au/english/vislit.htm

Questioning Photographs
(a list of questions)

http://www.frankwbaker.com/questioning_photos.htm


Reading Photographs
(using questions to decode, evaluate, and understand photographic images



http://www.learnnc.org/lp/pages/677


Reading Media Photographs



http://www.noodletools.com/debbie/literacies/newsmedia/polphotos.html



How Framing Affects Understanding

http://www.frankwbaker.com/framing.htm

Is Seeing Believing? (learning to question images)
this site includes famous Civil War photograph and background

http://www.frankwbaker.com/isb.htm

Photography: Be A Media Critic (Knowitall.org)

http://www.knowitall.org/sites/artopia/media/artcritic/photography/index.html

Sources for Photographic Images: Current News Images

http://news.yahoo.com

Documentary Photography & Film (from the series American Passages:
Unit 12 Migrant Struggle)

http://www.learner.org/amerpass/unit12/context_activ-2.html

Library of Congress: photographic images from US History

http://www.loc.gov/rr/print/catalog.html

History of SC Slide Collection (Knowitall.org)

http://www.knowitall.org/schistory/



Caroliniana Collections (Knowitall.org)

http://www.knowitall.org/caroliniana/caroliniana.htm

 


Reading Images (Chapter 7), from Illuminating Texts: How To Teach
Students to Read the World, by Jim Burke, Heinemann

Media Literacy  Reading the Visual and Virtual Worlds (Chapter 13, pp
336-349), in The English Teacher’s Companion A Complete Guide to
Classroom, Curriculum, and the Profession (3rd Ed) Jim Burke, Heinemann



Visual Literacy: Learn to See, See to Learn,
Lynell Burmark (ASCD)


http://shop.ascd.org/productdisplay.cfm?productid=101226



Image Matters: Visual Texts In the Classroom

http://shopdei.com/amla/catalog.php?product=45&parent=

Teaching the Visual Media, Peter Greenaway (Jacaranda
Books,
Australia)

Photos That Changed The World  (Publisher: Presetl)

100 Photographs That Changed The World (Life Magazine)

http://www.digitaljournalist.org/issue0309/lm_index.htm

Moments: The Pulitzer Prize-Winning Photographs: A Visual Chronicle of
Our Time (Tess Press)

ETV Streamline:





Introduction: Photography and Visual Images   (00:54)
Segment from the series: Lights, Camera, Education



Other videos:

Documenting The Face of America (PBS special- airdate Aug 18, 2008)

http://www.documentingamerica.org/Home.html

American Photography: A Century of Images (text and DVD; Shop PBS)

Language of Photography (Films for the Humanities & Sciences)

EDITORIAL CARTOONS
Editorial
cartoons, in newspapers, magazines, and on the Internet, are another rich source
of visual material that students should be exposed to and understand. Like
photographs, they can be “read” as visual texts in order to be better
understood. Not only should students analyze (read) editorial cartoons, they
should also be given opportunities to create (produce) them as well.  Author
bias, prior knowledge, symbolism, parody, humor, irony can come into play and
students can begin to identify these concepts via cartoons.

Standard
Grade 8 Reading
Understanding and Using Informational Texts
Standard 8. 2  The student will read and comprehend a variety of
informational texts in print and nonprint formats.

From the standards: Students in grade eight read informational
(expository/persuasive/argumentative) texts of the following types:
essays, historical documents, research reports, contracts, position papers (for
example, persuasive brochures, campaign literature), editorials, letters to the
editor, informational trade books, textbooks, news and feature articles,
magazine articles, advertisements, encyclopedia entries, reviews (for example,
book, movie, product), journals, and speeches. They also read directions,
schedules, and recipes embedded in informational texts. In addition, they
examine commercials, documentaries, and other forms of nonprint informational
texts.

8-2.4  Create responses to informational texts through a variety of methods

(for example, drawings,
written works, oral and auditory presentations, discussions, and media
productions).

8-2.5 Analyze the impact
that text elements (for example, print styles and chapter headings) have on the
meaning of a given informational text.

8-2.6 Analyze information
from graphic features (for example, charts and graphs) in informational texts.

8-2.7 Identify the use of
propaganda techniques (including card stacking, plain folks, and transfer) in
informational texts.

SC Textbook
Correlation (6-12)		 Recommended
Websites (6-12)		 Other Text
Recommendations (6-12)

Interpreting Political Cartoons,
(many scattered throughout the text) Magruder’s American Government
(2005 Prentice Hall)

Editorial Cartoons, pp. 683;797 in World History: Connections To Today

(2005 Prentice Hall)

Interpreting Political Cartoons (various scattered through the text)
US Government: Democracy In Action (2006, Glencoe)

Up for adoption: 2008

Media Smart  Strategies for Analyzing Media (DVD Chapter: Editorial
Cartoons) McDougal-Littell

Daryl Cagle’s
Editorial Cartoons  (see also Teacher’s Guide)


http://cagle.msnbc.com/

Robert Arial (The State newspaper)

http://www.cagle.com/politicalcartoons/PCcartoons/arial.asp

Analyzing Editorial Cartoons


http://712educators.about.com/cs/edcartoons/a/edcartoons.htm

Analyzing Editorial Cartoons
(pdf) Chapter 7 Persuasion
(Holt, Rinehart, Winston)

http://web.archive.org/web/20060902015226/http:/

go.hrw.com/elotM/0030526671/student/ch07/lg1407284_287.pdf

Cartoon Analysis
Worksheet
(Library of Congress)


http://www.archives.gov/education/lessons/worksheets/cartoon.html

Learning By Cartooning:
Lesson plans & links for teachers


http://www.learningbycartooning.org/

Using Editorial Cartoons to Teach about Elections
(Education World)


http://www.educationworld.com/a_curr/curr210.shtml

Lesson Plan


ReadWriteThink: Lesson Plan: Analyzing the Stylistic Choices of
Political Cartoons


http://www.readwritethink.org/lessons/lesson_view.asp?id=923

 

 Analyzing
Political Cartoons
Chapter 8, pp. 179-183, from
Building Literacy in Social Studies (ASCD, 2007)

The Best Political Cartoons of the Year, 2008 Edition

http://cagle.msnbc.com/news/BookPromo/  (earlier editions also
available)

Growing Up Cartoonist in the Baby-Boom South: A
Memoir and Cartoon Retrospective (Kate Salley Palmer) Warbranch Press

http://www.warbranchpress.com/cartoonist.html

Dr. Seuss Goes to War: The WW II Cartoons of Theodor Seuss Geisel,
New Press (2001)

Herblock: A Cartoonist’s Life,
Three Rivers Press (1998)

Arial View, The State Newspaper (1990)

 


 


ADVERTISING: COMMERCIALS
Moving images,
such as televised/streamed commercials, offer rich material for young people to
study. They contain “techniques of persuasion/propaganda” which are also found
in everyday life, not just advertising.  Every day, we are exposed to literally
thousands of messages, many of which are advertising and marketing. From toy ads
to political candidate messages, to car and food ads: all are easily accessible
via television and the web.  These ads can be analyzed (read) and created
(produced) by students. Like print advertisements, commercials offer teachers a
chance to help young people better understand “media literacy” as well as the
“techniques of persuasion/propaganda” and the “language of television ads.” If
you have the equipment and know how, students can also be encouraged to create
actual commercials. If you don’t have it, your students can still create their
own scripts and storyboards.

Elementary Standards
Reading: Understanding and Using Informational Texts
Grade 5
Standard 5-2 The
student will read and comprehend a variety of informational texts in print and
nonprint formats.

Students in
grade five
read
informational (expository/persuasive/argumentative) texts of the
following types: essays, historical documents, informational trade
books, textbooks, news and feature articles, magazine articles,
advertisements, encyclopedia entries, reviews (for example,
book, movie, product), journals, and speeches. They also read
directions, maps, time lines, graphs, tables, charts, schedules,
recipes, and photos embedded in informational texts. In addition,
they examine commercials, documentaries, and other forms of
nonprint informational texts.

SC Textbook
Correlation

Texts (grades 3-5)

Websites (grades
3-5)

Videos (Grades
3-5)

 NA

The Berenstain
Bears and the Trouble with Commercials (HarperCollinsChildrens)
April 2007)

Made You Look: How Advertising Works And Why You Should Know (Annick
Press)

http://206.186.83.77/catalog/catalog.aspx?Title=Made+You+Look
also

http://www.annickpress.com/madeyoulook/index.htm

Advertising: Media Wise,
by Julian Petley,
(Smart Apple Media, 2004)

 Buy Me That: How
TV Toy Commercials Hook Kids (SDE Lesson Plan)

http://ed.sc.gov/agency/offices/cso/

standards/ela/Grades3-5ToyCommercials.doc

Food Ad
Deconstruction
(learn how to read, analyze, deconstruct print ads from magazines)

http://www.frankwbaker.com/

foodaddeconstructions.htm

Lesson Plan: Food Ad Tricks (how food stylists make food look good for
TV)

http://www.frankwbaker.com/

food_ad_tricks.htm

Don’t Buy It (PBS Kids)

http://pbskids.org/dontbuyit

Streamline videos:

LifeSkills 101-Media Wise (Slim Goodbody)

Advertising (4:23) segment from Discovering Language Arts: Viewing  
This
segment presents a student-made cereal commercial and analyzes the
commercial’s advertising techniques. A follow-up activity asks students
to create a commercial about a food or clothing item they enjoy.
(Teacher Guide Available)

Other videos
(available for purchase)
TV Planet

http://www.rmpbs.org/resources/files/programs/kids/tv_planet/index.html

Standards
Grade 6 Writing
Producing Written Communication In A Variety of Forms
6-5.4 Create persuasive writings (for example: print advertisements and
commercial scripts) that develop a central idea with supporting evidence and use
language appropriate for the specific audience.

Grade 6 Reading
Standard 6.2 The
student will read and comprehend a variety of informational texts in print and
nonprint formats.
6- 2.9 Identify
propaganda techniques (including testimonials and bandwagon) in informational
texts.
7-2.7 Identify the
use of propaganda techniques (including glittering
generalities and
name calling) in informational texts.
8-2.7 Identify the
use of propaganda techniques (including card stacking, plain folks, and
transfer) in informational texts.
E12.7  Analyze propaganda techniques in informational texts.


Note: items in red added after SCDE document
was published

SC Textbook
Correlations

Videos
(Grades 6-12)

Websites
(grades 6-12)

Texts/Periodicals
(Grades 6-12)

Up for Adoption
2008:

Media Smart  Strategies for Analyzing Media (DVD Chapter: Star Wars-
Episode III Ads) McDougal-Littell

Media Smart  Strategies for Analyzing Media (DVD Chapter:
Daisy/America’s Back) McDougal-Littell

Media Smart  Strategies for Analyzing Media (DVD Chapter: Advertising In
The Jazz Age) McDougal-Littell

ETV Streamline:
Advertising Images (4:24) segment from Discovering Language
Arts: Viewing. 
Television and
film are full of images meant to convey a viewpoint, through which media
professionals attempt to appeal to people’s interests and desires.
Images of attractive people can be used as tools to sell clothing,
beauty products, and athletic wear. (Teacher Guide available)

Ad-Libbing
It (22:03)

Ad-Libbing It is
an irreverent look at how advertisers try to hook young people on
cigarettes and alcohol.

The Role of Television Advertising In Presidential Elections (1:10)





Skills for Healthy Living: Analyzing Media Influences
(27:35)

Understand how
different media affect the way we feel about ourselves and influence the
health choices we make.



English
Composition: Writing for An Audience
(streamed online)
Program Title:
#17 Persuasion

http://www.learner.org/resources/series128.html
Available from ITV: (contact your media specialist or DELC operator)
Voices in Democracy HS Edition Program #10 Media & Elections

Other Videos (Online and Available or purchase)

TV Confidential
(Grades 6-8)

http://www.rmpbs.org/resources/files/programs/kids/tv_confidential/index.html

Selling Children: How Media Affects Kids (Connect With Kids)

http://www.connectwithkids.com/products/sellingchildren.shtml


Merchants of Cool FRONTLINE/PBS (streamed online)

http://www.pbs.org/wgbh/pages/frontline/shows/cool/

The Persuaders
FRONTLINE/PBS
(streamed online)

http://www.pbs.org/wgbh/pages/frontline/shows/persuaders/

Scriptwriting In
The Classroom (PSAs, Commercials, News, Film)

http://www.frankwbaker.com/scriptwriting_in_the_classroom.htm

Print Advertisement
(HRM Elements of Language)

http://go.hrw.com/eolang/medscope/module2.htm





Techniques of persuasion:

Deconstructing an Advertisement (Media Education Foundation)

http://www.mediaed.org/handouts/pdfs/DeconstructinganAd.pdf

Propaganda

http://www.propagandacritic.com/

The Language of Advertising Claims

http://sunset.backbone.olemiss.edu/~egjbp/comp/ad-claims.html

Analyzing Presidential Candidates TV Commercials

http://www.frankwbaker.com/media_politics.htm

Political TV Advertisement (HRW, Elements of Language)

http://go.hrw.com/eolang/medscope/module1.htm

Critical Television Viewing Skills


http://www.frankwbaker.com/critical_tv_viewing.html

The Language of
TV/Film: (techniques of video production)

http://www.frankwbaker.com/tvl.htm


The Grammar of TV & Film

http://www.aber.ac.uk/media/Modules/TF33120/


Semiotics & Conventions of Television

http://130.18.140.19/mmsoc/chapter5.html


Storyboarding

http://torres21.typepad.com/flickschool/2007/12/storyboard.html

Create a Storyboard (Knowitall.org)

http://www.knowitall.org/sites/artopia/media/studio/storyboard/index.html


Blank Storyboard form:

http://www.frankwbaker.com/Blank_Storyboard_Form.pdf

Texts:
Media Literacy: Thinking Critically
About Advertising,

Publisher: J Weston Walch

http://www.walch.com/product/909

Made You Look: How Advertising Works And Why You Should Know (Annick
Press)

http://206.186.83.77/catalog/catalog.aspx?Title=Made+You+Look
also

http://www.annickpress.com/madeyoulook/index.htm

Identifying Propaganda Techniques in Political Ads
pp 175-178
Building Literacy in Social Studies (2007, NCSS)

Political Campaigns & Political Advertising: A Media Literacy
Guide,Greenwood Press, November 2008

http://www.greenwood.com/catalog/GR4755.aspx



Advertising: Opposing Viewpoints
Publisher: Greenhaven Press

Periodicals
(also available online):

Advertising Age

http://www.adage.com

Ad Week

http://www.adweek.com


Motion Pictures: Understanding the Language of Film
Students love the movies and for the most part can talk intelligently about
them. But many students don’t fully understand that films are also texts, which
need to be read too. Films are rich texts with many layers to study and
appreciate. Even elementary students should be asked: how are films made? Film
makers have at their disposal a number of technical/production tools that
comprise the languages of film: cameras, lights, sound/music, editing, set
design, etc. Students should be encouraged not only to analyze (deconstruct)
films, but also to create and produce their own PSAs, videos, or films (provided
your school has video production and editing capability.) Photo Story 3
(Windows) is free, user-friendly software that allows students to create their
own productions by adding narration or sound to their images—thus making a
“movie.”  iMac computers come fully loaded with easy-to-use movie creating
software. If you don’t have access to software, students can still create
scripts, screenplays and storyboards for visual productions. Students can also
learn how to write film reviews.

Elementary Standards

Grade 3 Research
Applying the Skills of Inquiry & Oral Communication
3-6.2 Use print sources (for example, books, magazines, charts, graphs,
diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint
sources (for example, pictures, photographs, video, and television) to access
information.

5.1  The student will read and comprehend a variety of literary texts in print
and nonprint formats.

SC Textbook
Correlation

Websites (3-5)

Texts/Periodicals
(3-5)

Video (3-5)

 NA

Teacher’s Guide to
Making Student Movies (Scholastic)

http://content.scholastic.com/browse/article.jsp?id=6758

How We Make A Movie
(Pixar Animation)

http://www.pixar.com/howwedoit/index.html


Media Arts Studio

(Knowitall)

http://www.knowitall.org/sites/artopia/media/studio/index.html

 

Texts:
Coming Distractions: Questioning Movies (Capstone Press: 2007
FactFinders Media Literacy series) 

What Is Art? Movies
Age Level: 04-08
Barron’s Educational Series (February 2004)

Film: Media
Wise
(Smart Apple Media 2004)

Periodical:
Reeling With
Words (Writing Magazine, Feb/March 2007)

Available for
purchase

Making Grimm
Movies (companion to From The Brothers Grimm series by Davenport Films)
sixty-minute video divided into three parts

http://www.davenportfilms.com/pages/main_mgmpage.html


Standard
Grade 6 Reading
Standard 6. 2
The student will read and comprehend a variety of informational

texts in print and
nonprint formats.
Understanding and Using Informational Texts
6-2.4 Create responses to informational texts through a variety of methods

(for example, drawings,
written works, oral and auditory presentations, discussions, and media
productions).

Grade 8 Reading
Understanding and Using Informational Texts
Standard 8. 2  The student will read and comprehend a variety of
informational texts in print and nonprint formats.

From the standards: Students in grade eight read informational
(expository/persuasive/argumentative) texts of the following types: essays,
historical documents, research reports, contracts, position papers (for example,
persuasive brochures, campaign literature), editorials, letters to the editor,
informational trade books, textbooks, news and feature articles, magazine
articles, advertisements, encyclopedia entries, reviews (for example, book,
movie, product), journals, and speeches. They also read directions,
schedules, and recipes embedded in informational texts. In addition, they
examine commercials, documentaries, and other forms of nonprint
informational texts.


SC Textbook Correlation
(6-12)

 

Video Resources
(6-12)


Other Book Recommendations (6-12)


Website resources
(6-12)


Motion Picture Photography (Chapter 13)
Elements of Language,
Media Literacy & Communication Skills
pp 127-136

Literature  Grade  6,7, 8 (McDougal Littell)
(pp 150-151 Media Studies: Plot & Setting in Film)

Literature  Grade 9, 10
(McDougal Littell)
(pp 130-131 Media Studies: Creating Suspense In Film)

Up For Adoption: 2008:

Media Smart  Strategies for Analyzing Media (DVD Chapter: Sister of the
Traveling Pants; Whalerider)
McDougal-Littell

Media Smart  Strategies for Analyzing Media (DVD Chapter: Lord of the
Rings; The Cask of Amontillado;
The Birds; Romeo & Juliet) McDougal-Littell

Media Smart  Strategies for Analyzing Media (DVD Chapter: Apollo 13;
Finding Forrester) McDougal-Littell

Media Smart  Strategies for Analyzing Media
(DVD Chapter: The Crucible; An Occurrence at Owl Creek Bridge) McDougal-Littell

Media Smart  Strategies for Analyzing Media (DVD Chapters: Camelot/King
Arthur; MacBeth; Gulliver’s Travels) McDougal-Littell

 

 

ETV Streamline

The Power of Film; Visual Literacy two segments from the series
Lights, Camera, Education (Background on this series can be found
at the American Film Institute’s website:

http://www.afi.edu/intro/lce.aspx

Fear Factor: Film Techniques;
The Medium is the Message: Film Style and Subject Matter—segments
from Discovering Language Arts: Viewing (Grades 9-12)

FILM: Media Wise,
by Julian Petley,
(Smart Apple Media, 2004)

How To Read A Film, James Monaco

http://readfilm.com/books.htm

How to Read A Film (DVD)

http://readfilm.com/HTRDVD.html

The Director in the Classroom How Filmmaking
Inspires Learning

http://www.thedirectorintheclassroom.com/book4.php


Filmmaking for Teens: Pulling Off Your Shorts
by Troy Lanier and Clay Nichols  Michael Wiese Productions

Girl Director A How-To Guide for the First-Time,  Flat-Broke Film and
Video Maker, Ten Speed Press

Making Short Films
(includes DVD)
ISBN 1-58115-444-5 Allworth Press

Reading in the Reel World: Teaching Documentaries and Other Nonfiction
Texts
(NCTE)

http://www.ncte.org/store/books/124789.htm

Great Films and How to Teach Them (NCTE)

http://www.ncte.org/store/books/117911.htm

Reading In The Dark: Using Film As A Tool in The English Classroom (NCTE)


http://www.ncte.org/store/books/media/106296.htm



Reel
Conversations: Reading Films with Young Adults



http://www.amazon.com/Reel-Conversations-Reading-Adults-Literature/dp/0867093773

Periodicals:

Student Filmmakers

https://www.studentfilmmakers.com/store/customer/home.php?cat=248

Total Film

http://www.totalfilm.com



Script Magazine

http://www.scriptmag.com/


 



American Cinematographer

http://www.theasc.com/

Screen Education (Australia)

http://www.metromagazine.com.au/screen_ed/index.html

 

Teacher’s Guide:
Academy Award Series

http://www.oscars.org/teachersguide/index.html

Film Production:
Be A Media Critic
(Artopia: Knowitall.org)

http://www.knowitall.org/sites/artopia/media/artcritic/film/index.html

Cinema: How Hollywood Films Are Made (Annenberg)

http://www.learner.org/interactives/cinema/


Lights, Camera, Education (AFI)

http://www.afi.edu/intro/lce.aspx  (also available via ETV
Streamline)

American Cinema (multipart series/ streamed on-line)

http://www.learner.org/resources/series67.html

Documentary
Photography & Film
(from the series American Passages: Unit 12 Migrant Struggle)

http://www.learner.org/amerpass/unit12/context_activ-2.html

The Story of Movies

http://www.storyofmovies.org/


IFC Film School:

http://filmschool.ifc.com/index.jsp

Lesson Plan:
Lights, Camera, Action…Music: Critiquing Films Using Sight and Sound

(Read, Write, Think)

http://www.readwritethink.org/lessons/lesson_view.asp?id=863

Scriptwriting In The Classroom (resource covers scriptwriting and
storyboarding of PSAs, Commercials, News, Film)

http://www.frankwbaker.com/scriptwriting_in_the_classroom.htm

Writing About Film

http://www.dartmouth.edu/~writing/materials/student/humanities/film.shtml

How to Write A Movie Review

http://www.howtodothings.com/hobbies/a2206-how-to-write-a-movie-review.html


Movie Trailers as Persuasive Texts

http://www.frankwbaker.com/movie_trailers_as_persuasion.htm

Using Documentaries in The
Classroom

http://www.frankwbaker.com/using_docs_in_the_classroom.htm

 


 


Note: the author maintains the Media Literacy Clearinghouse web site,

www.frankwbaker.com at which teachers can locate additional resources/lesson
plans/activities/books related to all of the above topics.

 

 

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