Use criteria to assess the effectiveness of media presentations.<\/div>\n
Students will identify, analyze, and supply knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emerging technologies and provide evidence from the works to support their understanding.<\/p>\n
Learning Strand 27
\nStudents will explain how the techniques used in electronic media modify traditional forms of discourse for different aesthetic and rhetorical purposes.<\/p>\n
Learning Strand 28
\nStudents will design and create coherent media productions with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose and medium<\/p>\n<\/td>\n
\n Social Studies<\/strong><\/p>\nHistory Learning Standard 3: Research, Evidence, and Point of View. Students
\nwill acquire the ability to frame questions that can be answered by
\nhistorical study and research; to collect, evaluate, and employ information
\nfrom primary and secondary sources, and to apply it in oral and written
\npresentations. They will understand the many kinds and uses of evidence; and
\nby comparing competing historical narratives, they will differentiate
\nhistorical fact from historical interpretation and from fiction.<\/p>\n Grade 11-12 Students weigh the usefulness and relative credibility of
\nnewspaper accounts of an historical event against those of eyewitnesses and
\nof historians writing after the time.<\/p>\n Learning Standard 18 Grades 5-8 Students describe and evaluate data and
\nmaterials related to voter turnout, media coverage and editorializing,
\ncampaign advertising, campaign financing.<\/p>\n<\/td>\n \n Health\/Prevention<\/strong><\/p>\nThrough health education, students acquire media literacy by learning to determine if health information is accurate, with whom to share health information, and how to avoid communicating inaccurate information.<\/p>\n Instruction in Nutrition includes evaluation of food promotion and media messages regarding realistic body size and shape, and consumer and nutrition skills needed to select appropriate foods in varied settings.<\/p>\n Students watched a video of various TV commercials and discussed their impact on health. For example, do beer ads make drinking look responsible? Do low fat food commercials tell the truth about calorie content? Should you believe the ad about quick weight loss programs. Students researched and discussed these topics.<\/p>\n f. Students bring in printed ads or look at TV ads featuring people. In groups, they compare several ads, discussing how people look, what they are selling, the age group targeted and the hidden message the ad is sending.<\/p>\n Using library resources, students research relationships between asthma and economic status.<\/p>\n Students bring in cigarette ads from magazines and discuss their impact on consumers, especially children.<\/p>\n<\/td>\n \n Technology<\/strong><\/p>\nStandard 2. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society.<\/p>\n K-2:2.4
\nIdentify the purpose of a media message
\n(to inform, persuade or entertain)<\/p>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Copyright 2000 Frank W. Baker<\/p>\n","protected":false},"excerpt":{"rendered":" Standards for School Library media Language Arts http:\/\/www.doe.mass.edu\/ frameworks\/ela\/0504sup.pdf Grade…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","footnotes":""},"categories":[208],"tags":[],"class_list":{"0":"post-14492","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-us-state-standards"},"_links":{"self":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14492","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/comments?post=14492"}],"version-history":[{"count":1,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14492\/revisions"}],"predecessor-version":[{"id":36840,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/posts\/14492\/revisions\/36840"}],"wp:attachment":[{"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/media?parent=14492"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/categories?post=14492"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.frankwbaker.com\/mlc\/wp-json\/wp\/v2\/tags?post=14492"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}} | | | ![\"Massachusetts](\"http:\/\/www.frankwbaker.com\/massdoe.gif\")
<\/a><\/p>\n