{"id":14557,"date":"2014-12-18T10:18:15","date_gmt":"2014-12-18T15:18:15","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/?page_id=14557"},"modified":"2023-12-07T10:08:48","modified_gmt":"2023-12-07T15:08:48","slug":"state-standards-texas","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/state-standards-texas\/","title":{"rendered":"State Standards: Texas"},"content":{"rendered":"

TEXAS<\/a><\/p>\n

Viewing & Representing <\/a>2004
\nViewing & Representing<\/a> (Level 2)<\/p>\n

Link to Texas TEKS for ELA<\/a><\/p>\n

AP & Pre AP Objectives, TEKS & Activities<\/a>
\n<\/a><\/span><\/p>\n\n\n\n
\n

Language Arts<\/strong><\/p>\n

Updated 2008<\/a>
\nReading\/Media Literacy.<\/p>\n

\n
\n

Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.<\/p>\n

5th grade
\nStudents are expected to:
\n(A)\u00a0\u00a0explain how messages conveyed in various forms
\nof media are presented differently (e.g., documentaries, online information, televised news);<\/p>\n<\/div>\n

(B)\u00a0\u00a0consider the difference in techniques used in media (e.g., commercials, documentaries, news);<\/div>\n
\n

(C)\u00a0\u00a0identify the point of view of media presentations; (D)\u00a0\u00a0analyze various digital media venues for levels of formality and informality.<\/p>\n

6th grade<\/p>\n

\n
(A)\u00a0\u00a0explain messages conveyed in various forms of media;<\/div>\n
\u00a0\u00a0 (B)\u00a0\u00a0recognize how various techniques influence viewers’ emotions;<\/div>\n
\u00a0\u00a0 (C)\u00a0\u00a0critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and<\/div>\n
\u00a0\u00a0 (D)\u00a0\u00a0analyze various digital media venues for levels of formality and informality.<\/div>\n<\/div>\n

7th grade:<\/p>\n

\n
(A)\u00a0\u00a0interpret both explicit and implicit messages in various forms of media;<\/div>\n
\u00a0\u00a0 (B)\u00a0\u00a0interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;<\/div>\n
\u00a0\u00a0 (C)\u00a0\u00a0evaluate various ways media influences and informs audiences; and<\/div>\n
\n

\u00a0\u00a0 (D)\u00a0\u00a0assess the correct level of formality and tone for successful participation in various digital media.<\/p>\n

8th grade:<\/p>\n

\n
(A)\u00a0\u00a0evaluate the role of media in focusing attention on events and informing opinion on issues;<\/div>\n
\u00a0\u00a0 (B)\u00a0\u00a0interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message;<\/div>\n
\u00a0\u00a0 (C)\u00a0\u00a0evaluate various techniques used to create a point of view in media and the impact on audience; (D)\u00a0\u00a0assess the correct level of formality and tone for successful participation in various digital media.<\/div>\n
\nENGLISH I<\/p>\n
\n
(A)\u00a0\u00a0compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;<\/div>\n
\u00a0\u00a0\u00a0 (B)\u00a0\u00a0analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);<\/div>\n
\u00a0\u00a0\u00a0 (C)\u00a0\u00a0compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and<\/div>\n
\u00a0\u00a0 (D)\u00a0\u00a0evaluate changes in formality and tone within the same medium for specific audiences and purposes.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

\nENGLISH II<\/p>\n

\n
\u00a0\u00a0 (A)\u00a0\u00a0evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;<\/div>\n
\u00a0\u00a0 (B)\u00a0\u00a0analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);<\/div>\n
\u00a0\u00a0 (C)\u00a0\u00a0examine how individual perception or bias in coverage of the same event influences the audience; a<\/div>\n
\n

\u00a0\u00a0 (D)\u00a0\u00a0evaluate changes in formality and tone within the same medium for specific audiences and purposes.<\/p>\n

ENGLISH III<\/p>\n

\n
(A)\u00a0\u00a0evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;<\/div>\n
(B)\u00a0\u00a0evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;
\n(C) evaluate the objectivity of coverage of the same event in various types of media<\/div>\n
(D)\u00a0\u00a0evaluate changes in formality and tone across various media for different audiences and purposes.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/td>\n
\n

Social Studies<\/strong><\/p>\n

(25)Social studies skills. The student applies critical- thinking skills to
\norganize and use information acquired from a variety of sources including
\nelectronic technology. The student is expected to: (A) identify ways
\narchaeologists, anthropologists, historians, and geographers analyze limited
\nevidence; (B) locate and use primary and secondary sources such as computer
\nsoftware, databases, media and news services, biographies, interviews, and
\nartifacts to acquire information; (C) analyze information by sequencing,
\ncategorizing, identifying cause-and-effect relationships, comparing,
\ncontrasting, finding the main idea, summarizing, making generalizations and
\npredictions, and drawing inferences and conclusions; (D) explain and apply
\ndifferent methods that historians use to interpret the past, including the
\nuse of primary and secondary sources, points of view, frames of reference,
\nand historical context; (E) use the process of historical inquiry to
\nresearch, interpret, and use multiple sources of evidence; (F) evaluate the
\nvalidity of a source based on language, corroboration with other sources,
\nand information about the author; (G) identify bias in written, oral, and
\nvisual material; (H) support a point of view on a social studies issue or
\nevent; and (I) use appropriate mathematical skills to interpret social
\nstudies information such as maps and graphs.
\n<\/span><\/p>\n<\/td>\n

\n

Health<\/strong><\/p>\n

Grade 3<\/p>\n

3.7 Influencing Factors
\n-(A) describe how the media can influence knowledge and health behaviors;<\/p>\n

5.3 Health Information<\/p>\n

(B) demonstrate ways to communicate health information such as posters, videos, and brochures<\/p>\n

Middle School<\/p>\n

Influencing Factors<\/p>\n

6.8- identify and analyze various media and technologies that influence individual and community health such as computer software and the World Wide Web<\/p>\n

Grade 7-8<\/p>\n

Influencing Factors<\/p>\n

A. Explain the role of media and technology in influencing individuals<\/p>\n

and community health such as watching TV or reading a newspaper or a billboard
\nB. explain how programmers develop media to influence buying decisions.<\/p>\n

 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Copyright 2000 Frank W. Baker<\/span><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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