{"id":23002,"date":"2018-10-09T14:30:58","date_gmt":"2018-10-09T18:30:58","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/?page_id=23002"},"modified":"2023-12-07T10:07:19","modified_gmt":"2023-12-07T15:07:19","slug":"ela-support-doc","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/ela-support-doc\/","title":{"rendered":"ELA Support Doc"},"content":{"rendered":"

Standard Support Document for Nonprint Sources (texts)\u00a0\u00a0 REVISED 7\/25\/08
\nauthored by Frank Baker, media ed consultant,\u00a0fbaker1346@aol.com<\/a><\/b>
\n<\/span><\/p>\n

(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.)<\/p>\n

IRA\/NCTE Standards for The English Arts
\n<\/b>
\n
\nhttp:\/\/www.readwritethink.org\/standards\/<\/a>
\n<\/b>6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation),\u00a0media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.<\/p>\n

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.<\/p>\n

<\/span><\/p>\n


\nSCDE ELA Standards: Guiding Principle 8<\/b>
\nAn effective English language arts curriculum provides for literacy in all forms of media <\/span>to prepare students to live in an information-rich society.<\/p>\n

<\/span>SCDE ELA
\nStandards<\/span>: Guiding
\nPrinciple 9<\/span><\/b><\/p>\n

An effective English language arts curriculum emphasizes informational text that is relevant to our increasingly complex and technological world.<\/span><\/p>\n

.<\/span><\/p>\n

SCDE definition of nonprint sources<\/b>:\u00a0 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.<\/p>\n

Asking questions<\/b>: One of most effective ways of approaching nonprint sources is by having students ask questions. It starts at the earliest of ages:
\n\u201c<\/span>Kindergarten students generate\u00a0<\/span>how\u00a0<\/span><\/i>and\u00a0<\/span>why\u00a0<\/span><\/i>questions about topics of interest. They understand how to use print and nonprint sources of information. They classify information by constructing categories.\u201d\u00a0 This is the start of critical thinking and critical viewing, both of which are part of what is now known as \u201cmedia literacy.\u201d<\/p>\n

From Guiding Principle 8: \u201cThe skills of critical inquiry\u2014the ability to question and analyze a message, whether it be textual, visual, auditory, or a combination of these\u2014are a crucial element in literacy instruction. The production of visual media is also a crucial element enabling students to
\nacquire 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.\u201d<\/span><\/p>\n

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.)<\/p>\n

PHOTOGRAPH & PICTURES (VISUAL LITERACY)<\/b>
\nPhotographs, 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.\u00a0 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 \u201cread.\u201d 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.
\nSince 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.<\/span><\/p>\n

Additionally, photos and other images can be catalysts to help motivate students\u2019 writing.<\/p>\n

Standards
\nGrade 3 Researching
\nApplying the Skills Inquiry & Oral Communications
\n3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint
\nsources (for example, pictures, photographs, video, and television) to access information.<\/p>\n

<\/span><\/p>\n\n\n\n\n
\n

SC Textbook
\nCorrelations<\/span><\/p>\n<\/td>\n

\n

Websites (Grades
\n3-8)<\/span><\/p>\n<\/td>\n

\n


\n
\nTeacher Texts (Grades 4-12)<\/span><\/span><\/p>\n<\/td>\n

\n


\n
\nReference Articles<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0<\/span><\/p>\n<\/td>\n

\n


\nVisual Literacy & Picture Books: An explanation of how <\/span>
\n
\nvisual Literacy<\/span>
\ncan be used to enhance classroom literacy programs
\n
\nhttp:\/\/www.teachers.ash.org.au\/bookzone\/vislit.html<\/a><\/span><\/p>\n

<\/span>
\n
\nReading Picture Books
\n
\nhttp:\/\/www.learnnc.org\/lp\/pages\/669<\/a><\/p>\n

Word & Image
\n(TIME Magazine teacher guide: the language of photography)
\n
\n
\nhttp:\/\/www.time.com\/time\/teach\/archive\/981012\/text5.html<\/a><\/span><\/span><\/p>\n

<\/span><\/h1>\n

Introducing
\nPhotography Techniques: Some Basic Vocabulary for Teaching Kids
\n
\n
\nhttp:\/\/www.youthlearn.org\/learning\/activities\/multimedia\/photo3.asp<\/a><\/p>\n

Critically Viewing Photographs
\n(SDE Lesson Plan)
\n
\nhttp:\/\/ed.sc.gov\/agency\/offices\/cso\/standards\/ela\/CriticallyViewingPhotographs.doc<\/a><\/span><\/span><\/span><\/p>\n<\/td>\n

\n


\nReading Images (Chapter 7), from Illuminating Texts: How To Teach
\nStudents to Read the World, by Jim Burke, Heinemann<\/p>\n

Photography: Media Sources (Creative Education) 2008 <\/span><\/h1>\n


\n
\nReading Photographs to Write With Meaning and Purpose, Grades 4\u201312
\n(IRA)
\n
\nhttp:\/\/marketplace.reading.org\/products\/tnt_products.cfm?Subsystem=ORD&primary_id=612&product_class=IRABOOK&action=Long<\/a><\/p>\n

<\/span><\/span>I
\nWanna Take Me A Picture:\u00a0 Teaching Photography and Writing to Children
\n
\nhttp:\/\/shopdei.com\/amla\/catalog.php?product=61&parent<\/a>=<\/span><\/p>\n<\/td>\n

\n

Literacy
\nInquiry and Pedagogy through a Photographic Lens
\n(<\/span><\/strong>Volume 85, Number 6, July 2008, Language Arts, NCTE)<\/p>\n

Show me: principles for assessing
\nstudents’ visual literacy: artistic
\nelements were the focus of lessons
\non reading and responding
\nto literature in one third-grade class.
\n(p 616, Reading Teacher, May 2008)<\/p>\n

“Reading” the painting: exploring
\nvisual literacy in the primary grades.
\n( p 636, Reading Teacher,
\nApril 2007)<\/p>\n

Meeting
\nReaders: Using Visual Literacy Narratives in the Classroom (Voices From
\nThe Middle, NCTE,\u00a0 September 2006)<\/span><\/strong><\/span><\/p>\n

<\/span><\/strong><\/p>\n

Visual Literacy
\n(p 60, Childhood Education, Fall 2005)<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


\nMedia Literacy: Introduction and Brief Background<\/p>\n

<\/span><\/p>\n\n\n\n
\n

Teachers may wish
\nto start by familiarizing older students with the general 5 Core
\nConcepts of media literacy:
\n1. all media are constructions
\n2. media are constructed using unique languages with their own set of
\nrules
\n3. media convey values and points-of-view
\n4. audiences negotiate meaning (different people see the same media
\nmessage differently)
\n5. media are primarily concerned with power and profit
\n(Source: Center for Media Literacy, http:\/\/www.medialit.org)<\/p>\n

General text recommendation:
\nMedia Literacy\u00a0 Reading the Visual and Virtual Worlds (Chapter 13, pp
\n336-349), in The English Teacher’s Companion A Complete Guide to
\nClassroom, Curriculum, and the Profession (3rd Ed) Jim Burke, Heinemann<\/p>\n

<\/span>
\nTeachingMediaLiteracy.com, Richard Beach, Teachers College Press<\/p>\n

Introduction to Media Literacy (Elements of Language, HRW)
\n
\nhttp:\/\/go.hrw.com\/eolang\/medialit\/<\/a><\/p>\n

Critical Thinking\/Critical Viewing Questions Students Should Consider:<\/span><\/p>\n

1. what do I need
\nto know in order to best understand how this was created and what it
\nmight mean?
\n2. who created this (message) photograph? (authorship)
\n3. why is the (message) here?\u00a0 (purpose)
\n4. in what ways might the image complement the text and vice versa?
\n5. who is most likely to see the (message) photograph? (audience)
\n6. what methods are used to make the (message) photo believable;
\ntrustworthy? (techniques)
\n7. is there something outside the frame I don\u2019t see? (omission)
\n8. can I make any assumptions about this (message) image?
\n9. where might I get additional info not contained in the (message)
\nimage? (research)
\n10. what does the producer\/creator\/photographer want me to think\/feel?
\n(knowledge, understanding)
\n11. how might others see this same (message) image differently from me?<\/p>\n

General text recommendation:
\nAsking The Right Questions: A Guide to Critical Thinking (8th<\/sup>
\nEd.) Prentice-Hall
\nAuthors: M. Neil Browne, Stuart M. Keely
\nCompanion website:
\n
\nhttp:\/\/wps.prenhall.com\/hss_browne_askingquest_8\/<\/a><\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n


\nStandards
\n7.6 The student will access and use information from a variety of sources.
\n7-6.6\u00a0 Select appropriate graphics, in print or electronic form, to support
\nwritten works, oral presentations, and visual presentations.<\/span><\/p>\n

7-6.7 Use a variety of
\nprint and electronic reference materials.<\/p>\n

Grade 8 Reading
\nUnderstanding and Using Informational Texts
\nStandard 8. 2\u00a0 <\/b>The student will read and comprehend a variety of
\ninformational<\/span>
\n<\/span><\/b>texts in print
\nand nonprint formats.
\n8-2.4 Create responses to informational texts through a variety of methods<\/span><\/p>\n

(for example, drawings,
\nwritten works, oral and auditory presentations, discussions, and media
\nproductions).<\/span><\/p>\n

8-2.5 Analyze the impact
\nthat text elements (for example, print styles and chapter headings) have on the
\nmeaning of a given informational text.<\/span><\/p>\n

8-2.6 Analyze information
\nfrom graphic features (for example, charts and graphs) in informational texts.<\/p>\n

<\/span><\/p>\n\n\n\n\n
\n

SC Textbook
\nCorrelation<\/span><\/p>\n<\/td>\n

\n

Websites (6-12)<\/span><\/p>\n<\/td>\n

\n

Texts (6-12)<\/span><\/p>\n<\/td>\n

\n

Videos (6-12)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Visuals &
\nGraphics, Interpreting
\nElements of Language, 2nd<\/sup> Course (HRW) pp 785-786<\/p>\n

Still Photography
\n(Chapter 12)
\nElements of Language, (HRW) Media Literacy & Communication Skills,
\npp 113-126<\/p>\n

Information Graphics<\/span><\/p>\n

(Chapter 10)
\nElements of Language, (HRW) Media Literacy & Communication Skills,
\npp 87-98<\/p>\n

Examining Photographs,
\np 580, American Pathways to the Present: Modern American History (2005,
\nPrentice Hall)<\/p>\n

Interpreting Images, p. 461, American Odyssey, The US in the 20th<\/sup>
\nCentury (1999, Glencoe-McGraw Hill)<\/span><\/p>\n<\/td>\n

\n

Teaching
\nStrategies: <\/b>Photography Project
\n(part of the series Teaching Multicultural Literature)
\n
\nhttp:\/\/www.learner.org\/channel\/workshops\/tml\/workshop8\/teaching3.html<\/a><\/span><\/p>\n

Reading A Photograph or a Picture
\n
\nhttp:\/\/wwwfp.education.tas.gov.au\/english\/vislit.htm<\/a><\/p>\n

Questioning Photographs
\n(a list of questions)
\n
\nhttp:\/\/www.frankwbaker.com\/questioning_photos.htm<\/a><\/span><\/span><\/p>\n


\nReading Photographs
\n(using questions to decode, evaluate, and understand photographic images
\n<\/span>
\n
\n
\nhttp:\/\/www.learnnc.org\/lp\/pages\/677<\/a><\/span><\/span><\/h3>\n


\nReading Media Photographs
\n<\/span>
\n
\n
\nhttp:\/\/www.noodletools.com\/debbie\/literacies\/newsmedia\/polphotos.html<\/a><\/span><\/span><\/h3>\n


\n
\nHow Framing Affects Understanding
\n
\nhttp:\/\/www.frankwbaker.com\/framing.htm<\/a><\/p>\n

Is Seeing Believing? (learning to question images)
\nthis site includes famous Civil War photograph and background
\n
\nhttp:\/\/www.frankwbaker.com\/isb.htm<\/a><\/p>\n

Photography: Be A Media Critic (Knowitall.org)
\n
\nhttp:\/\/www.knowitall.org\/sites\/artopia\/media\/artcritic\/photography\/index.html<\/a><\/p>\n

Sources for Photographic Images: Current News Images
\n
\nhttp:\/\/news.yahoo.com<\/a><\/p>\n

Documentary Photography & Film (from the series American Passages:
\nUnit 12 Migrant Struggle)
\n
\nhttp:\/\/www.learner.org\/amerpass\/unit12\/context_activ-2.html<\/a><\/p>\n

Library of Congress: photographic images from US History
\n
\nhttp:\/\/www.loc.gov\/rr\/print\/catalog.html<\/a><\/p>\n

History of SC Slide Collection (Knowitall.org)
\n
\nhttp:\/\/www.knowitall.org\/schistory\/<\/a><\/span><\/span><\/h3>\n


\n
\nCaroliniana Collections (Knowitall.org)
\n
\nhttp:\/\/www.knowitall.org\/caroliniana\/caroliniana.htm<\/a><\/span><\/span><\/h3>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n


\nReading Images (Chapter 7), from Illuminating Texts: How To Teach
\nStudents to Read the World, by Jim Burke, Heinemann<\/p>\n

Media Literacy\u00a0 Reading the Visual and Virtual Worlds (Chapter 13, pp
\n336-349), in The English Teacher’s Companion A Complete Guide to
\nClassroom, Curriculum, and the Profession (3rd Ed) Jim Burke, Heinemann<\/span><\/h3>\n


\n
\nVisual Literacy: Learn to See, See to Learn,<\/span><\/span>
\nLynell Burmark (ASCD)
\n
\n
\nhttp:\/\/shop.ascd.org\/productdisplay.cfm?productid=101226<\/a><\/span><\/span><\/span><\/h3>\n


\n
\nImage Matters: Visual Texts\u00a0In the Classroom
\n
\nhttp:\/\/shopdei.com\/amla\/catalog.php?product=45&parent<\/a>=<\/p>\n

Teaching the Visual Media, Peter Greenaway <\/i>(Jacaranda<\/span><\/span>
\nBooks, <\/b>
\nAustralia)<\/p>\n

Photos That Changed The World\u00a0 (Publisher: Presetl)
\n<\/span><\/span><\/p>\n

100 Photographs That Changed The World (Life Magazine)
\n
\nhttp:\/\/www.digitaljournalist.org\/issue0309\/lm_index.htm<\/a><\/span><\/p>\n

<\/p>\n

Moments: The Pulitzer Prize-Winning Photographs: A Visual Chronicle of
\nOur Time (Tess Press)<\/span><\/p>\n<\/td>\n

\n

ETV Streamline:<\/p>\n

<\/span>
\n
\n
\n
\nIntroduction: Photography and Visual Images<\/span><\/strong><\/a><\/span><\/b>\u00a0<\/span><\/span>\u00a0\u00a0<\/span>(00:54)
\n<\/span>Segment from the series: Lights, Camera, Education<\/span><\/p>\n


\n
\nOther videos:<\/p>\n

Documenting The Face of America (PBS special- airdate Aug 18, 2008)
\n
\nhttp:\/\/www.documentingamerica.org\/Home.html<\/a><\/p>\n

American Photography: A Century of Images (text and DVD; Shop PBS)<\/p>\n

Language of Photography (Films for the Humanities & Sciences)<\/p>\n

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

<\/p>\n

EDITORIAL CARTOONS
\n<\/span><\/b>Editorial
\ncartoons, in newspapers, magazines, and on the Internet, are another rich source
\nof visual material that students should be exposed to and understand. Like
\nphotographs, they can be \u201cread\u201d as visual texts in order to be better
\nunderstood. Not only should students analyze (read) editorial cartoons, they
\nshould also be given opportunities to create (produce) them as well.\u00a0 Author
\nbias, prior knowledge, symbolism, parody, humor, irony can come into play and
\nstudents can begin to identify these concepts via cartoons.<\/p>\n

Standard
\nGrade 8 Reading
\nUnderstanding and Using Informational Texts
\nStandard 8. 2\u00a0 <\/b>The student will read and comprehend a variety of
\ninformational texts in print and nonprint formats.<\/p>\n

From the standards: Students in grade eight read informational
\n(expository\/persuasive\/argumentative) texts <\/b>of the following types:
\nessays, historical documents, research reports, contracts, position papers (for
\nexample, persuasive brochures, campaign literature), editorials, letters to the
\neditor, informational trade books, textbooks, news and feature articles,
\nmagazine articles, advertisements, encyclopedia entries, reviews (for example,
\nbook, movie, product), journals, and speeches. They also read directions,
\nschedules, and recipes embedded in informational texts. In addition, they
\nexamine commercials, documentaries, and other forms of nonprint informational
\ntexts.<\/p>\n

8-2.4\u00a0 Create responses to informational texts through a variety of methods<\/span><\/p>\n

(for example, drawings,
\nwritten works, oral and auditory presentations, discussions, and media
\nproductions).<\/span><\/p>\n

8-2.5 Analyze the impact
\nthat text elements (for example, print styles and chapter headings) have on the
\nmeaning of a given informational text.<\/span><\/p>\n

8-2.6 Analyze information
\nfrom graphic features (for example, charts and graphs) in informational texts.<\/span><\/p>\n

8-2.7 Identify the use of
\npropaganda techniques (including card stacking, plain folks, and transfer) in
\ninformational texts.<\/p>\n

<\/span><\/p>\n\n\n\n\n
SC Textbook
\nCorrelation (6-12)<\/span><\/td>\n		Recommended
\nWebsites (6-12)<\/span><\/td>\n		Other Text
\nRecommendations (6-12)<\/span><\/td>\n<\/tr>\n

\nInterpreting Political Cartoons,
\n(many scattered throughout the text) Magruder’s American Government
\n(2005 Prentice Hall)<\/p>\n

Editorial Cartoons, pp. 683;797 in World History: Connections To Today<\/p>\n

(2005 Prentice Hall)<\/p>\n

Interpreting Political Cartoons (various scattered through the text)
\nUS Government: Democracy In Action (2006, Glencoe)<\/p>\n

Up for adoption: 2008<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media (DVD Chapter: Editorial
\nCartoons) McDougal-Littell<\/p>\n

<\/span><\/td>\n

\n

Daryl Cagle’s
\nEditorial Cartoons\u00a0\u00a0(see also Teacher’s Guide)
\n
\n
\nhttp:\/\/cagle.msnbc.com\/<\/a><\/p>\n

Robert Arial (The State newspaper)
\n
\nhttp:\/\/www.cagle.com\/politicalcartoons\/PCcartoons\/arial.asp<\/a>
\n<\/span><\/span>
\nAnalyzing Editorial Cartoons
\n
\n
\nhttp:\/\/712educators.about.com\/cs\/edcartoons\/a\/edcartoons.htm<\/a><\/span><\/span><\/p>\n

Analyzing Editorial Cartoons
\n(pdf) Chapter 7 Persuasion
\n(Holt, Rinehart, Winston)
\n
\nhttp:\/\/web.archive.org\/web\/20060902015226\/http:\/<\/a>
\n
\ngo.hrw.com\/elotM\/0030526671\/student\/ch07\/lg1407284_287.pdf<\/a><\/p>\n

<\/span><\/p>\n

Cartoon Analysis
\nWorksheet
\n(Library of Congress)
\n
\n
\nhttp:\/\/www.archives.gov\/education\/lessons\/worksheets\/cartoon.html<\/a><\/span><\/span>
\n
\n<\/span><\/u>Learning By Cartooning:
\n<\/span>Lesson plans & links for teachers
\n<\/span>
\n
\nhttp:\/\/www.learningbycartooning.org\/<\/a><\/span><\/span>
\n<\/p>\n

<\/a><\/span>Using Editorial Cartoons to Teach about Elections
\n<\/span>(Education World)
\n
\n
\nhttp:\/\/www.educationworld.com\/a_curr\/curr210.shtml<\/a><\/p>\n

<\/b>Lesson Plan
\n<\/span><\/span><\/span>
\n
\nReadWriteThink: Lesson Plan: Analyzing the Stylistic Choices of
\nPolitical Cartoons<\/span>
\n
\n
\nhttp:\/\/www.readwritethink.org\/lessons\/lesson_view.asp?id=923<\/span><\/a><\/span><\/strong>
\n<\/span><\/p>\n

 <\/td>\n

Analyzing
\nPolitical Cartoons
\nChapter 8, pp. 179-183, from
\nBuilding Literacy in Social Studies (ASCD, 2007)<\/p>\n

The Best Political Cartoons of the Year, 2008 Edition
\n
\nhttp:\/\/cagle.msnbc.com\/news\/BookPromo\/<\/a>\u00a0 (earlier editions also
\navailable)<\/span><\/p>\n

<\/p>\n

Growing Up Cartoonist in the Baby-Boom South: A
\nMemoir and Cartoon Retrospective (Kate Salley Palmer) Warbranch Press
\n
\nhttp:\/\/www.warbranchpress.com\/cartoonist.html<\/a><\/p>\n

<\/span>Dr. Seuss Goes to War: The WW II Cartoons of Theodor Seuss Geisel,
\nNew Press (2001)<\/p>\n

Herblock: A Cartoonist’s Life,
\nThree Rivers Press<\/span> (1998)<\/p>\n

Arial View, The State Newspaper (1990)
\n<\/span><\/span><\/h3>\n

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


\n<\/span><\/p>\n

\u00a0<\/span><\/p>\n


\n<\/span><\/p>\n

ADVERTISING: COMMERCIALS
\n<\/span><\/b>Moving images,
\nsuch as televised\/streamed commercials, offer rich material for young people to
\nstudy. They contain \u201ctechniques of persuasion\/propaganda\u201d which are also found
\nin everyday life, not just advertising. \u00a0Every day, we are exposed to literally
\nthousands of messages, many of which are advertising and marketing. From toy ads
\nto political candidate messages, to car and food ads: all are easily accessible
\nvia television and the web.\u00a0 These ads can be analyzed (read) and created
\n(produced) by students. Like print advertisements, commercials offer teachers a
\nchance to help young people better understand \u201cmedia literacy\u201d as well as the
\n\u201ctechniques of persuasion\/propaganda\u201d and the \u201clanguage of television ads.\u201d If
\nyou have the equipment and know how, students can also be encouraged to create
\nactual commercials. If you don\u2019t have it, your students can still create their
\nown scripts and storyboards.<\/p>\n

Elementary Standards
\nReading: Understanding and Using Informational Texts
\nGrade 5
\nStandard 5-2 <\/span>The
\nstudent will read and comprehend a variety of informational texts in print and
\nnonprint formats.<\/span><\/p>\n

<\/span><\/p>\n\n\n\n
\n
\n

Students in
\ngrade five <\/span>
\nread <\/b>
\ninformational (expository\/persuasive\/argumentative) texts of the
\nfollowing types: essays, historical documents, informational trade
\nbooks, textbooks, news and feature articles, magazine articles,
\nadvertisements<\/b>, encyclopedia entries, reviews (for example,
\nbook, movie, product), journals, and speeches. They also read
\ndirections, maps, time lines, graphs, tables, charts, schedules,
\nrecipes, and photos embedded in informational texts. In addition,
\nthey examine commercials<\/b>, documentaries, and other forms of
\nnonprint informational texts<\/b>.<\/span><\/p>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n

<\/span><\/p>\n\n\n\n\n
\n

SC Textbook
\nCorrelation<\/span><\/p>\n<\/td>\n

\n

Texts (grades 3-5)<\/span><\/p>\n<\/td>\n

\n

Websites (grades
\n3-5)<\/span><\/p>\n<\/td>\n

\n

Videos (Grades
\n3-5)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0NA<\/span><\/p>\n<\/td>\n

\n

The Berenstain
\nBears and the Trouble with Commercials (HarperCollinsChildrens)
\nApril 2007)<\/p>\n

Made You Look: How Advertising Works And Why You Should Know (Annick
\nPress)
\n
\nhttp:\/\/206.186.83.77\/catalog\/catalog.aspx?Title=Made+You+Look<\/a>
\nalso
\n
\nhttp:\/\/www.annickpress.com\/madeyoulook\/index.htm<\/a><\/p>\n

Advertising: Media Wise,
\nby Julian Petley,
\n(Smart Apple Media, 2004)<\/p>\n

<\/span><\/p>\n<\/td>\n

Buy Me That: How
\nTV Toy Commercials Hook Kids (SDE Lesson Plan)
\n
\nhttp:\/\/ed.sc.gov\/agency\/offices\/cso\/<\/a>
\n
\nstandards\/ela\/Grades3-5ToyCommercials.doc<\/a>
\n<\/span>
\nFood Ad
\nDeconstruction
\n(learn how to read, analyze, deconstruct print ads from magazines)
\n
\nhttp:\/\/www.frankwbaker.com\/<\/a>
\n
\nfoodaddeconstructions.htm<\/a><\/p>\n

Lesson Plan: Food Ad Tricks (how food stylists make food look good for
\nTV)
\n
\nhttp:\/\/www.frankwbaker.com\/<\/a>
\n
\nfood_ad_tricks.htm<\/a>
\n<\/p>\n

<\/b>Don\u2019t Buy It (PBS Kids)
\n
\nhttp:\/\/pbskids.org\/dontbuyit<\/a><\/span><\/td>\n

\n

Streamline videos:<\/p>\n

LifeSkills 101-Media Wise (Slim Goodbody)<\/p>\n

Advertising (4:23) segment from Discovering Language Arts: Viewing \u00a0<\/u>
\n<\/span>This
\nsegment presents a student-made cereal commercial and analyzes the
\ncommercial’s advertising techniques. A follow-up activity asks students
\nto create a commercial about a food or clothing item they enjoy.
\n(Teacher Guide Available)<\/p>\n

Other videos
\n(available for purchase)
\nTV Planet
\n
\nhttp:\/\/www.rmpbs.org\/resources\/files\/programs\/kids\/tv_planet\/index.html<\/a><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/p>\n

Standards
\n<\/b>Grade 6 Writing
\nProducing Written Communication In A Variety of Forms
\n6-5.4 Create persuasive writings (for example: print advertisements and
\ncommercial scripts) that develop a central idea with supporting evidence and use
\nlanguage appropriate for the specific audience.<\/p>\n

Grade 6 Reading
\n<\/span>Standard 6.2 The
\nstudent will read and comprehend a variety of informational texts in print and
\nnonprint formats.<\/span>
\n<\/span>6- 2.9 Identify
\npropaganda techniques (including testimonials and bandwagon) in informational
\ntexts.<\/span>
\n<\/span>7-2.7 Identify the
\nuse of propaganda techniques (including glittering<\/span>
\n<\/span>generalities and
\nname calling) in informational texts.<\/span>
\n8-2.7 <\/span>Identify the
\nuse of propaganda techniques (including card stacking, plain folks, and
\ntransfer) in informational texts.
\nE12.7\u00a0 Analyze propaganda techniques in informational texts.<\/span><\/p>\n


\nNote: <\/b>items in red <\/span>added after SCDE document
\nwas published<\/span><\/p>\n\n\n\n\n
\n

SC Textbook
\nCorrelations<\/span><\/p>\n<\/td>\n

\n

Videos
\n(Grades 6-12)<\/span><\/p>\n<\/td>\n

\n

Websites
\n(grades 6-12)<\/span><\/p>\n<\/td>\n

\n

Texts\/Periodicals
\n(Grades 6-12)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

Up for Adoption
\n2008:<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media (DVD Chapter: Star Wars-
\nEpisode III Ads) McDougal-Littell<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media (DVD Chapter:
\nDaisy\/America\u2019s Back) McDougal-Littell<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media (DVD Chapter: Advertising In
\nThe Jazz Age) McDougal-Littell<\/span><\/p>\n<\/td>\n

\n

ETV Streamline:
\n<\/u><\/i>Advertising Images (4:24) segment from Discovering Language
\nArts: Viewing.\u00a0 <\/span>
\nTelevision and
\nfilm are full of images meant to convey a viewpoint, through which media
\nprofessionals attempt to appeal to people’s interests and desires.
\nImages of attractive people can be used as tools to sell clothing,
\nbeauty products, and athletic wear. (Teacher Guide available)<\/p>\n

Ad-Libbing
\nIt<\/span><\/strong> <\/u><\/i><\/b>(22:03)<\/span><\/p>\n

Ad-Libbing It is
\nan irreverent look at how advertisers try to hook young people on
\ncigarettes and alcohol.<\/p>\n

The Role of Television Advertising In Presidential Elections (1:10)<\/p>\n


\n
\n
\n
\nSkills for Healthy Living: Analyzing Media Influences<\/span><\/strong><\/a>
\n<\/b>(27:35)<\/span><\/p>\n

Understand how
\ndifferent media affect the way we feel about ourselves and influence the
\nhealth choices we make.<\/span><\/p>\n


\n
\n<\/span><\/b>English
\nComposition: Writing for An Audience
\n<\/u><\/i>(streamed online)
\nProgram Title:
\n#17 Persuasion
\n
\nhttp:\/\/www.learner.org\/resources\/series128.html<\/a>
\nAvailable from ITV: (contact your media specialist or DELC operator)
\nVoices in Democracy HS Edition Program #10 Media & Elections<\/p>\n

Other Videos (Online and Available or purchase)<\/p>\n

TV Confidential
\n(Grades 6-8)
\n
\nhttp:\/\/www.rmpbs.org\/resources\/files\/programs\/kids\/tv_confidential\/index.html<\/a><\/p>\n

Selling Children: How Media Affects Kids (Connect With Kids)
\n
\nhttp:\/\/www.connectwithkids.com\/products\/sellingchildren.shtml<\/a><\/span><\/p>\n


\nMerchants of Cool\u00a0FRONTLINE\/PBS (streamed online)
\n
\nhttp:\/\/www.pbs.org\/wgbh\/pages\/frontline\/shows\/cool\/<\/a><\/p>\n

The Persuaders
\nFRONTLINE\/PBS
\n(streamed online)
\n
\nhttp:\/\/www.pbs.org\/wgbh\/pages\/frontline\/shows\/persuaders\/<\/a><\/span><\/p>\n<\/td>\n

\n

Scriptwriting In
\nThe Classroom (PSAs, Commercials, News, Film)
\n
\nhttp:\/\/www.frankwbaker.com\/scriptwriting_in_the_classroom.htm<\/a><\/p>\n

Print Advertisement
\n(HRM Elements of Language)
\n
\nhttp:\/\/go.hrw.com\/eolang\/medscope\/module2.htm<\/a><\/span><\/p>\n


\n
\n<\/span><\/b>
\n
\nTechniques of persuasion:<\/span>
\n<\/span>
\nDeconstructing an Advertisement (Media Education Foundation)
\n
\nhttp:\/\/www.mediaed.org\/handouts\/pdfs\/DeconstructinganAd.pdf<\/a><\/p>\n

Propaganda
\n
\nhttp:\/\/www.propagandacritic.com\/<\/a><\/p>\n

The Language of Advertising Claims
\n
\nhttp:\/\/sunset.backbone.olemiss.edu\/~egjbp\/comp\/ad-claims.html<\/a><\/p>\n

Analyzing Presidential Candidates TV Commercials
\n
\nhttp:\/\/www.frankwbaker.com\/media_politics.htm<\/a><\/p>\n

Political TV Advertisement (HRW, Elements of Language)
\n
\nhttp:\/\/go.hrw.com\/eolang\/medscope\/module1.htm<\/a><\/span><\/p>\n

<\/p>\n

Critical Television Viewing Skills<\/span>
\n
\n
\nhttp:\/\/www.frankwbaker.com\/critical_tv_viewing.html<\/span><\/a><\/p>\n

The Language of
\nTV\/Film: (techniques of video production)
\n
\nhttp:\/\/www.frankwbaker.com\/tvl.htm<\/a><\/span><\/p>\n


\nThe Grammar of TV & Film
\n
\nhttp:\/\/www.aber.ac.uk\/media\/Modules\/TF33120\/<\/a><\/span><\/p>\n


\nSemiotics & Conventions of Television
\n
\nhttp:\/\/130.18.140.19\/mmsoc\/chapter5.html<\/a><\/span><\/p>\n


\nStoryboarding
\n
\nhttp:\/\/torres21.typepad.com\/flickschool\/2007\/12\/storyboard.html<\/a><\/p>\n

Create a Storyboard (Knowitall.org)
\n
\nhttp:\/\/www.knowitall.org\/sites\/artopia\/media\/studio\/storyboard\/index.html<\/a><\/span><\/p>\n


\nBlank Storyboard form:
\n
\nhttp:\/\/www.frankwbaker.com\/Blank_Storyboard_Form.pdf<\/a><\/span><\/p>\n<\/td>\n

\n

Texts:
\nMedia Literacy: Thinking Critically
\nAbout Advertising, <\/span>
\n
\nPublisher: J Weston Walch
\n
\nhttp:\/\/www.walch.com\/product\/909<\/a><\/p>\n

Made You Look: How Advertising Works And Why You Should Know (Annick
\nPress)
\n
\nhttp:\/\/206.186.83.77\/catalog\/catalog.aspx?Title=Made+You+Look<\/a>
\nalso
\n
\nhttp:\/\/www.annickpress.com\/madeyoulook\/index.htm<\/a><\/p>\n

Identifying Propaganda Techniques in Political Ads
\npp 175-178
\nBuilding Literacy in Social Studies (2007, NCSS)<\/span><\/p>\n

Political Campaigns & Political Advertising: A Media Literacy
\nGuide,Greenwood Press, November 2008
\n
\nhttp:\/\/www.greenwood.com\/catalog\/GR4755.aspx<\/a><\/span><\/p>\n


\n<\/p>\n

<\/span><\/b>
\nAdvertising: Opposing Viewpoints
\nPublisher: Greenhaven Press<\/p>\n

Periodicals <\/b>
\n(also available online):<\/p>\n

Advertising Age
\n
\nhttp:\/\/www.adage.com<\/a><\/p>\n

Ad Week
\n
\nhttp:\/\/www.adweek.com<\/a><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


\nMotion Pictures: Understanding the Language of Film
\n<\/b>Students love the movies and for the most part can talk intelligently about
\nthem. But many students don\u2019t fully understand that films are also texts, which
\nneed to be read too. Films are rich texts with many layers to study and
\nappreciate. Even elementary students should be asked: how are films made? Film
\nmakers have at their disposal a number of technical\/production tools that
\ncomprise the languages of film: cameras, lights, sound\/music, editing, set
\ndesign, etc. Students should be encouraged not only to analyze (deconstruct)
\nfilms, but also to create and produce their own PSAs, videos, or films (provided
\nyour school has video production and editing capability.) Photo Story 3
\n(Windows) is free, user-friendly software that allows students to create their
\nown productions by adding narration or sound to their images\u2014thus making a
\n\u201cmovie.\u201d \u00a0iMac computers come fully loaded with easy-to-use movie creating
\nsoftware. If you don\u2019t have access to software, students can still create
\nscripts, screenplays and storyboards for visual productions. Students can also
\nlearn how to write film reviews.<\/p>\n

Elementary Standards<\/span><\/p>\n

Grade 3 Research
\nApplying the Skills of Inquiry & Oral Communication
\n3-6.2 Use print sources (for example, books, magazines, charts, graphs,
\ndiagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint
\nsources (for example, pictures, photographs, video, and television) to access
\ninformation.<\/p>\n

5.1\u00a0 The student will read and comprehend a variety of literary texts in print
\nand nonprint formats.<\/p>\n

<\/span><\/p>\n\n\n\n\n
\n

SC Textbook
\nCorrelation<\/span><\/p>\n<\/td>\n

\n

Websites (3-5)<\/span><\/p>\n<\/td>\n

\n

Texts\/Periodicals
\n(3-5)<\/span><\/p>\n<\/td>\n

\n

Video (3-5)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n

\u00a0NA<\/span><\/p>\n<\/td>\n

\n

Teacher\u2019s Guide to
\nMaking Student Movies (Scholastic)
\n
\nhttp:\/\/content.scholastic.com\/browse\/article.jsp?id=6758<\/a><\/p>\n

How We Make A Movie
\n(Pixar Animation)
\n
\nhttp:\/\/www.pixar.com\/howwedoit\/index.html<\/a><\/span><\/p>\n


\nMedia Arts Studio<\/span><\/p>\n

(Knowitall)
\n
\nhttp:\/\/www.knowitall.org\/sites\/artopia\/media\/studio\/index.html<\/a><\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

Texts:
\nComing Distractions: Questioning Movies (Capstone Press: 2007
\nFactFinders Media Literacy series)\u00a0
\n<\/p>\n

<\/span><\/span>What Is Art? Movies
\nAge Level: 04-08
\nBarron’s Educational Series (February 2004)<\/span><\/p>\n

<\/span>Film: Media
\nWise
\n(Smart Apple Media 2004)
\n<\/span>
\nPeriodical:
\nReeling With
\nWords (Writing Magazine, Feb\/March 2007)<\/span><\/span><\/span><\/p>\n<\/td>\n

\n

Available for
\npurchase<\/p>\n

<\/span><\/p>\n

Making Grimm
\nMovies (companion to From The Brothers Grimm series by Davenport Films)
\nsixty-minute video divided into three parts
\n
\nhttp:\/\/www.davenportfilms.com\/pages\/main_mgmpage.html<\/a><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


\nStandard
\nGrade 6 Reading
\n<\/span>Standard 6. 2
\n<\/b>The student will read and comprehend a variety of informational<\/span><\/p>\n

texts in print and
\nnonprint formats.
\nUnderstanding and Using Informational Texts
\n6-2.4 Create responses to informational texts through a variety of methods<\/span><\/p>\n

(for example, drawings,
\nwritten works, oral and auditory presentations, discussions, and media
\nproductions).<\/p>\n

Grade 8 Reading
\nUnderstanding and Using Informational Texts
\nStandard 8. 2\u00a0 <\/b>The student will read and comprehend a variety of
\ninformational texts in print and nonprint formats.<\/p>\n

From the standards: Students in grade eight read informational
\n(expository\/persuasive\/argumentative) texts of the following types: essays,
\nhistorical documents, research reports, contracts, position papers (for example,
\npersuasive brochures, campaign literature), editorials, letters to the editor,
\ninformational trade books, textbooks, news and feature articles, magazine
\narticles, advertisements, encyclopedia entries, reviews (for example, book,
\nmovie<\/b>, product), journals, and speeches. They also read directions,
\nschedules, and recipes embedded in informational texts. In addition, they
\nexamine commercials, documentaries<\/b>, and other forms of nonprint
\ninformational texts.<\/p>\n

<\/span><\/p>\n\n\n\n\n
\n


\nSC Textbook Correlation
\n(6-12)<\/span><\/h2>\n<\/td>\n

\n

\u00a0<\/span><\/p>\n

Video Resources
\n(6-12)<\/span><\/p>\n<\/td>\n

\n


\nOther Book Recommendations (6-12)<\/span><\/p>\n<\/td>\n

\n


\nWebsite resources
\n(6-12)<\/span><\/p>\n<\/td>\n<\/tr>\n

\n


\nMotion Picture Photography (Chapter 13)
\nElements of Language,
\nMedia Literacy & Communication Skills
\npp 127-136<\/span>
\n<\/span>
\n<\/p>\n

Literature\u00a0 Grade\u00a0 6,7, 8 (McDougal Littell)
\n(pp 150-151 Media Studies: Plot & Setting in Film)<\/p>\n

Literature\u00a0 Grade 9, 10
\n(McDougal Littell)
\n(pp 130-131 Media Studies: Creating Suspense In Film)<\/p>\n

Up For Adoption: 2008:<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media (DVD Chapter: Sister of the
\nTraveling Pants; Whalerider)
\nMcDougal-Littell<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media (DVD Chapter: Lord of the
\nRings; The Cask of Amontillado;
\nThe Birds; Romeo & Juliet) McDougal-Littell<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media (DVD Chapter: Apollo 13;
\nFinding Forrester) McDougal-Littell<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media
\n(DVD Chapter: The Crucible; An Occurrence at Owl Creek Bridge) McDougal-Littell<\/p>\n

Media Smart\u00a0 Strategies for Analyzing Media (DVD Chapters: Camelot\/King
\nArthur; MacBeth; Gulliver\u2019s Travels) McDougal-Littell<\/span><\/p>\n

<\/span><\/h2>\n

\u00a0<\/span><\/h1>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

ETV Streamline<\/p>\n

<\/u><\/i>The Power of Film; Visual Literacy two segments from the series
\nLights, Camera, Education<\/i> (Background on this series can be found
\nat the American Film Institute\u2019s website:
\n
\nhttp:\/\/www.afi.edu\/intro\/lce.aspx<\/a><\/p>\n

Fear Factor: Film Techniques;
\nThe Medium is the Message: Film Style and Subject Matter\u2014<\/i>segments
\nfrom Discovering Language Arts: Viewing (Grades 9-12)<\/span><\/p>\n<\/td>\n

\n

FILM: Media Wise,
\nby Julian Petley,
\n(Smart Apple Media, 2004)<\/p>\n

How To Read A Film, James Monaco
\n
\nhttp:\/\/readfilm.com\/books.htm<\/a><\/p>\n

How to Read A Film (DVD)
\n
\nhttp:\/\/readfilm.com\/HTRDVD.html<\/a>
\n<\/b>
\nThe Director in the Classroom How Filmmaking
\nInspires Learning
\n
\nhttp:\/\/www.thedirectorintheclassroom.com\/book4.php<\/a><\/span><\/span><\/p>\n


\nFilmmaking for Teens: Pulling Off Your Shorts
\nby Troy Lanier\u00a0and Clay Nichols\u00a0 Michael Wiese Productions<\/p>\n

Girl Director A How-To Guide for the First-Time,\u00a0 Flat-Broke Film and
\nVideo Maker, Ten Speed Press<\/p>\n

Making Short Films<\/span>
\n(includes DVD)
\nISBN 1-58115-444-5 Allworth Press<\/p>\n

Reading in the Reel World: Teaching Documentaries and Other Nonfiction
\nTexts
\n(NCTE)
\n
\nhttp:\/\/www.ncte.org\/store\/books\/124789.htm<\/a><\/p>\n

<\/span><\/span>Great Films and\u00a0How to Teach Them (NCTE)
\n
\nhttp:\/\/www.ncte.org\/store\/books\/117911.htm<\/a><\/p>\n

Reading In The Dark: Using Film As A Tool in The English Classroom (NCTE)
\n
\n
\nhttp:\/\/www.ncte.org\/store\/books\/media\/106296.htm<\/a><\/span><\/span><\/span><\/p>\n


\n
\n<\/span><\/b>Reel
\nConversations: Reading Films with Young Adults
\n<\/span>
\n
\n
\nhttp:\/\/www.amazon.com\/Reel-Conversations-Reading-Adults-Literature\/dp\/0867093773<\/a><\/p>\n

Periodicals:<\/p>\n

Student Filmmakers
\n
\nhttps:\/\/www.studentfilmmakers.com\/store\/customer\/home.php?cat=248<\/a><\/p>\n

Total Film
\n
\nhttp:\/\/www.totalfilm.com<\/a><\/span><\/span><\/p>\n


\n
\nScript Magazine
\n
\nhttp:\/\/www.scriptmag.com\/<\/a><\/span><\/span><\/p>\n


\n\u00a0<\/span><\/span><\/p>\n


\n
\nAmerican Cinematographer
\n
\nhttp:\/\/www.theasc.com\/<\/a><\/p>\n

Screen Education (Australia)
\n
\nhttp:\/\/www.metromagazine.com.au\/screen_ed\/index.html<\/a><\/span><\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n

\n

Teacher\u2019s Guide:
\nAcademy Award Series
\n
\nhttp:\/\/www.oscars.org\/teachersguide\/index.html<\/a><\/p>\n

Film Production:
\nBe A Media Critic
\n(Artopia: Knowitall.org)
\n
\nhttp:\/\/www.knowitall.org\/sites\/artopia\/media\/artcritic\/film\/index.html<\/a><\/p>\n

Cinema: How Hollywood Films Are Made (Annenberg)
\n
\nhttp:\/\/www.learner.org\/interactives\/cinema\/<\/a><\/span><\/p>\n


\nLights, Camera, Education (AFI)
\n
\nhttp:\/\/www.afi.edu\/intro\/lce.aspx<\/a>\u00a0 (also available via ETV
\nStreamline)<\/p>\n

American Cinema (multipart series\/ streamed on-line)
\n
\nhttp:\/\/www.learner.org\/resources\/series67.html<\/a><\/p>\n

Documentary
\nPhotography & Film
\n(from the series American Passages: Unit 12 Migrant Struggle)
\n
\nhttp:\/\/www.learner.org\/amerpass\/unit12\/context_activ-2.html<\/a><\/span><\/span><\/p>\n

The Story of Movies
\n
\nhttp:\/\/www.storyofmovies.org\/<\/a><\/span><\/p>\n


\nIFC Film School:
\n
\nhttp:\/\/filmschool.ifc.com\/index.jsp<\/a><\/p>\n

<\/b>Lesson Plan:
\nLights, Camera, Action…Music: Critiquing Films Using Sight and Sound<\/p>\n

(Read, Write, Think)
\n
\nhttp:\/\/www.readwritethink.org\/lessons\/lesson_view.asp?id=863<\/a><\/p>\n

Scriptwriting In The Classroom (resource covers scriptwriting and
\nstoryboarding of PSAs, Commercials, News, Film)
\n
\nhttp:\/\/www.frankwbaker.com\/scriptwriting_in_the_classroom.htm<\/a><\/p>\n

Writing About Film
\n
\nhttp:\/\/www.dartmouth.edu\/~writing\/materials\/student\/humanities\/film.shtml<\/a><\/p>\n

How to Write A Movie Review
\n
\nhttp:\/\/www.howtodothings.com\/hobbies\/a2206-how-to-write-a-movie-review.html<\/a><\/span><\/p>\n


\nMovie Trailers as Persuasive Texts
\n
\nhttp:\/\/www.frankwbaker.com\/movie_trailers_as_persuasion.htm<\/a>
\n
\n<\/span><\/b>Using Documentaries in The
\nClassroom
\n
\nhttp:\/\/www.frankwbaker.com\/using_docs_in_the_classroom.htm<\/a><\/span><\/span><\/span><\/p>\n

\u00a0<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n


\n\u00a0<\/span><\/span><\/p>\n


\nNote: the author maintains the Media Literacy Clearinghouse web site,
\n
\nwww.frankwbaker.com<\/a> at which teachers can locate additional resources\/lesson
\nplans\/activities\/books related to all of the above topics.<\/span><\/b><\/p>\n

 <\/p>\n

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

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