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Digital Storytelling: Writing, Media Literacy, and the Common Core (Tapestry)
Transcript of Digital Storytelling: Writing, Media Literacy, and the Common Core (Tapestry)
and the Common Core comprehend, evaluate, synthesize Common Core
Pyramid critical reading close, attentive read reasoning and
use of evidence http://www.snopes.com/disney/films/lemmings.asp Pre-assessment -- Real Bugs
What does it mean to be cool?
What makes a girl cool?
What makes a boy cool?
How does the media shape our thinking? Post-assessment -- Writing About Advertising
What it means to be cool according to popular media?
How are school and science portrayed? Give evidence in language, in images, and in music.
What direct and indirect messages do these advertisers send to children?
According to this advertisement, what do boys have to do to be cool? What are the implications of this message? Media Literacy Lemmings--Critical Analysis Resources
Project Look Sharp -- Ithaca College's media literacy curriculum http://www.ithaca.edu/looksharp/
Campaign Commercials 1952- 2012 http://www.livingroomcandidate.org/
Frontline Special -- The Merchants of Cool http://www.pbs.org/wgbh/pages/frontline/shows/cool/
Pathways to the Common Core by Lucy Calkins, Mary Ehrenworth, and Christopher Lehman
Alan November's Information Literacy -- http://novemberlearning.com
http://todaysmeet.com/Tapestry Writing Post-assessment -- Writing
How can you decide if a source is reliable?
Why do "urban legends" persist?
What responsibility do you have to portray the truth in a media message?
Reflect on the influence of the media on people’s beliefs about science and about the real world. Presidential Campaign Ads -- Critical Analysis
playing on emotions
the use of language
analyzing cinematic production Understand precisely...
assess the veracity Cite specific evidence Evaluate other points
of view critically to build critical analysis skills Media as "complex text"
or "layers of meaning":
camera angles Teaching -- the "close read"
What did you notice about the music?
How about the voiceover that described the boys and the bugs? What was it like? Was it different for the two groups? In what way?
Were there any differences in race or ethnicity between the groups?
What were the messages about science? Girls? Boys? Dads?
What about the pace and camera angles? Where can you look for better answers? Pre-assessment --
What does the media tell you about lemmings?
Cartoons, movies, video games -- how can you judge their accuracy? Teaching -- Critical Analysis
production techniques -- camera angles, music, lighting, voiceover, pace
challenging popular beliefs
science and pop culture http://www.ithaca.edu/looksharp/?action=webresources_websites#criteria craft and structure text complexity integration of knowledge and ideas central ideas logical inferences using Media Literacy to build critical analysis skills key ideas and meaning Post - assessment:
Writing to Explain
Which campaign advertisement is most effective? Give evidence to support your thinking. Remember to look at emotion, persuasion, truth and style.
Writing to Persuade
What techniques could you use to persuade voters? How would you do this in your own commercial? Close, Attentive Read
Reasoning and Use of Evidence
Comprehend, Evaluate, Synthesize
Understand Precisely….Question…Assess the Veracity
Cite Specific Evidence
Evaluate Other Points of View Critically
Integration of Knowledge and Ideas
Key Ideas and Meaning
Craft and Structure
Using Media Literacy to Build Critical Analysis Skills Pre-assessment:
Are campaign ads hurtful or helpful to the election process? Explain you thinking. THANK YOU http://novemberlearning.com/resources/information-literacy-resources/ Dihydrogen Monoxide
http://www.stormfront.org/forum/ http://www.bigredhair.com/robots/index.html http://www.easywhois.com/ http://archive.org/index.php Storytelling http://animoto.com/
http://www.mediaconverter.org/ Evaluating Websites Viewing Questions -- Damming
1.) What messages are given concerning the reasons for building dams?
2.) What messages are given concerning the impact of dams on people and the environment?
3.) What values are implied concerning the use of water as a resource? Give evidence.
4.) What is left out of this message that might be important to know? Post Assessment
Who were the target audiences for each clip? How do you know?
Reflect on the choices for different persuasive techniques used in these films—black and white vs. color film, soundtrack and voice over selections, still photographs vs. moving images.
How might different people interpret these messages in very different ways?
Are these messages fact, opinion or something else? »
How does the time period in which each film was made inform its content?
How do these sponsoring organizations impact the message? http://incompetech.com/music/royalty-free/ http://freeplaymusic.com/ http://cooltoolsforschools.wikispaces.com/