Unit 11: Reading – Media Literacy; Writing – Writing Process; Literary Texts /
Suggested Time Frame: ≈ 1 weeks (continued into 4th 9 weeks for 2 weeks)
Introduction / The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909), breaks down the content of each nine-week period into smaller, more manageable units of instruction. Each timeline includes opportunities for teachers to extend instruction and/or to re-teach as necessary; this unit has ______Instructional Days and ______Days to re-teach and/or extend Instruction.
The following Texas Essential Knowledge and Skills (TEKS), the accompanying Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this document where they should be taught initially; it is the expectation that the TEKS, KSSs, and SEs will continue to be reviewed so that students master their grade level TEKS, KSSs, and SEs. Figure 19 appears recursively throughout these documents because the TEKS/SEs serve to support the instruction of Figure 19.
Description / Media Literacy
The purpose of this unit on media literacy is to help students understand that media literacy is how messages are sent to large groups of people. Students will explore different forms of media such as print media and digital media. Students will learn to comprehend the conventions associated with print media versus digital media so that they can be more skilled at reading and comprehending the various forms. Students will also learn about the various purposes of communicating with large groups of people: to inform people, to entertain people, to give provide access to the latest news, etc.
Literary Texts
Students will focus on writing literary texts. By incorporating computers, students will have opportunities to put use some of the conventions of media literacy by exploring graphics, and publishing to a wiki or class website.
Assured Experiences
Throughout the unit, students experience:
· Daily opportunities to read and write in a workshop format, as defined in the Introduction of the Texas Essential Knowledge and Skills;
· Opportunities to read for a minimum of 20 minutes per day in both independent and instructional level text;
· Teachers modeling reading strategies and comprehension techniques for students daily; and
· Reading a variety of genres throughout the course of the unit, in addition to the focus genre(s) (i.e. through read-alouds, guided reading groups, independent reading, cross-curricular reading experiences, etc.).
Suggested Pacing
Week 1:
[continues in Unit 12]
Reading Workshop / Writing Workshop
TEKS/SE taught during this period and eligible for testing on district assessments
Bold and underlined TEKS/SE are high stakes for our district (less than ___% mastery on TAKS)
Bold TEKS/SE are assessed on TAKS / Reading TEKS/SEs
Daily:
Fig. 19(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension (same as 1.4(C))
Fig. 19(B) ask literal questions of text
Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud)
Daily: Independent Reading & Guided Reading
1.12(A) read independently for a sustained period of time
Reading Strategies
1.4(A) confirm predictions about what will happen next in text by “reading the part that tells”
1.4(B) ask relevant questions, seek clarification, and locate facts and details
about stories and other texts / Writing TEKS/SEs
Daily: Writing Process
1.17(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas)
1. 17(B) develop drafts by sequencing ideas through writing sentences
1.17(C) revise drafts by adding or deleting a word, phrase, or sentence
1.17(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric
1.17(E) publish and share writing with others
Unit: Media Literacy
KSS 1.16 – use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning
Fig. 19(B) ask literal questions of text
Fig. 19(D) make inferences about text, use textual evidence to support understanding
Fig. 19(F) make connections to own experiences, ideas in other texts, larger community, discuss textual evidence
1.16(A) recognize different purposes of media (e.g., to inform, to entertain) (with assistance)
Fig. 19(A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension (same as 1.4(C))
1.16(B) identify techniques used in media (e.g., sound, movement)
Fig. 19(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud) / Unit: Literary Texts
1. 18(A) write brief stories that include a beginning, middle, and end
1.18(B) write short poems that convey sensory
details
Oral/Written Conventions
1.20(A) understand and use the following parts of speech in the context of reading, writing, and speaking (i) Engl. verbs (past, present, future)
1.20(C) ask questions with appropriate subject-verb inversion
Spanish:
KSS 1.20 - understand the function of and use the conventions of academic language when speaking and writing; continue to apply earlier standards with greater complexity.
Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
Students spell correctly.
Generaliza-tions / Media Literacy
· When communicating to large groups of people, words, images, graphics, and sounds create a more interesting message than print alone.
· Media in the form of websites, newspapers, magazines, and news programs are designed to inform and influence the reader, viewer, or listener.
· Movies, books, and some radio shows are designed to entertain the reader, viewer, or listener.
· Websites use graphics, sounds, and interesting fonts, and pictures to grab the reader’s attention.
· Newspapers use interesting fonts, pictures, and words to grab the reader’s attention.
· Radio programs and commercials use sound effects and music to grab the listener’s attention.
· Newspapers provide the reader with new information each time they print.
· Magazines print information less often than newspapers.
· Websites and radio programs are able to give up to date information more frequently than media that must be printed. / Literary Texts
· Writers organize their stories by including a beginning, middle, and end.
· Writers use sensory details to help paint pictures in the reader’s mind.
· Sensory details draw upon words that describe the way things feel, sound, taste, smell, and look.
Essential Questions / Media Literacy
· Why do words, images, graphics, and sounds make messages more interesting?
· How do newspapers, magazines, and news programs inform people?
· How do books, movies, and radio shows entertain people?
· How do graphics, fonts, interesting pictures, and sound effects help grab the reader’s attention?
· How do commercials and radio programs grab the listener’s attention?
· Why are newspapers printed each day?
· Why are magazines printed less often than newspapers?
· Why are websites and radio programs able to update new information more quickly than newspapers or magazines? / Literary Texts
· How does writing stories with a clear beginning, middle, and end help the reader?
· How does the use of sensory details help the reader to get a clear picture in his/her mind?
· What kinds of details are sensory details?
Core Components / College & Career Readiness Standards (CCRS) – [the STAAR test (2011-12) will be based upon these CCRS, in addition to the related TEKS/SEs]
Speaking
A. Understand the elements of communication both in informal group discussions and formal presentations (e.g., accuracy, relevance, rhetorical features, organization of information).
1. Understand how style and content of spoken language varies in different contexts and influences the listener’s understanding.
Listening
A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
2. Interpret a speaker’s message; identify the position taken and the evidence in support of that position.
B. Listen effectively in informal and formal situations.
1. Listen critically and respond appropriately to presentations.
Foundational Skills
E. Technology
1. Use technology to gather information.
4. Use technology appropriately.
Core Components / TEKS/SEs Clarification:
· Media is short for “mass communication.” Media Literacy is used to help students understand the various forms of communication used to reach large numbers of people efficiently; these forms include radio, newspapers, magazine, internet, websites, movie trailers, commercials, etc.
· In this unit of study students need to learn key characteristics of print and digital media. Students need to learn the features that allow people to gain information efficiently as well as the distracters that are put in place to grab the reader’s attention away from news or important information and lead the reader toward commercials and advertisements.
· The following components should be embedded within lessons:
Ø Distinguish between programming and ads as well as information designed to inform the reader versus ads (radio, television, internet, print)
Ø Distinguish advertisements published in print, radio, and television, compared with actual programs and articles.
Ø Examine the features and purposes of print ads and ads published via television and on the internet.
Ø Examine features that are designed to grab the reader’s attention on web pages and internet sites that are age-appropriate (hyperlinks, sound effects, dynamic graphics) / TEKS/SEs Clarification:
· Students are expected to continue to write stories and poems.
· Students will continue to use the writing process at their own pace.
· Students should publish and share their writing often.
Core Components / Vocabulary
The vocabulary noted below is derived from this grade level’s TEKS/SEs. Related definitions come from the TEA Glossary. Please visit the following TEA links for additional information: English / Spanish.
A-I / J-Z
audience
The intended target group for a message, regardless of the medium.
bandwagon appeal
A persuasive technique used in media messages that appeals to the “everyone is doing it” mentality.
digital media
Electronic media that work on digital codes (as opposed to analog media). Examples include e-mail, digital video, e-book, Internet, video game, and interactive media.
drawing conclusions
A form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.
graphic elements of poetry
Capital letters, line length, and word position; also called the “shape” of a poem. / literary text
Written works that are generally recognized as having artistic value. Basic forms of literary text are prose fiction, drama, poetry, and literary nonfiction.
multimedia
The use of several different media (i.e., text, audio, graphics, video, and/or animation) integrated to convey a single message.
personal narrative
An expressive literary piece written in first person that centers on a particular event in the author’s life.
plot
The basic sequence of events in a story.
Curricular Connections
Required Lessons
Recommend-ed Lessons
Differentia-tion: / English Language Proficiency Standards Student Expectations with Sentence Stems and Activities to support implementation of the Standards (Note: when you open the link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see the screens.)
Instructional Resources / Websites
· Don’t Buy It - PBS Kids website on advertising tricks
· Children and Media – PBS website on advertising
· Children, Media, and the Digital Age – PBS Website on digital media
· American Academy of Pediatrics – One minute audio clips on media literacy topics
· Read-Write-Think– Model lessons
· Pearson Successnet - Leveled Readers for Science and Social Studies content
· Think Central - Leveled readers associated with the Journeys and Senderos textbooks
Textbook Resources
Note: The resources below are suggested as possible shared reading and/or writing experiences. Please use your judgment to determine if these selections are appropriate for use with your students.
Journeys / Senderos
· / ·
Books
· Harvey, S., & Goudvis, A. (2000). Strategies that work: teaching comprehension to enhance understanding. Portland, ME: Stenhouse Publishers. (193 copies, iBistro)
· Ray, K. W. (2006). Study driven: a framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. (69 copies, iBistro)
Assessment Resources
© Round Rock I.S.D. 1