RAZVOJNA NALOGA ZA DECEMBER 2010
MEDIA LITERACY UNIT
Seznam oddanih razvojnih nalog / List of submitted R&D tasks
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Foreign Teacher
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FL
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Media Literacy Unit Title
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Filipe de Almeida
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ENG
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Persepolis
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Helen Asher
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ENG
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The Railway Children
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Irma Bandiera
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ITA
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Lambert, leone tenerone
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Soizic Dupuy-Roudel
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FRA
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La Parfum
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Samuel Farsure
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FRA
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Persepolis
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Philip Jacobs
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GER
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Sneguljčica
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Andrea Jadrzyk
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ENG
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A Clockwork Orange
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Christian P. L. Johnston
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ENG
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The Body / Stand By Me
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Gerosa Lambergar
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GER
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Am kürzeren Ende der Sonnenallee
Die Sonnenallee
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Maja von Lehe
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GER
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Crazy
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Andrea Leone
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ITA
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Il mondo deve sapere /
Tutta la vita davanti
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Mary Ellen Ramasimanana Virtič
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FRA
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Cendrillon ou La Petite Pantoufle de Verre
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Ignacio Escriche Rubio
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SPA
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Don Quixote
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Daniel Schmidt
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ENG
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Fantastic Mr. Fox
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Amresh Prakash Torul
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ENG
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Angles and Demons
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Benjamin Tweedie
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ENG
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Australian-related texts/films
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Andrea Valenti
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ITA
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Io non ho paura
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Stephen Moses Zulu
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ENG
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Billy Elliot
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Navodila / Instructions
Plan a Media Literacy Unit which uses an outcomes-based approach. The unit should be based on the following expected learning outcome:
By the end of this unit, the students will be able to compare the printed form of a media text (book) with its visual media productio (film).
The plan needs to include the following information:
Expected learning outcome
Language (structures)
Content (vocabulary and factual knowledge)
Evidence of outcomes (knowledge and skills, attitudes)
Student learning activities (lesson-by-lesson breakdown and sequencing/timing)
Teacher activities
Tools and resources
Filipe de Almeida
Comparison of the graphic novel Persepolis and the film
Overall Expected Outcome: Students will be able to compare printed form of media text
(book) with its visual form (film)
Target students: Higher level secondary school students
Required minimum knowledge:
Some knowledge in narrative elements
Basic research skills
Basic knowledge in note taking
Interest in media and literature
Basic knowledge in essay writing
Basic knowledge in critical thinking
Evidences of outcome (knowledge, skills and attitudes):
The students will write an essay on a relevant theme dealt with in the novel or produce a small graphic novel, in which they will be expected to show what they have learned through their portrayal of key themes and ideas raised in the class.
Filled in Hand outs and the quality of discussions will work toward providing ongoing assessment of their progress.
Language Structures: Introduction to basic language of a graphic novel compared to language used in films adapted from graphic novels
Materials: Computer, Whiteboard, Paper, Handouts, Writing material
Maximum number of students: 10 – 15
Unit duration: 13 hours (1 block lesson = 2 teaching hours)
Content: New vocabulary associated to graphic novels and films, information on the socio-historic situation of Iran in the late 1970s, knowledge on analysis of graphic novels vs. media
Overview of lessons:
Lesson 1
Duration: 1 block lesson
Brief overview: Central Question: What is a Graphic Novel?
Materials: Handouts, Video, Worksheets, Writing Material
Expected outcomes:
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Evidences of outcomes:
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Increase fluency in analyzing and interpreting textual materials based on different features of a particular genre
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A story board text
Group discussion, prompted by key questions from the facilitator
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Examine the common aspects and conflicts between the visual and print messages (e.g., humour, irony, or metaphor) and recognize how words, sounds, and images are used to convey the intended messages.
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Students will present their work, and with class the teacher will discuss the work
Criteria established during presentation
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Expand their vocabulary associated to this particular genre
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Assessed in final evaluation
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Teacher:
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Students:
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10min
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Short introduction to the course, give students a mini folder with important vocabulary and concepts which will be done in this unit as an aid to the complex issues of this text
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Students get a photocopy of a page within a graphic novel without the text (they should hand it in at the end of the class for evaluation.
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10min
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Brief introduction the idea of what a graphic novel is to students.
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Listening and answering questions prompted by teacher
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20min
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Gives story board with no explanation
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Write down information on concepts that relate to graphic novels (captions, speech balloons, internal/external dialogues) etc. vs. media (moving images, audio, style etc).
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30min
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Facilitate the understanding of how graphic novels can convey a message in our social context.
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30min
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Explain to the students how images and text work/visual impact/interpretation
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Lesson 2
Duration: 1 block hour
Brief Overview: Critical analysis of static vs dynamic image
Materials: Handouts, Video, Worksheets, Writing Material
Expected outcomes:
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Evidences of outcomes
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Students will be able to critically analyse difference between static and visual
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Notes taken and handed in at the end of the class which will be graded
The quality of the discussion of students in their group work
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Teacher
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Students
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45min
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Character Analysis: Discuss the type of characters represented in graphic novels/media (alter ego, evil, good, hero etc…). Teacher will give students a lecture on this
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Students will take down notes on lecture done by teacher and hand their notes in at the end of lesson for evaluation
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45min
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Comparison of static vs. Dynamic image related to graphic novels which affect how they are read in comparison to a media stream (Teach the elements and structures of graphic novels)
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Students will be in groups and discuss different ideas related to the topic(explain the relation picture/text)
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