Media literacy unit

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Seznam oddanih razvojnih nalog / List of submitted R&D tasks


Foreign Teacher


Media Literacy Unit Title

Filipe de Almeida



Helen Asher


The Railway Children

Irma Bandiera


Lambert, leone tenerone

Soizic Dupuy-Roudel


La Parfum

Samuel Farsure



Philip Jacobs



Andrea Jadrzyk


A Clockwork Orange

Christian P. L. Johnston


The Body / Stand By Me

Gerosa Lambergar


Am kürzeren Ende der Sonnenallee

Die Sonnenallee

Maja von Lehe



Andrea Leone


Il mondo deve sapere /

Tutta la vita davanti

Mary Ellen Ramasimanana Virtič


Cendrillon ou La Petite Pantoufle de Verre

Ignacio Escriche Rubio


Don Quixote

Daniel Schmidt


Fantastic Mr. Fox

Amresh Prakash Torul


Angles and Demons

Benjamin Tweedie


Australian-related texts/films

Andrea Valenti


Io non ho paura

Stephen Moses Zulu


Billy Elliot

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

  1. 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:

Evidences of outcomes:

Increase fluency in analyzing and interpreting textual materials based on different features of a particular genre

A story board text

Group discussion, prompted by key questions from the facilitator

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.

Students will present their work, and with class the teacher will discuss the work
Criteria established during presentation

Expand their vocabulary associated to this particular genre

Assessed in final evaluation




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

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.


Brief introduction the idea of what a graphic novel is to students.

Listening and answering questions prompted by teacher


Gives story board with no explanation

Write down information on concepts that relate to graphic novels (captions, speech balloons, internal/external dialogues) etc. vs. media (moving images, audio, style etc).


Facilitate the understanding of how graphic novels can convey a message in our social context.


Explain to the students how images and text work/visual impact/interpretation

Lesson 2

Duration: 1 block hour

Brief Overview: Critical analysis of static vs dynamic image

Materials: Handouts, Video, Worksheets, Writing Material

Expected outcomes:

Evidences of outcomes

Students will be able to critically analyse difference between static and visual

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




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

Students will take down notes on lecture done by teacher and hand their notes in at the end of lesson for evaluation


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)

Students will be in groups and discuss different ideas related to the topic(explain the relation picture/text)

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