Eng_Q1_w3.pptx
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This document provides directions for an activity where students must identify the visual media form (e.g. action, adventure, comedy) depicted in various films. It begins with definitions of key film and visual media terms. Students are then shown pictures of films and asked to write down the form depicted in each. The document aims to teach students about different visual media forms through visual examples and identification exercises.
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WEEK 1-QUARTER 4-ENGLISH 5 ANALYZING VISUAL AND MULTIMEDIA ELEMENTS.pptx
Analyzing visual and multimedia elements within a narrative context involves dissecting how these components contribute to storytelling, evoke emotions, and engage the audience. Here's a structured approach to such analysis:
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Beginning: Examine how visual and multimedia elements establish the setting, characters, and initial conflict. Consider the use of imagery, sound, and text to hook the audience and set the narrative tone.
Middle: Analyze how visual and multimedia elements develop the plot, deepen character relationships, and build tension. Look for shifts in pacing, mood, and visual motifs that advance the storyline.
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1. The document provides a detailed lesson plan for a Grade 7 English class on viewing genres. It includes learning objectives, materials, procedures for warm up, lesson proper, analysis, abstraction/deepening, application and evaluation.
2. The lesson introduces different viewing genres like animation, news, documentaries, and variety shows through pictures. Students identify the genres and their common features.
3. The lesson evaluates students' understanding of viewing genres by having them define genres using a graphic organizer and providing examples.
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InstructorDateGradeSubjectSize of Class or ArrangementDir
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
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· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
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WEEK 1-QUARTER 4-ENGLISH 5 ANALYZING VISUAL AND MULTIMEDIA ELEMENTS.pptx
Analyzing visual and multimedia elements within a narrative context involves dissecting how these components contribute to storytelling, evoke emotions, and engage the audience. Here's a structured approach to such analysis:
Narrative Structure:
Beginning: Examine how visual and multimedia elements establish the setting, characters, and initial conflict. Consider the use of imagery, sound, and text to hook the audience and set the narrative tone.
Middle: Analyze how visual and multimedia elements develop the plot, deepen character relationships, and build tension. Look for shifts in pacing, mood, and visual motifs that advance the storyline.
End: Evaluate the resolution of conflicts, character arcs, and thematic conclusions. Consider how visual and multimedia elements contribute to the climax and denouement, providing closure and leaving a lasting impression.
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Visual Representation: Assess how characters are depicted visually through design, expressions, and body language. Analyze the use of color, costume, and symbolism to convey personality traits and emotional states.
Voice and Dialogue: Evaluate how voiceovers, dialogue, and sound effects characterize individuals and drive narrative progression. Consider how tone, inflection, and language choices shape audience perceptions of characters.
Emotional Impact:
Visual Aesthetics: Examine the aesthetic appeal of visual and multimedia elements and their ability to evoke specific emotions. Consider the use of color palettes, lighting, and composition to create atmosphere and mood.
Sound Design: Evaluate the emotional resonance of audio elements such as music, sound effects, and ambient noise. Analyze how these auditory cues enhance immersion, evoke empathy, or heighten tension.
Symbolism and Themes:
Visual Metaphors: Identify recurring visual motifs, symbols, and metaphors that carry thematic significance. Analyze how these elements enrich the narrative subtext and deepen audience interpretation.
Multimedia Allegories: Examine how multimedia elements such as animations, transitions, and interactive features metaphorically reinforce central themes or motifs. Consider their role in conveying abstract concepts or underlying messages.
Audience Engagement:
Narrative Flow: Evaluate the coherence and fluidity of the narrative experience across different visual and multimedia elements. Consider how transitions, pacing, and interactive features maintain audience interest and involvement.
Immersion and Interactivity: Assess the degree to which visual and multimedia elements immerse the audience in the narrative world and empower participation. Analyze how interactive elements prompt exploration, decision-making, or emotional investment.
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This document provides instructions and content for a module on using multimedia resources in oral presentations. It discusses what multimedia resources are, including texts, graphics, images, audio, and video. Examples like infographics, slideshows, video clips, and webpages are provided. Students are asked to complete activities that involve analyzing examples of multimedia and choosing the best descriptions. They are also instructed to create a personal recount as an assessment task using multimedia resources. The document emphasizes that multimedia can help engage listeners and enhance understanding when delivering oral presentations.
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This document discusses principles for selecting and using instructional materials. It recommends choosing materials that suit the learning objectives and using a variety of tools to keep students engaged. Further, it advises checking materials before class to ensure they work properly and following general guidelines for using different media types. The teacher's role is to guide usage of instructional materials as an aid, not replacement, for teaching.
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1. The document provides a detailed lesson plan for a Grade 7 English class on viewing genres. It includes learning objectives, materials, procedures for warm up, lesson proper, analysis, abstraction/deepening, application and evaluation.
2. The lesson introduces different viewing genres like animation, news, documentaries, and variety shows through pictures. Students identify the genres and their common features.
3. The lesson evaluates students' understanding of viewing genres by having them define genres using a graphic organizer and providing examples.
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This document outlines the syllabus for an academic discussion and presentation course. The purpose is to prepare students for academic discussions, presentations, reading articles, and participating in class. Classroom rules encourage speaking English, asking questions, and helping each other learn. Today's class will have students introduce themselves, discuss a newspaper article on social media use after Japan's earthquake, and watch a related video. Students will then post reflections on Facebook. Future classes will include online discussions and presentations to practice skills.
InstructorDateGradeSubjectSize of Class or ArrangementDir
Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan.
This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501.
Goal Statement and Rationale
Instructional Goal (or goals) from Professional Growth Plan:
Describe how this goal will impact learner performance.
Learning Goal for Lesson:
Lesson Analysis
· Analysis of evidence for learner learning.
In preparation for analysis:
· View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior.
· Review feedback from observer.
· Study artifacts and evidence of student learning.
· Gather feedback from learners by informal conversation, survey, or questionnaire.
Guiding Questions
Responses
1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources?
2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions?
3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes?
4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions?
5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan.
6. Given all the evidence related to learner learning, how will you proceed toward your goal?
· Analysis of evidence for instructional practices.
In preparation for analysis:
· Review lesson plan (desired results, assessment, learning plan).
· View videotape.
· Review feedback from observer.
· Review completed self-assessment.
Guiding Questions
Responses
1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes?
2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why?
3. Explain how your design and execution of this lesson affected the ...
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The following is adapted from the work of Paul Martin Lester.In .docx
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In order to find meaning from a visual message, you need to learn a systematic way for studying images.
1. Make an inventory list of every element in the image,
2. Note the lighting used in the image,
3. Note any eye contact by subjects in the image,
4. Note the visual cues of color, form, depth, and movement,
5. Note how the gestalt laws apply toward the composition of picture,
6. Note any semiotic signs that are a part of the image's content, and
When you've gone through the six steps noted above, it's time to apply the six perspectives for visual analysis to the piece. Each perspective is noted below.
Personal Perspective - Gut Reaction
Rick Williams' Omniphasism (all in balance) or Personal Impact Analysis
1. What is the picture's story?
2. List primary words.
3. List associative words.
4. Select most significant associative words.
5. Pair up primary & most significant associative words.
6. Relate word pairs with your own feelings.
7. Relate any inner symbolism.
8. Write a brief story concerning personal insights.
Historical Perspective - The image's place in history
· When do you think the image was made?
· Is there a specific style that the image imitates?
Technical Perspective - Consider the process decisions
· How was the image produced?
· What techniques were employed?
· Is the image of good quality?
Ethical Perspective - Moral Responsibility
· Was the image maker socially responsible?
· Has any person's rights been violated?
· Are the needs of viewers met?
· Is the picture aesthetically appealing?
· Do the picture choices reflect moderation?
· Is the image maker empathetic with the subject?
· Can all the image choices be justified?
· Does the visual message cause unjustified harm?
Cultural Perspective - Societal Impact
· What is the story and the symbolism involved with the elements in the visual message?
· What do they say about current cultural values?
Critical Perspective - Reasoned Opinion
· What do I think of this image now that I've spent so much time looking and studying it?
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Name:
University Affiliation:
Date:
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The following is adapted from the work of Paul Martin Lester.In .docx
The following is adapted from the work of Paul Martin Lester.
In order to find meaning from a visual message, you need to learn a systematic way for studying images.
1. Make an inventory list of every element in the image,
2. Note the lighting used in the image,
3. Note any eye contact by subjects in the image,
4. Note the visual cues of color, form, depth, and movement,
5. Note how the gestalt laws apply toward the composition of picture,
6. Note any semiotic signs that are a part of the image's content, and
When you've gone through the six steps noted above, it's time to apply the six perspectives for visual analysis to the piece. Each perspective is noted below.
Personal Perspective - Gut Reaction
Rick Williams' Omniphasism (all in balance) or Personal Impact Analysis
1. What is the picture's story?
2. List primary words.
3. List associative words.
4. Select most significant associative words.
5. Pair up primary & most significant associative words.
6. Relate word pairs with your own feelings.
7. Relate any inner symbolism.
8. Write a brief story concerning personal insights.
Historical Perspective - The image's place in history
· When do you think the image was made?
· Is there a specific style that the image imitates?
Technical Perspective - Consider the process decisions
· How was the image produced?
· What techniques were employed?
· Is the image of good quality?
Ethical Perspective - Moral Responsibility
· Was the image maker socially responsible?
· Has any person's rights been violated?
· Are the needs of viewers met?
· Is the picture aesthetically appealing?
· Do the picture choices reflect moderation?
· Is the image maker empathetic with the subject?
· Can all the image choices be justified?
· Does the visual message cause unjustified harm?
Cultural Perspective - Societal Impact
· What is the story and the symbolism involved with the elements in the visual message?
· What do they say about current cultural values?
Critical Perspective - Reasoned Opinion
· What do I think of this image now that I've spent so much time looking and studying it?
Running head: MEDIA ANALYSIS PROJECT 1
MEDIA ANALYSIS PROJECT 4
Media Analysis Project
Name:
University Affiliation:
Date:
Media Analysis Project
For my media analysis project, I would like to analyze the internet. The particular website being the company website of Kendra Scott Inc. I have developed much interest in the internet due to the revolution it has brought to the world. Personally looking at the work being an e-commerce website, I just like the easy navigation that it has based on the menu buttons.
Website development has evolved just after the introduction of the internet. Before that, it was difficult to learn about the happenings on the other side of the world, ...
Module 6: Final Project
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Annex 11.2
Class Dojo is a classroom management tool that aims to increase student motivation, promote self-awareness of the learning process, engage families in education, and build a sense of community. As a free web tool, it allows teachers to provide positive and negative feedback to students, track their progress, and communicate with families. Students can also reflect on and share their work. Parents are able to follow their child's participation, behavior, homework completion, and more through the Class Dojo platform.
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This document outlines a web quest thematic unit on understanding the impacts of TV advertisements. The unit's goals are to make students aware of advertisers' intentions, reflect critically on the topic, engage with an activity on a real-life issue, and practice language skills. Students will watch video ads, answer questions, complete a task where they create their own ad, and conclude with a class discussion. They will be evaluated on content, language use, and group participation. Guiding questions prompt students to identify different ad types, favorites, and the pros and cons of advertisements. Resources include links about ad categories and effectiveness.
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Eng_Q1_w3.pptx
- 2. WHAT I KNOW YEAH OR NAH Directions: Read the statement carefully. Write YEAH if the statement is correct and NAH if it is incorrect. _____ 1. Visual Media refer to pictures, images and graphic organizers which are used in the classroom. _____ 2. Power point presentation is the most common example of visual media. _____ 3. Visual media cannot help students retain concepts and ideas.
- 3. _____ 4. Facebook is an example of visual media. _____ 5. YouTube allows videos on its platform. _____ 6. Visual media are not used as learning aids. _____ 7. The most common types of visual media being used by online marketers today are images. _____ 8. Internet users prefer to watch videos.
- 4. _____ 9. Instagram is an example of an online source. _____ 10. Peer-reviewed journals, webpages, forums, and blogs are not online sources.
- 5. Lights, Camera, Action! Directions: Identify what form is depicted on the following films. Choose your answer inside the box and write it on a separate sheet of paper.
- 6. Name the Picture! Directions: Let us study the pictures then answer the questions that follow. Write your answers on the table below.
- 7. A film, also called a movie or motion picture, consists of moving pictures that have been recorded so that they can be shown at the cinema or on television. A film tells a story or shows a real situation. The process of filmmaking is both an art and an industry. There are different forms of film such as: 1. Action 2. Adventure 3. Comedy 4. Crime and gangster 5. Drama 6. Epics/Historical 7. Horror 8. Musical/Dance 9. Science Fiction 10. War 11. Fantasy
- 8. Directions: Identify what form is depicted on the following films. Choose your answer inside the box and write it on a separate sheet of paper