Innovative lesson plan
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This document outlines a 45-minute English lesson for 9th standard students titled "Mirroring the Times". The lesson will help students understand the term "mass" and learn about different types of media and how it has changed over time. It will involve identifying images of different media sources and discussing favorite mass media sources. The learning objectives are for students to understand the meaning of "mass media", learn about various media types and their uses, and understand the differences between past and present media.
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Innovative lesson plan
The document is about a 45 minute English class on the unit "Mirroring the Times" and the sub-unit of "Mass Media". The teacher's name is Lakshmi Priya .G and they will be discussing mass media, comparing past and present forms of media, and having students identify different types of media like newspapers and commentators. The learning objectives are to understand the term "mass", learn about various media types and their uses, and compare past versus present media.
mass media
This document outlines a lesson plan for a 9th standard English unit on mass media. The lesson objectives are to understand the relevance of mass media, different types of mass media, and the basic functions of mass media. The lesson contains various stages where students are asked questions about their hobbies, reading newspapers, other sources of information, identifying different media in an image, and whether media serve individuals or groups. As an assignment, students are asked to identify their favorite mass media and write about its major functions.
Mixed Media Class: Concept and Technique
The document appears to be about different mixed media techniques used by students and instructors in a class. It includes examples of works using watercolor and acrylic effects, pen on top of washes, pastels and paint, collage with paint and text, assemblage, and painting on found objects. Photos are included of artworks demonstrating these techniques by various artists such as Glenn Hirsch, Manuel Neri, Hannah Höch, Robert Rauchenberg, and students of the class.
Audience theory
The document discusses several theories of media audiences:
1. The Frankfurt School viewed audiences as isolated individuals susceptible to media messages like hypodermic needles.
2. The two-step flow theory proposed that opinion leaders receive media messages and pass them on to others, showing audiences are part of a social process.
3. Uses and gratifications theory expanded on active audiences, explaining that individuals choose media to fulfill purposes like diversion, social interaction, identity, and information gathering.
4. David Morley's study identified three types of audience readings: dominant/hegemonic (fully accepting a program's messages), negotiated (modifying messages to personal views), and oppositional/counter-hegemonic (reject
Thematic unit ls revised
This document outlines a thematic unit on music for a 12th grade listening and speaking class. The unit focuses on exploring the concept of music, expressing oneself through music, and designing oral reports about favorite music, artists, or instruments. Key objectives are for students to recall vocabulary, express themselves musically, and apply concepts through oral reports. Activities include introducing the topic of music, playing songs for expression, and group discussions. Assessment includes oral reports. The unit aligns with state standards and is designed using communicative and suggestopedic approaches. It will take approximately 5-7 days to complete due to the class nearing completion for the school year.
Poster power point
This document summarizes an induction project on pop art research. It outlines tasks completed which included researching pop art from Wikipedia and the Tate website. Key points from the research included how pop art emerged in the 1950s/60s using popular culture icons. For the project, the student created a poster inspired by Andy Warhol's art, featuring four differently colored cows on a green background. They evaluated strengths as the unique design and similarities to Warhol, and areas for improvement such as adding more details.
Lang is everywhere and nowhere
This document discusses language development standards and expectations for English learners in California. It provides an overview of the English Language Development Proficiency Level Descriptors, which describe language acquisition as a continuum from Emerging to Expanding to Bridging proficiency levels. The descriptors cover the three communication modes of collaborative, interpretive, and productive language, as well as two dimensions of language knowledge: metalinguistic awareness and accuracy of production. The document also examines implications for integrated and designated English language development, assessment, and teacher preparation.
Language is everywhere and nowhere nov 2015
This document discusses language use, learning, and teaching both in and out of school. It addresses how students use language in different contexts and what expectations and support teachers should provide. While language is everywhere due to its ubiquitous use, the document argues it is also nowhere when important language learning situations are ignored. It then outlines California's English Language Development Standards and Proficiency Level Descriptors, which describe English language proficiency as a continuum and provide markers to measure students' progress. The standards address three communication modes, two dimensions of language knowledge, and were created to guide instruction and assessment of English learners.
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Innovative lesson plan
The document is about a 45 minute English class on the unit "Mirroring the Times" and the sub-unit of "Mass Media". The teacher's name is Lakshmi Priya .G and they will be discussing mass media, comparing past and present forms of media, and having students identify different types of media like newspapers and commentators. The learning objectives are to understand the term "mass", learn about various media types and their uses, and compare past versus present media.
mass media
This document outlines a lesson plan for a 9th standard English unit on mass media. The lesson objectives are to understand the relevance of mass media, different types of mass media, and the basic functions of mass media. The lesson contains various stages where students are asked questions about their hobbies, reading newspapers, other sources of information, identifying different media in an image, and whether media serve individuals or groups. As an assignment, students are asked to identify their favorite mass media and write about its major functions.
Mixed Media Class: Concept and Technique
The document appears to be about different mixed media techniques used by students and instructors in a class. It includes examples of works using watercolor and acrylic effects, pen on top of washes, pastels and paint, collage with paint and text, assemblage, and painting on found objects. Photos are included of artworks demonstrating these techniques by various artists such as Glenn Hirsch, Manuel Neri, Hannah Höch, Robert Rauchenberg, and students of the class.
Audience theory
The document discusses several theories of media audiences:
1. The Frankfurt School viewed audiences as isolated individuals susceptible to media messages like hypodermic needles.
2. The two-step flow theory proposed that opinion leaders receive media messages and pass them on to others, showing audiences are part of a social process.
3. Uses and gratifications theory expanded on active audiences, explaining that individuals choose media to fulfill purposes like diversion, social interaction, identity, and information gathering.
4. David Morley's study identified three types of audience readings: dominant/hegemonic (fully accepting a program's messages), negotiated (modifying messages to personal views), and oppositional/counter-hegemonic (reject
Thematic unit ls revised
This document outlines a thematic unit on music for a 12th grade listening and speaking class. The unit focuses on exploring the concept of music, expressing oneself through music, and designing oral reports about favorite music, artists, or instruments. Key objectives are for students to recall vocabulary, express themselves musically, and apply concepts through oral reports. Activities include introducing the topic of music, playing songs for expression, and group discussions. Assessment includes oral reports. The unit aligns with state standards and is designed using communicative and suggestopedic approaches. It will take approximately 5-7 days to complete due to the class nearing completion for the school year.
Poster power point
This document summarizes an induction project on pop art research. It outlines tasks completed which included researching pop art from Wikipedia and the Tate website. Key points from the research included how pop art emerged in the 1950s/60s using popular culture icons. For the project, the student created a poster inspired by Andy Warhol's art, featuring four differently colored cows on a green background. They evaluated strengths as the unique design and similarities to Warhol, and areas for improvement such as adding more details.
Lang is everywhere and nowhere
This document discusses language development standards and expectations for English learners in California. It provides an overview of the English Language Development Proficiency Level Descriptors, which describe language acquisition as a continuum from Emerging to Expanding to Bridging proficiency levels. The descriptors cover the three communication modes of collaborative, interpretive, and productive language, as well as two dimensions of language knowledge: metalinguistic awareness and accuracy of production. The document also examines implications for integrated and designated English language development, assessment, and teacher preparation.
Language is everywhere and nowhere nov 2015
This document discusses language use, learning, and teaching both in and out of school. It addresses how students use language in different contexts and what expectations and support teachers should provide. While language is everywhere due to its ubiquitous use, the document argues it is also nowhere when important language learning situations are ignored. It then outlines California's English Language Development Standards and Proficiency Level Descriptors, which describe English language proficiency as a continuum and provide markers to measure students' progress. The standards address three communication modes, two dimensions of language knowledge, and were created to guide instruction and assessment of English learners.
Powerpoint presentation
This PowerPoint presentation summarizes the poem "The Owl and the Pussy-Cat" by Edward Lear. It introduces the two main characters, an owl and a pussy-cat, who go to sea in a pea-green boat carrying honey and money. They see a pig with a ring in its nose on a distant land and buy the ring for a shilling to use in their marriage, which is presided over by a turkey. The presentation highlights some of the unusual words and images from the nonsense poem.
Lang is everywhere and nowhere
This document summarizes Dr. Clara Amador-Lankster's paper on language use, learning, and teaching. It discusses how language exists everywhere through student use both in and out of school, but is often overlooked or not properly supported. It also outlines California's English language development standards and proficiency levels, from emerging to bridging levels. The document provides templates for reporting on issues and resolutions that impact projects, timelines, dependencies and resources, and includes an appendix.
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The document discusses the long history of Chinese civilization spanning nearly 4,000 years, key dynasties that ruled China, and important developments including the origins of writing in the Shang Dynasty, agriculture along the Yellow River valley, and innovations in calendar, silk, and food storage systems. Major occupations of ancient China included agriculture of crops like rice and wheat, as well as silk production along the Silk Road trading routes.
Coromandal fishers
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Innovative lesson plan
This lesson plan is for teaching the poem "The Owl and the Pussy-Cat" by Edward Lear to English students. It begins with an entry activity to engage students by asking questions about poems and animals. The teacher then introduces the poet and reads the poem aloud, ensuring students understand unfamiliar words. Students then read and discuss the poem individually and in groups. They write a conversation between the characters and present it to the class. Finally, the teacher summarizes the key points and has students write their own limerick to conclude the lesson.
Ancient chinese-civilization
This document summarizes key aspects of ancient Chinese civilization across 3 sentences:
The document discusses the long history of Chinese civilization spanning nearly 4,000 years, key dynasties that ruled China, and important developments including the origins of writing in China during the Shang Dynasty, agriculture along the Yellow River valley fueling growth, and the Chinese calendar being lunisolar.
THE OWL AND THE PUSSY CAT- ppt
The presentation summarizes the poem "The Owl and the Pussy Cat" by Edward Lear. It introduces the two main characters, an owl and pussy cat, who go to sea in a pea-green boat carrying honey and money. They see a pig with a ring on its nose and buy it for a shilling. The owl and pussy cat then get married with a turkey officiating and celebrate by eating mince and quince with a runcible spoon and dancing by the light of the moon.
Slide share *language development*
1. A child's language development begins from birth through making sounds and starts to understand speech, with early milestones including cooing and babbling sounds emerging around 6 months and first words appearing around 12 months.
2. The quality of a child's early language is influenced by the language they are exposed to from their caregivers.
3. The first 3 years are critical for language development, which forms the foundation for social, emotional, and educational growth.
Innovative lesson plan
The teacher is giving a 45 minute lesson on the subunit "The Mass Media" from the unit "Mirroring the Times" in English for standard 9. The lesson will define mass media and discuss its functions such as keeping people informed about current events, providing commentary and editorials, spreading culture and education, and providing entertainment. Students will then write a paragraph about their favorite form of mass media.
SociologyExchange.co.uk Shared Resource
This document outlines a 12-lesson scheme of learning for a Year 10 sociology unit on mass media. The unit aims to develop students' understanding of key concepts related to the mass media such as its relationship with audiences, its role in socialization, and how power is exercised through media ownership. Lessons include class discussions, independent research, analysis of media examples, and revision activities. Students will be formally assessed at the end through an essay question exam. The scheme incorporates cross-curricular links to develop students' ICT, literacy, and numeracy skills.
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Key concept audience
- The document discusses audience theory and how to evaluate coursework with consideration of the target audience.
- It defines key terms in audience theory like passive audience, active audience, and theories like uses and gratifications theory and reception theory.
- It provides questions to help identify the target audience and how the coursework was designed to appeal to and be interpreted by that audience based on different audience theories.
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MS1 Representations Intro Week 1
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2) It explores how representation refers to how aspects of society are presented to audiences and rests on the ideas that reality is re-presented and certain points of view are portrayed.
3) The document examines how students will learn about issues of positive and negative stereotypes in media representations through analyzing examples of representation related to class, gender, age, ethnicity, sexuality, and regional identity.
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Lesson 4 representation in media products
This document provides guidance for students on analyzing self-created media pieces by applying communication theories. It discusses two assignments: analyzing two of the student's own productions, and evaluating one production in relation to concepts like genre, narrative, and representation. Students are told they do not need to fully explain theories but should apply a few theories to their work and evaluate the theories' usefulness. Several theories are then outlined that could be applied, including notions of representation, stereotypes, gender representation, and the male gaze. Guidance is provided on properly citing and using theories in analysis.
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This 5-day lesson teaches 7th grade students about political media by having them analyze historical and modern examples and then create their own persuasive media. Students learn to identify techniques used to influence opinions, analyze how media shapes views, and develop media with a political position. The lesson supports social studies standards on historical analysis and democratic principles. Students practice critical thinking skills to understand authorship, messages, audiences and representations in media.
AT
This document discusses theories about audiences for media texts. It begins by asking why audiences are important to study and outlines some key definitions of "audience." It then differentiates between audience research, which tries to understand relationships between media and audiences, and audience theory, which describes ways of thinking about audiences. The document analyzes several audience theories, including effects theories that see media as influencing audiences, and uses and gratifications theories that see audiences as active. It notes the debate around measuring media effects and emphasizes the diversity of audiences.
ASSIGNMENT A - Special Subject Investigation for Creative Media Prodcution ready
This document is an assignment assessment report from Kolkata campus for the 1st year, 1st semester of 2015. It provides details of the assignment such as the module name, assessor's name, student's name, submission date, and expected outcomes. The report lists the assessment criteria of clarity, analytical thinking, research done, and formatting/presentation. It then provides the tasks for the student assignment on theories of genre/auteur, audience, feminism, areas of research, research methodology, and sources. The student's completed assignment addressing each task is also included. The report concludes with the assignment grading summary to be filled out by the assessor.
SociologyExchange.co.uk Shared Resource
This document provides a scheme of work for a sociology class on mass media over 11 weeks. The lessons cover topics such as different types of media, the relationship between media and audiences, newspapers, broadcasting, media ownership, news selection and bias, censorship, theories of media effects, moral panics, deviancy amplification, and the influence of media on society and body image. Each lesson includes learning objectives at different levels, starter and plenary activities, and tasks to develop students' understanding of key concepts through discussion and analysis of current examples.
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Powerpoint presentation
This PowerPoint presentation summarizes the poem "The Owl and the Pussy-Cat" by Edward Lear. It introduces the two main characters, an owl and a pussy-cat, who go to sea in a pea-green boat carrying honey and money. They see a pig with a ring in its nose on a distant land and buy the ring for a shilling to use in their marriage, which is presided over by a turkey. The presentation highlights some of the unusual words and images from the nonsense poem.
Lang is everywhere and nowhere
This document summarizes Dr. Clara Amador-Lankster's paper on language use, learning, and teaching. It discusses how language exists everywhere through student use both in and out of school, but is often overlooked or not properly supported. It also outlines California's English language development standards and proficiency levels, from emerging to bridging levels. The document provides templates for reporting on issues and resolutions that impact projects, timelines, dependencies and resources, and includes an appendix.
Nov2015 lang is everywhere and nowhere
This document summarizes key aspects of the California English Language Development Standards and Proficiency Level Descriptors from 2012. It outlines the organization of the Proficiency Level Descriptors according to overall proficiency, early and exit stages, and three communication modes. It also describes the two dimensions of language knowledge - metalinguistic awareness and accuracy of production. Finally, it briefly discusses integrated ELD, scaffolding, CELDT testing, and considerations for understanding the changing ELL landscape and preparing teachers.
Ancient chinese-civilization
This document summarizes key aspects of ancient Chinese civilization across 3 sentences:
The document discusses the long history of Chinese civilization spanning nearly 4,000 years, key dynasties that ruled China, and important developments including the origins of writing in the Shang Dynasty, agriculture along the Yellow River valley, and innovations in calendar, silk, and food storage systems. Major occupations of ancient China included agriculture of crops like rice and wheat, as well as silk production along the Silk Road trading routes.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Innovative lesson plan
This lesson plan is for teaching the poem "The Owl and the Pussy-Cat" by Edward Lear to English students. It begins with an entry activity to engage students by asking questions about poems and animals. The teacher then introduces the poet and reads the poem aloud, ensuring students understand unfamiliar words. Students then read and discuss the poem individually and in groups. They write a conversation between the characters and present it to the class. Finally, the teacher summarizes the key points and has students write their own limerick to conclude the lesson.
Ancient chinese-civilization
This document summarizes key aspects of ancient Chinese civilization across 3 sentences:
The document discusses the long history of Chinese civilization spanning nearly 4,000 years, key dynasties that ruled China, and important developments including the origins of writing in China during the Shang Dynasty, agriculture along the Yellow River valley fueling growth, and the Chinese calendar being lunisolar.
THE OWL AND THE PUSSY CAT- ppt
The presentation summarizes the poem "The Owl and the Pussy Cat" by Edward Lear. It introduces the two main characters, an owl and pussy cat, who go to sea in a pea-green boat carrying honey and money. They see a pig with a ring on its nose and buy it for a shilling. The owl and pussy cat then get married with a turkey officiating and celebrate by eating mince and quince with a runcible spoon and dancing by the light of the moon.
Slide share *language development*
1. A child's language development begins from birth through making sounds and starts to understand speech, with early milestones including cooing and babbling sounds emerging around 6 months and first words appearing around 12 months.
2. The quality of a child's early language is influenced by the language they are exposed to from their caregivers.
3. The first 3 years are critical for language development, which forms the foundation for social, emotional, and educational growth.
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Innovative lesson plan
The teacher is giving a 45 minute lesson on the subunit "The Mass Media" from the unit "Mirroring the Times" in English for standard 9. The lesson will define mass media and discuss its functions such as keeping people informed about current events, providing commentary and editorials, spreading culture and education, and providing entertainment. Students will then write a paragraph about their favorite form of mass media.
SociologyExchange.co.uk Shared Resource
This document outlines a 12-lesson scheme of learning for a Year 10 sociology unit on mass media. The unit aims to develop students' understanding of key concepts related to the mass media such as its relationship with audiences, its role in socialization, and how power is exercised through media ownership. Lessons include class discussions, independent research, analysis of media examples, and revision activities. Students will be formally assessed at the end through an essay question exam. The scheme incorporates cross-curricular links to develop students' ICT, literacy, and numeracy skills.
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The document outlines a unit plan for an 8th grade language arts class focusing on media literacy. The unit objectives are to help students acknowledge different types of media, introduce related vocabulary, review media's impact on popular culture, teach analytical skills, and have students create their own zines. Key activities include identifying common media, analyzing magazines and ads, learning about zines as an alternative media, and creating an original zine over the course of 4 class periods and 1 week.
Key concept audience
- The document discusses audience theory and how to evaluate coursework with consideration of the target audience.
- It defines key terms in audience theory like passive audience, active audience, and theories like uses and gratifications theory and reception theory.
- It provides questions to help identify the target audience and how the coursework was designed to appeal to and be interpreted by that audience based on different audience theories.
TG.HUMMS Philo-Grade 12
This teaching guide outlines a 240-minute lesson on introducing students to the philosophy of the human person as oriented towards impending death. Students will be divided into groups to analyze pictures representing life and death, and each group will be assigned a philosopher's beliefs about life to present. After presentations, students will analyze a video about a man who predicted his own death. Finally, each student will write a philosophical reflection or essay on the meaning of life based on what they've learned. The teacher will evaluate students using a rubric.
MS1 Representations Intro Week 1
1) The document discusses media representation and how media texts depict versions of reality through selection, construction, and anchorage.
2) It explores how representation refers to how aspects of society are presented to audiences and rests on the ideas that reality is re-presented and certain points of view are portrayed.
3) The document examines how students will learn about issues of positive and negative stereotypes in media representations through analyzing examples of representation related to class, gender, age, ethnicity, sexuality, and regional identity.
Theory overview
The document discusses several media and narrative theorists and how their theories can be applied to the film The Shining. It outlines Propp's character archetypes and shows how some of the characters in The Shining fit these archetypes. It also discusses how the narrative theories of Bordwell and Thompson, Levi-Strauss, Todorov, and Barthes can be applied to analyze elements like time, space, binary oppositions, narrative structure, and codes in The Shining. Applying narrative theory allows for a deeper understanding of the film's narrative elements and techniques.
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This document provides information about analyzing a kindergarten classroom to plan a lesson on motion. It describes the 25 students in the class, noting their ages, gender breakdown, language skills, and cognitive abilities. The objectives are for students to identify different types of motion, explain what causes motion, and give examples. The lesson will use a smart board, computer, Photoshop, PowerPoint, internet, and materials created like a QR code video and poster. Students will participate by discussing types of motion shown, writing a wiki, and identifying motion in Second Life and roller coaster videos. Their understanding will be assessed through participation and identifying motions in the videos.
Lesson 4 representation in media products
This document provides guidance for students on analyzing self-created media pieces by applying communication theories. It discusses two assignments: analyzing two of the student's own productions, and evaluating one production in relation to concepts like genre, narrative, and representation. Students are told they do not need to fully explain theories but should apply a few theories to their work and evaluate the theories' usefulness. Several theories are then outlined that could be applied, including notions of representation, stereotypes, gender representation, and the male gaze. Guidance is provided on properly citing and using theories in analysis.
Historical and Modern Political Media
This 5-day lesson teaches 7th grade students about political media by having them analyze historical and modern examples and then create their own persuasive media. Students learn to identify techniques used to influence opinions, analyze how media shapes views, and develop media with a political position. The lesson supports social studies standards on historical analysis and democratic principles. Students practice critical thinking skills to understand authorship, messages, audiences and representations in media.
AT
This document discusses theories about audiences for media texts. It begins by asking why audiences are important to study and outlines some key definitions of "audience." It then differentiates between audience research, which tries to understand relationships between media and audiences, and audience theory, which describes ways of thinking about audiences. The document analyzes several audience theories, including effects theories that see media as influencing audiences, and uses and gratifications theories that see audiences as active. It notes the debate around measuring media effects and emphasizes the diversity of audiences.
ASSIGNMENT A - Special Subject Investigation for Creative Media Prodcution ready
This document is an assignment assessment report from Kolkata campus for the 1st year, 1st semester of 2015. It provides details of the assignment such as the module name, assessor's name, student's name, submission date, and expected outcomes. The report lists the assessment criteria of clarity, analytical thinking, research done, and formatting/presentation. It then provides the tasks for the student assignment on theories of genre/auteur, audience, feminism, areas of research, research methodology, and sources. The student's completed assignment addressing each task is also included. The report concludes with the assignment grading summary to be filled out by the assessor.
SociologyExchange.co.uk Shared Resource
This document provides a scheme of work for a sociology class on mass media over 11 weeks. The lessons cover topics such as different types of media, the relationship between media and audiences, newspapers, broadcasting, media ownership, news selection and bias, censorship, theories of media effects, moral panics, deviancy amplification, and the influence of media on society and body image. Each lesson includes learning objectives at different levels, starter and plenary activities, and tasks to develop students' understanding of key concepts through discussion and analysis of current examples.
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This document discusses digital storytelling and its use in anthropological pedagogy and practice. It begins by providing context on digital storytelling and how the author has utilized it in their own anthropology course. It analyzes student projects from the course, finding that they were all autoethnographic in nature, allowing students to apply anthropological concepts to their own lives. The author then discusses how advances in video technology are making digital storytelling and media production more accessible, with implications for anthropological teaching and research. Overall, the document examines how digital storytelling assignments have benefits for anthropological pedagogy by engaging students and having them apply concepts to analyze aspects of their own lives and experiences.
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The Hunger Games L1
This lesson plan is for a mixed ability 7th grade class studying The Hunger Games. The learning goals are to discuss 21st century problems, explain the term "dystopian novel," explain how The Hunger Games fits this category, and create their own dystopia. Students will work collaboratively to define dystopia, discuss real world issues, analyze dystopian elements in reality TV, and craft their own dystopian worlds using senses. Formative assessment includes listing 21st century problems and examples of dystopian novels/films. Students will peer review each other's dystopias using a 5 point rating scale.
Community Helpers Themed Unit
Students in preschool are learning about community helpers. The teacher created a lesson with centers focused on police officers, firefighters, and bakers. At the science center, students will fingerprint themselves and compare prints to learn how fingerprints help police solve mysteries. The math center involves a firefighter-themed bingo game to practice counting and matching numbers. Differentiation is provided based on students' skill levels.
Introduction to Representation
This document outlines tasks for a study on media representation and deconstruction. Students will first draw a self-portrait and swap with a partner to analyze how and why the creator chose to represent themselves. They will then work in groups to convey newspaper headlines through images alone, considering tone and emotion. Groups will view and analyze each other's images. The document discusses issues with representation like intertextuality, where meanings are shaped through other texts, and media influence on real life and how people are represented.
Representation theory
Representation theory examines how media represent people, places, events and concepts through images, words and sounds. It considers how representations are constructed and how they seem natural to audiences. Representations are selective and involve processes of production, distribution and reception that shape meaning. Audiences interpret representations based on their own experiences and backgrounds.
"People Behind Media"
The document discusses the different people involved in various types of media. For print media, it includes authors, publishers, editors, columnists, visual artists, and photographers who use text and visual arts. For TV media, it includes news anchors, reporters, hosts, actors, script writers, and video producers who disseminate information for education and entertainment. Instructional media includes professors, instructors, speakers, coaches, and trainers who facilitate learning using various tools. Radio media features radio DJs, broadcasters, commentators, and radio actors who distribute facts and entertainment using radio broadcasting. Web media involves bloggers, online media, web administrators, and web writers who use the internet as an information exchange medium.
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Innovative lesson plan
- 4. Lets begin our journey… Name of the teacher: Aaryadevi Standard : IX Name of the subject : English Time : 45min Name of the unit : Mirroring theTimes Name of the Sub unit : Mass Media
- 5. Learning Objectives : Understands the meaning of the term “mass”. Gets an idea of the various media and its uses. Gets an idea about the difference between the media of the past and that of the present.
- 6. Step I Can you say what does the following pictures suggests?
- 7. Have you seen this? Do you have the habit of reading it?
- 8. Can you say what are the following?
- 9. What can you see in the picture?
- 10. Have you heard about media?
- 11. So when the above two pictures are brought together we can say :
- 13. Have you seen this? He is a commentator : one who makes comments.
- 14. What are the different forms of media? What can you see from the pictures?
- 15. Assignment Write about your favourite mass media.