Key Idea: Stories can make us feel or think differently about the world around us.  

 

Rationale: At this stage, students work on verbalizing their own responses to stories, news, or other media messages, and practicing sharing these opinions with others.

 

Sample Instructional Content:

• Using writing or drawing, students respond to stories, both informational and imaginary.

• Students share their thoughts and opinions with their peers.

• Practical applications of learning new information are discussed and modeled.

 

Related Common Core Learning Standards

 

CC.K.W.1 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

 

CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

 

CC.4.SL.1.d Comprehension and Collaboration: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

 

CC.5.SL.1.c Comprehension and Collaboration: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

 

Related AASL Standards

 

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

 

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

 

4.1.5 Connect ideas to own interests and previous knowledge and experience.

Key Idea: People actively construct the meaning of media message and these personal interpretations can affect how individuals perceive themselves and their world.

 

Rationale: In high school, students move from merely expressing their opinions or beliefs to understanding how individuals make sense of media messages. Having learned that others can interpret the same message differently, students now consider the implications of this for media creators.

 

Sample Instructional Content:

• Students discuss the roles and responsibilities of the viewer of media messages.

• Given that viewers construct their own meaning, students explore what it means for creators who cannot predict how viewers will react to their work (e.g. If viewers misunderstand the creator’s intent for the work, whose fault is that?).  

• In discussions, students respectfully challenge and engage with the interpretations of their peers.

• Students examine what media messages resonate with them and why, considering how this affects their worldview.

 

Related Common Core Learning Standards

 

CC.9-10.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

 

CC.11-12.SL.1.c Comprehension and Collaboration: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

 

Related AASL Standards

 

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

 

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

 

4.1.5 Connect ideas to own interests and previous knowledge and experience.

 

4.4.4 Interpret new information based on cultural and social context.