- Subject index
Use media literacy to reach all students!
The Teacher's Guide to Media Literacy starts by asking, “What does it mean to be literate in today's world, and how can those literacy skills be developed?” The authors answer those questions by providing concrete, innovative ways to integrate media literacy across the curriculum and teach students to be independent, skilled, and reflective thinkers. Through dozens of suggested activities, teaching strategies, and lessons, this book's unique vision allows schools to: Integrate media literacy into teaching at all grade levels and core content areas; Address key education standards; Teach 21st-century skills and higher-order critical thinking; Engage students by bridging schoolwork with their lives outside the classroom
In addition to dozens of activity ideas, the text and companion website include self-reflection exercises, voices from the field, a glossary of terms, and seven annotated, original, classroom-tested lesson plans that illustrate different approaches to media literacy in the classroom. In a time of hectic schedules and ever increasing expectations, the authors help teachers reframe their instruction to focus on the skills students need to succeed in the digital age.
Chapter 7: Media Literacy Lesson Plans
Media Literacy Lesson Plans
This chapter features seven complete lesson plans, each demonstrating the application of the curriculum-driven, inquiry-based approach to media literacy described in the preceding chapters. Each is designed to build critical thinking and/or effective communication skills while at the same time teaching core content. We've selected these specific lesson plans because
- they are all classroom-tested lessons that have been developed and taught by us, our colleagues at Project Look Sharp, or teachers who have had extensive training in media literacy education with us.
- they provide examples for a wide range of curriculum areas and grade levels.
- as a set, they address all eight of the media literacy capabilities described in Chapter 2 and all of the elements of the NAMLE statement on ...