Themes for the Unit TEKS Big Ideas: Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information on Broadcast History in the 20th Century. Students will learn to write for Broadcasting using voice and various forms. Students will learn to take video and photos with cameras and visual equipment. Making PSA videos benefits the greater good of society. Essential Questions: Why is digital citizenship and ethical journalism expressing ideas? How does the history of broadcasting affect public opinion and the economy? What is the relationship between our stories and our identity? To what extent are we all witnesses of history and messengers to humanity? What is the role of a reporter's voice in writing for broadcasting? What are the different ways that video and photos can be taken? How does graphic design affect broadcast journalism? How do PSA videos help improve society? Priority Standards: (3) The student produces programming such as newscasts, interviews, and public service announcements. The student is expected to: (A) determine which events and issues are newsworthy for an audience and write appropriate copy for the content; (B) select the most appropriate journalistic format to present content such as school cable systems and websites; Priority Standard: 1A: The student demonstrates an understanding of broadcast media development, law, and responsibility to cover subjects of interest and importance to the audience. (B) identify the function and role in society of broadcast media, including radio, television, and online broadcasts; (C) understand and apply the laws affecting broadcast journalism, including copyright law, the fair use exemption, and the ownership of intellectual property; (D) understand and apply ethical considerations affecting broadcast journalism; (I) demonstrate knowledge of new and emerging technologies that may affect the field; TA TEKS: (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to: (A) identify, create, and use files in various formats, including text, raster and vector graphics, video, and audio files; (B) create, present, and publish original works as a means of personal or group expression; (2) Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to:
Unit Overview: Themes for the Unit TEKS Big • Readers adapt reading strategies according to the purpose and structure of the text. • Readers draw and support complex inferences from text. • Critical thinkers actively and skillfully interpret, analyze, evaluate, and synthesize information. Essential Questions: Why is text evidence important to expressing ideas? Why do readers read across texts and genres? How does interaction with text provoke thinking and response? What is the relationship between our stories and our identity? To what extent are we all witnesses of history and messengers to humanity? Priority Standards: 10A: summarize the main supporting details, and relationships among ideas in text succinctly in ways that maintain meaning and logical order; 10C: Make subtle inferences and draw complex conclusions about the ideas in text and their organizational patterns 10D: synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres and support those findings with textual evidence. Grading Period 4