Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Big Ideas: Course Objectives / Content Statement(s) Hooking the Reader, Factual Reporting (Just the Facts), Ridding Bias(moved weeks 7 & 8), Content Curation, Organizing information in your writing (Credibility of Sources - moved to week 5 Pacing: Weeks 3 & 4 Essential Questions How does the media determine the audience they are trying to reach when writing an article? How does the media presents information to get people to experience different emotions? How can the media enhance or manipulate information presented in articles to elicit emotions from its audience? What is content curation tools? How does the media organize the information gathered in order to write an article? Enduring Understandings What will students understand about the big ideas? Students will understand that… The media uses a variety of methods to What content curation is and how it can be used to improve researching and the data collected. The descriptions of the two main organizational techniques for hard news. How to determine which organizational technique is best for a particular article. Areas of Focus: Proficiencies (Cumulative Progress Indicators) Examples, Outcomes, Assessments (see below about the content of this section)
behavior. a. Advocate and practice safe, legal, and responsible use of information and technology, b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity, c. Demonstrate personal responsibility for lifelong learning, and d. Exhibit leadership for digital citizenship 6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems, b. Select and use applications effectively and productively, c. Troubleshoot systems and applications, and d. Transfer current knowledge to learning of new technologies. tools for personal or school purposes. Technology Integration Sites (Resources are pulled from) Commonsensemedia.org Schooljournalism.org Thenewsliteracyproject.org Edutopia.org Checkology.org - Virtual Classroom Newseum.org and/or Newseumed.org Studentreportinglabs.org (PBS NEWSHOUR) Consortiumformedialiteracy.org Pre and post assessments can be created using Google Forms and/or PollEverywhere, etc. Students can draft writing responses via Google Docs All course materials and scope and sequence will be provided via LCJSMS Digital Newsroom Google Site Identify a new technology that has resulted from the demands, values and/or interests of specific individuals, businesses, industries and societies. Global Perspectives With teacher approval, choose a product that has had global impact and complete and present to peers an analysis that includes a basic exploration of each the following, using a teacher-made outline or guided questions: Use Library resources, online Databases and other web-based resources to research a global issue and gather data for subsequent analysis and comparison and reporting in a news or feature story. Compare and contrast the analysis of an issue, for example, news coverage of ecological disasters and acts of terrorism, as presented in American and foreign news media Anytime the students access the internet it has a global impact. No matter what