TECHNOLOGY-9

SELECTIVE UNIT 1 (S01)

(Media Literacy Point of View)
(JULY 2010)

Unit Statement: In this special unit, students are given the opportunity to explore point of
view and how it is constructed. Students learn that storytellers can create heroes or
villains out of complex historical figures by emphasizing certain characteristics and
qualities of individuals
Essential Outcomes: (assessed for mastery)
1. The Student Will analyze the role that word choice can have in communication.
2. TSW infer the point of view of the author.
3. TSW identify similarities and differences between reading and listening.
4. TSW design a storyboard to plan how images can be used to construct media
messages.
5. TSW list and explain vocabulary words.
6. TSW search for information about Sir Francis Drake.
7. TSW create a digital story in which Sir Francis Drake is clearly portrayed as either
a hero, a victim or a villain.
Introduced and Practiced Outcomes:
1. The Student Will select and use applications effectively and productively.
2. TSW advocate and practice safe, legal, and responsible use of information and
technology.
3. TSW exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
4. TSW identify capabilities and limitations of contemporary and emerging
technology resources and assess the potential of these systems and services.
5. TSW apply existing knowledge to generate new ideas, products, or processes.

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Copyright 1988-2010

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Suggested Materials:
1. Assignment: Media Literacy is a program created for the Maryland Department of
Education. This Selective Unit is based on the first unit of the elementary program
found in the following link:
http://www.marylandpublicschools.org/MSDE/programs/medialit/mediagettingstar
ted/getting_started.
2.

from the Media Education Lab at Temple University. The youtube videos are also
available here.

3. There are excellent tools available for vocabulary development. For acquiring
definitions, consider using Wordnik. For learning vocabulary, consider this list of
online flashcards. Note that Quizlet is particularly effective for learning
vocabulary.
4. Storyboard templates can be found here.
5. There are many internet search possibilities besides Google. Look for a list of
alternative internet search sites. This might also be a good time to introduce
students to Googles wonder wheel.
6. Jamie MacKenzie has an excellent method for getting students to think beyond the
basics of a google search. His method is described here.
7. There are many internet sites dedicated to permitting students to engage in digital
storytelling. One of the best sites is xtranormal.

Assessment Rubric found on following page.

QSI TECHNOLOGY-9 S01
Copyright 1988-2010

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Assessment Rubric S01 Media Literacy

The use of the following checklist is suggested, but not mandatory. Rather it is a tool to
assess students on essential outcomes. Students may receive a D (deficient) if they have
not made a reasonable effort on one or more outcomes.
TSW
1. Analyze the role
that word choice
has in
communication.

A Level Mastery
Student can correctly
interpret and explain
how word choice
causes changes in
point of view.

2. Infer the point of

view of the author.

Student can properly

select the authors
point of view based on
word choice, and can
identify substitute
words to change point
of view.
Student can identify at
least two similarities
and one difference
between reading and
listening, and back up
their points with facts
and arguments.

3. Identify similarities
and differences
between reading
and listening.

4. Design a
storyboard to plan
how images can be
used to construct
media messages.

Students design of
storyboard effectively
discloses students
point of view about
Sir Francis Drake.

5. List and explain

vocabulary words.

Student can list and

explain vocabulary
words and uses at least
three of them in digital
story.
Student creates a
range of questions,
searches appropriate
sources and then
analyzes and
organizes the results.
Student uses available
technology to
communicate new
understandings
effectively.

6. Search for
information about
Sir Francis Drake.

7. Create a digital
story in which Sir
Francis Drake is
clearly portrayed as
either a hero, a
victim or a villain.

QSI TECHNOLOGY-9 S01

Copyright 1988-2010

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B Level Mastery
Student understands
word choice changes
point of view, but may
not always be able to
choose words to
change point of view.
Student can properly
select the authors
point of view based on
word choice, but has
difficulty identifying
substitute words to
change point of view.
Student can identify at
least two similarities
and one difference
between reading and
listening, but may not
be able to back up
their points with facts
and arguments.
Students design of
storyboard discloses
students point of
view about Sir Francis
Drake, but lacks
maximum effect.
Student can list and
explain vocabulary
words.

Student creates a
range of questions, but
search lacks depth
and/or results are not
well organized.
Student uses available
technology to
communicate new
understandings, but
has difficulty
consistently
portraying Sir Francis
Drake as a hero,
victim or villain.

P Progress
Inconsistent ability to
analyze the role that
word choice has in
communication.

Inconsistent ability to
infer the point of view
of the author.

Inconsistent ability to
identify similarities
and differences
between reading and
listening.

Inconsistent ability to
design a storyboard to
plan how images can
be used to construct
media messages.
Inconsistency in
ability to use
technology to generate
new ideas, products,
or processes
Inconsistency in
ability to search for
information about Sir
Francis Drake.

Inconsistency in
ability to create a
digital story in which
Sir Francis Drake is
clearly portrayed as
either a hero, a victim
or a villain.