6. Media Literacy
Students as active global citizens evaluate authentic sources to understand how media reflect and influence language and culture.

Media Literacy


Add your examples here. Please follow the format of the examples above. Place each example in the correct proficiency level and make sure to indicate which mode(s) the example is in.

Name
E-mail
School
City, State,
zip code
Level, Language
Novice Proficiency
Range Example
Intermediate Proficiency
Range Example
Advanced Proficiency
Range Example
Recommended Tools and Resources
Sarah Shackelford
knote@fus.net
Clermont Northeastern HS (recently retired)
Batavia, Ohio 45103
French - all levels
Students compare news headlined by the target culture(s) and their home community to determine what sorts of events are considered important. Similarities and differences are graphed and discussed.
(interpretive/presentational)
Students follow the newscasts given from the community of their epals
and exchange comments and questions with epals concerning the press on a weekly basis.
(interpretive, interpersonal)
Students follow the news from target culture(s) and prepare weekly summaries
of the highlights in the form of podcasts or small class newspapers.
(interpretive, presentational)
television news, internet for foreign press such as radio, television, newspapers
Greta Lundgaard
greta.lundgaard@pisd.edu
Plano ISD
Plano, TX 75075
all languages
Working in small groups, learners access (via Google search) level/proficiency appropriate websites from target culture that provide information about the learners' home city or state. Learners read and review information on website and develop a double T chart listing what is accurate. what is almost/kind of accurate and what is inaccurate about their city/state as reported on the website. If multiple websites/entries are found, learners could develop double T charts for each and then decide which site has the best information (group defines "best") and which has the worst information (group defines "worst"). (Interpretive; Presentational)
Working in small groups, learners review level/proficiency appropriate websites from target culture that provide information about the learners' home city or state. Based on information lacking, inaccurate, or uninteresting, and original research, each small group collaborates with other groups in class to develop a Wikipedia entry (target language specific) about their city/state (or school) and posts to Wikipedia (target language specific). (Interpretive; Presentational)

level/proficiency age appropriate websites from target culture









Sarah Shackelford
knote@fuse.net


all languages, intermediate to advanced levels

Students write and post book
reviews to Amazon.Fr or
similar sites after reading a book in the target language. (interpretive, presentational)


Rosa Beach
rbeach@hcs.k12.ca.us
Horizon Charter Schools
Roseville, CA
Spanish, all levels
Watch commercials on Spanish TV. Select at least 3 ads that got your attention. Write down a list of words and phrases that are commonly used by these commercials. Describe the products that are selling. (Interpretive)
Students share selected TV commercials or ads in Spanish. Have a discussion on the products to be sold, the words or phrases used to pursuade the public. Also if the ads or commercials appeal to your emotions. Look for the ads strategies or marketing techniques. Compare these ads and products. (Interpretive and interpersonal)
Work in collaboration. Form a small group and produce an ad or commercial in Spanish using Flip video or video camera. During the presentation, students will demonstrate team-work, organizational and marketing skills, the attractiveness of the commercial and the proper use of language to pursuade the public. (Interpretive, interpersonal and presentational)
www.univision.com;
www.telemundo.com; www.galavision.com,
www2.esmas.com/usa/