Online custom essays

Have students select a television program they like and one they dislike and write a paragraph for each.

Provide opportunities for students to view a film or videotape about media literacy, such as "Advertising and Media", NFB.

Have students complete activities to enhance and reinforce media related viewing and listening skills and critical analysis. Refer to Resource 3 and have students provide examples, from print and non-print media, of advertisements that use each propaganda technique. Chart these and have students add to the chartthroughout English 16-26-36.

Have students list online custom essays specific names and provide two reasons why they purchase the magazines or newspapers. Have students compare the size and format of various print materials: eg. Reading strategies applied will depend on their purpose for reading, such as skimming an article to get the main idea, scanning the entertainment section to locate a particular movie or reducing the reading rate to enjoy the full meaning of a comic punchline. Familiarize students with the organization and overall format of a newspaper by reviewing the various sections (sports, entertainment, business, local, national and international news). Acquaint students with the regular features found in most newspapers, such as news articles, editorials, feature stories, comics, advice columns, class ,f ied ads, horoscopes and obituaries. Provide opportunities for students to identify similarities and differences among urban and rural newspapers. These are the stories that are, in the judgment of the newspaper staff, the most important for that particular aay.

The front page contains factual, objective information. Have students locate words or phrases that denote that these articles are factual.

Have students identify the purposes of newspaper headlines. Have students compare the front page headlines of the same event in several newspapers. Have students summarize news stories from television and radio news broadcasts the previous evening. Provide opportunities for students to write newspaper headlines for the summaries that focus on and highlight the main ideas. Encourage students to bring newspaper articles during the duration of the unit and have students predict and vote on the articles or headlines that may be remembered 10, 20 and 50 years in the futu re.

Provide opportunities for students to select and read a story from a newspaper, and highlight unfamiliar vocabulary. Assist students to uss a variety of strategies to discover meanings, such as focussing on the surrounding context. Introduce students to reading comprehension strategies to be used to determine meaning when reading unfamiliar or difficult material.

Have students select a story in a newspaper to follow over a period of time. Clip the articles and ask the students to complete a sequential web to summarize the events. Have students compare a news item portrayed through a variety of media, such as television, radio, newspapers, tabloid newspapers. Providing students with the freedom to chcost meir reading material is important to the success of this and other thematic units. Permit students to select items of individual interest when completing the following activities: a.

Using a specific article, have students identify the who, what, when, where, why and how of the article, and support their responses with details. Help students recognize that the answers to who, what, when and ERLC 63 70 Thame C Media Madnws where are usually in the first part of online custom essays the article, while those relating to why and how may be found later or not at all. Have students write news articles of school or community events. Provide time for students to browse through newspapers and other reading materials at their leisure.

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A variation of this activity wouid be to have each team make up a set of instructions for the other teams to follow.

Have students in groups develop a weekly trivia quiz where students must scan the newspaper to k cate specific information. Emphasize that the opening paragraph of a news article is called the lead and contains all the essential facts of the story. The remainder of the article supplies actional details and explanations, organized according to importance. Promote critical thinking by having students evaluate the opinions expressed on editorial pages and in letters, and articulate xSeir personal opinions on issues. Discuss the following questions: - What are the qualities of a good editorial? Have students read a news item and an editorial based on the same issue. Discuss how the editorial seeks to interpret the significance of the item and reasons why the newspaper identified th is topic for editc rial comment. Have students select an editorial of interest and identify vocabulary that denotes ooinions as opposed to facts.

Examine the devices the editor uses to argue customized essay and persuade the readers to adopt a certain point of view. Have students provide answers to online custom essays these questions: - What is the main idea? Examine the cartoons that appear on the editorial page (see Reading, "Using Comic Books and Cartoons in the Classroom") and assist students to interpret them, using the following question? Have students develop political cartoons based on current issues in the news. Provide opportunities for students to read letters to the editor and discuss the points of view expressed by the writers. Have students compare personal opinions with the opinions expressed by the letter writers. Examine the photographs that appear in a newspaper and online custom essays discuss how they are used to supplement the stories, (e.

Encourage students to bring to class photographs that may have historical significance. Ask students to locate three outstanding action photographs and three outstanding still shots from Media sources. Have stude r ,ts support their selections by considering purpose of the photo, the composition, the camera angle and lighting. Find an amusing picture in a newspaper, remove the caption and ask students 10 write a suitable caption. Display a newspaper photograph and have students write a newspaper article or letter to the editor based on personal perception. Discuss freedom to acce" information versus censorship in relation to newspaper reporting. Consider the following questions: - Can the news be manipulated or distorted? Have students complete a newspaper crossword puzzle or word search. Relate these to the occupational clusters and employment preparation needs. COMMUNITY PARTNERSHIPS Media Madness Resource 1 MEDIA MADNESS: SAMPLE LESSON PLAN LESSON OBJECTIVES (froti the Scope and Sequence online custom essays Chart) CONCEPT OBJECTIVE: Appreciation and helping writing essay understanding of print and non-print messages require an understanding of purpose. GENERAL SKILL OBJECTIVE: Students will be expected to identify the purpose, message and intended audience of print and non-print communications. Introductory activities may include questioning, brainstorming, outlining, reviewing, listening, viewing, discussing, reading, listing. Do viewers perceive and respond to television programs in the same ways? The lesson outline which follows corresponds directly with the Introductory Activity- Sample A. EVALUATION: to determine the degree to which learning objectives have been understood by students. Have students support their views with facts from the chart or other related sources.

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