[10.1] Teaching Strategies for Interpreting and Constructing Media Texts

[10.2] Studying Film Adaptations of Literature and Theater

[10.2a] Different Modes of Adaptation

[10.3] Organizing the Curriculum Around Teaching Strategies for Interpreting and Constructing Media Texts

[10.3a] Comparing Differences in Experience of Different Types of Media

[10.3b] Interpreting and Producing Narratives

[10.3c] Interpreting Characters’ Actions, Beliefs, Agendas, Goals

[10.3d] Contextualizing Texts in Terms of Cultural and Historical Worlds

[10.3e] Defining Intertextual / Hyptertextual Connections Between Texts

[10.3f] Uses of Intertextuality in Language Use and Voices in Chat, Blogs, or MOOs

[10.3g] Judging Quality of Literary and Media Texts

[10.4] Designing Units

[10.4a] Techniques for Developing Units

[10.4b] Evaluation and Assessment of Learning

[10.5] References

[10.6] Teaching Activities

Powerpoints

[10.3.1] In their book Understanding by Design, Grant Wiggins and Jay McTighe argue that curriculum designers should employ a “backwards” design to initially define learning goals and objectives — what you want your students to be able to do.