11th and 12th GRADE

READING AND WRITING FOR CRITICAL ANALYSIS - HONORS

Ms. Susan Houseman
Room 280
E-mail: housemans@tesd.net Phone: (610) 240-1000 ext 2352
(preferred)

Below are the general expectations of Media Literacy. It’s important from the outset
that you and your teacher understand what is expected so that all members of the class
can learn as much as possible.

COURSE OVERVIEW
The way we perceive the world is influenced by what the media projects. Media is
powerful. Students will use critical thinking skills to access, analyze, and evaluate mass
media messages. Students will develop reading, writing, speaking, listening, and
viewing skills that will allow them to become conscientious consumers and producers of
various mass media and popular culture texts. Generally, units will consist of
deconstruction, construction and reflection phases.

1. Deconstruction: Identify, analyze, synthesize and evaluate media through

whole class, small group
and self-directed instruction
2. Construction: Synthesize existing media and/or create new media individually
or in groups
3. Reflection: Whole class, small group or individual reflection upon the
deconstruction and
construction phases

MAJOR UNITS OF STUDY

 Introduction to Language of Media: Students will be able to identify
common media terminology and the five core questions of media literacy.
 Staging Portraits: Students will be able to identify and evaluate the
intentional and unintentional construction of identity both self and others.
 Telling Stories: All media tells stories. Students will analyze the author’s
intentional construction of narrative to achieve the desired effect.
 Making History: Students will evaluate the subjectivity, bias, and,
sometimes, distortion inherent in the retelling of history in media texts.
 Dividing Lines: Students will analyze how societal conflicts are represented
and shaped in media texts.
 Packaging Culture: Students will evaluate the role commerce plays in
shaping a culture’s attitudes, behaviors and expectations.

OBJECTIVES
• To examine the mass media and popular culture in order to make sense of our
media environments
• To explore how the media are used to construct meaning—entertain, inform and
persuade
• To investigate how the mass media portrays race, class, gender, region, and
sexuality
• To assess bias in the mass media
• To compare alternative and mainstream media

Conestoga High School Department of English

2010-2011
 • To construct media messages of our own

BRING TO CLASS
You must have the following items each day.
• Your text for that day’s work;
• Your English notebook (a loose leaf binder with pockets for holding
handouts);
• A pen or pencil

ASSIGNMENTS
Types: For each unit, you can expect to examine the media through written, visual
and aural media texts. These texts include websites, television shows, print and
television journalism, films, advertising, political messages, and business and
interpersonal communications. You will also be required to read fiction and nonfiction
pieces, such as essays. You will also read the novels Fahrenheit 451 by Ray Bradbury
and Zeitoun by Dave Eggers.

In the deconstruction phase, you will react to media though analytical papers, blog
posts, and class discussion. In the construction phase, you will create media with
purposeful messages.

You can expect traditional and nontraditional writing assignments and projects that
may be short term or long term. At the beginning of the second semester, you will
begin research for a long term project that will culminate in a 2400-2800 word
analytical paper (which is about 8-10 pages, plus a works cited page) and formal
presentation.

Format: Unless otherwise indicated, all assignments must be typed and double-
spaced using MLA format. Assignments that do not follow the prescribed format
will be penalized. I will not accept an assignment that is handwritten.

Make-up Assignments: For each day that you are absent, you will be given two
days to make up your work beginning on the day you return to school. Please
remember that it is your responsibility to get the work that you have missed. You can
schedule an appointment with me during or after school if necessary. You may only
receive make-up credit for excused absences.

Late Assignments: All assignments should be completed by the beginning of the

period on the day that it is due. Late assignments will be accepted but will be
penalized. If you do not turn in your assignment in class, but turn it in at the end of
the day, you grade will be reduced 5%. After that, for each day that it is late, your
grade will be reduced by 10%. Work not submitted within 10 days will receive a grade
of 0.

“Computer Problems”: This is not an excuse. You need to be prepared with a

“Plan-B” when an assignment is due (ex. flash drive, email, etc).

Conestoga High School Department of English

2010-2011
GRADING
Each marking period, your grade will be based on the following:

Tests/Quizzes—Tests will be announced. Quizzes may be announced or

unannounced.
Writing—You will be required to complete analytical and creative assignments.
Media Construction Projects—You will be required to construct media with
varying purposeful messages.
Participation/Preparation—You will be required to come to class prepared
having completed any homework assignments, including reading and
written homework.

CHEATING/PLAGIARISM
Cheating and plagiarism is strictly prohibited and will result in consequences, including
but not limited to a grade penalty, parent/guardian and principal notification.

CLASS ATTENDANCE
You are expected to arrive in class on time, prepared and ready to contribute.
Excessive lateness and unexcused absences will result in grade reduction according to
the Conestoga policy.

Conestoga High School Department of English

2010-2011