Observation Checklist
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Demonstrates considerable understanding of how media makers’ choices are influenced by genre |
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| Student understands that genres give media makers a “toolbox” of characters, settings to use | |||||||||
| Uses processing skills with considerable effectiveness to make inferences and analyze how a genre’s conventions might lead to stereotyping |
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| Uses conventions, vocabulary, and terminology with considerable effectiveness when defining and discussing genres, fairy tales, and fables | |||||||||
| Makes connections within and between various contexts with considerable effectiveness by connecting the conventions of a genre to real-world stereotypes |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Demonstrates considerable understanding of how media makers’ choices are influenced by genre |
|||||||||
| Student understands that genres give media makers a “toolbox” of characters, settings to use | |||||||||
| Uses processing skills with considerable effectiveness to make inferences and analyze how a genre’s conventions might lead to stereotyping |
|
|
|||||||
| Uses conventions, vocabulary, and terminology with considerable effectiveness when defining and discussing genres, fairy tales, and fables | |||||||||
| Makes connections within and between various contexts with considerable effectiveness by connecting the conventions of a genre to real-world stereotypes |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Demonstrates considerable understanding of how media makers’ choices are influenced by genre |
|||||||||
| Student understands that genres give media makers a “toolbox” of characters, settings to use | |||||||||
| Uses processing skills with considerable effectiveness to make inferences and analyze how a genre’s conventions might lead to stereotyping |
|
|
|||||||
| Uses conventions, vocabulary, and terminology with considerable effectiveness when defining and discussing genres, fairy tales, and fables | |||||||||
| Makes connections within and between various contexts with considerable effectiveness by connecting the conventions of a genre to real-world stereotypes |