Observation Checklist
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Can identify that media are constructions, and are not always an accurate reflection of reality
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| Can analyze how media can influence our perceptions of reality, including what is seen as good or bad |
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| Can express understanding of how media might portray things in a stereotypical way |
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| Can identify what is missing from a media work, and to consider how the inclusion or exclusion of elements can affect meaning |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Can identify that media are constructions, and are not always an accurate reflection of reality
|
|||||||||
| Can analyze how media can influence our perceptions of reality, including what is seen as good or bad |
|||||||||
| Can express understanding of how media might portray things in a stereotypical way |
|
|
|||||||
| Can identify what is missing from a media work, and to consider how the inclusion or exclusion of elements can affect meaning |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| Can identify that media are constructions, and are not always an accurate reflection of reality
|
|||||||||
| Can analyze how media can influence our perceptions of reality, including what is seen as good or bad |
|||||||||
| Can express understanding of how media might portray things in a stereotypical way |
|
|
|||||||
| Can identify what is missing from a media work, and to consider how the inclusion or exclusion of elements can affect meaning |