Robert Hand
EDSE 786
Styslinger
September 21st, 2012
Say/Do:
Transacting with Literature
The unifying purpose behind each reading this week is to make literature accessible to students. In "Directing versus Exploring: How to Get Where You're Going without a Literacy Map", the author explains that students view most canonical texts as "confusing" and "boring". These texts are often not easily accessible to modern students. It is argued that canonical texts should be read on a transactional level, and that they can be paired with contemporary young adult literature in order to help students relate.
Clearly, one way to make texts more accessible is to include young adult literature in the classroom. In "Making Magic with YAL", Mike Roberts advocates teaching young adult literature, due to the fact that it makes students enthusiastic about reading. He suggests a number of contemporary books as examples of quality YA literature. There can be no student engagement without enthusiasm from students.
Of all the suggestions for increasing accessibility, however, I am most interested in
the potential of using graphic texts in the classroom. On this subject, Mary
Rice’s “Using Graphic Texts in Secondary Classrooms: A Tale of Endurance” is
illuminating. Also, as with any literature, instructors must be careful when
selecting which texts to introduce into their classrooms. With these
considerations in mind, graphic texts can be a great teaching tool. Nevertheless,
some opponents may argue that using graphic text is a “dumbing down” of
academics. This is not the case.
Graphic
texts can help English language learners and lower-level students to
participate in class. Visual literacy can help such students to engage graphic text
with greater fluency than standard texts; these students use visual literacy to
gain an understanding that reading is not insurmountable, and that it is not
limited to textbooks and novels. Indeed, the ability to infer and examine messages
within images is an important part of education for any student.
As
Rice suggests, I realized that students need to understand the importance of
visual literacy before they delve into comics, graphic novels, or sequential
art. I realized that, because I am in a middle school, students may not have be
ready to tackle graphic novels quite yet. At the 8th grade level, I
realized that many students did not consciously realize that images, like text,
can convey meaning. In response, I made an introductory mini-lesson on visual
literacy (see below). Judging from the work I gave students feedback on, I feel
like they have a greater understanding of this concept.
Daily Lesson Plan
Instructor
And Room #:
Mrs. Lee
Green Hall
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Date & Length:
9/11
25 minutes
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Subject and Block/Period:
ELA 2 & 3 period
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Topic:
Alphabet
City and
City By Numbers by Stephen T. Johnson
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Student Objectives:
Students will
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Learn and practice
visual literacy
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Express
themselves through images.
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Common Core
RL.8.2. Determine a theme
or central idea of a text and analyze its development over the course of the
text.
SL.8.2. Analyze the purpose
of information presented in diverse media and formats.
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Items to Display as
Agenda:
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Admit question: Can you “read” images? How?
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Class reading
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Discussion
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“Initials”
activity
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Purpose:
-
This lesson will serve as an introduction to the concept of visual
literacy. The use of letters in images allows students to literally “read”
images. This concept will be elaborated on in order to give a proper
understanding of visual literacy. In the class activities, students will be
given an opportunity to practice visual literacy through creative expression. Visual literacy is an important real-world skill, because it helps students to determine messages and bias in advertisements, logos, photographs, and art.
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Lesson Procedures:
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Write admit
question on board. Give students approx. 5 min to write down thoughts.
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Show students Alphabet City, allow students to see pages.
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Move on to City by Numbers. As this one is shown to class,
discuss admit question/concept of visual literacy.
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A couple
students may be able to present their work to the class, if time permits.
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Analyze projected
photographs together as a class
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Begin activity
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Assessments and Assignment:
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Initials
activity: Students will creatively express themselves by writing their
initials, decorated with images and symbols that represent their interests,
hobbies, family, or background.
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The below is an example of a 3rd period student’s
“initials project”. 2nd period (Honors) did not engage in this
activity. I instead gave them a larger selection of harder-to-interpret images.
.JPG)
These are two of
the images I projected for analysis.
I very much enjoyed your discussion of graphic text--your lesson plan is an appropriate application of the ideas offered in this reading--what I still need, though, is a "say" that makes connections across all of the readings assigned for this day--not just one of them. Whereas your "do " is exclusive, your "say" needs to "inclusive" of all the readings assigned. Please revise your "say" to include the connections you noted across all of the readings. I could read about half of your "do"--enough to get the essence, but not all your formatting transferred which made it difficult to read. But the idea is strong. Loved the images. Work on your purpose statement--it doesn't tell students WHY they need to know this--it reads like an objective, telling what they will do--but not why--what is the value beyond the classroom?
ReplyDeleteI am so impressed with all of the work and effort that you put into this! Everything looks great, especially the student's work. I feel the same way about graphic texts. I really love the idea of incorporating them into my classroom. I would love to see what student answers were to "reading pictures". How did they respond to this prompt? It could make a difference in how they respond to the rest of the lesson. Students have to see the value in pictures and the use of graphic novels or at least be open to them for them to really be effective in the classroom. Or they have to be presented in such a way that students can connect with (which is what you were doing and thats great!). One thing that I would like more of is an explanation of your procedures. I would not be able to teach your lesson as well because It is not as specific as they could be. Other than that it was lovely! :)
ReplyDeleteYour revised response is more inclusive, and I appreciate that--it is important that we recognize and include not only graphic texts, but all genre accessible and relatable to students in our classrooms. I am a bit worried with the common core and its emphasis on informational text that we might lose our way with young adult literature--if we teach by theme or focus, however, we can still include multiple genre. Your new purpose for the lesson plan is well expressed and has implications beyond the classroom. Full credit on both. But next time, please include a full heading as directed by the syllabus.
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