Professional Learning Podcast Treasury Lesson Plans Personal Workspace Site Search ALEXville Learning Assets Home Courses of Study
Home  |    Add Bookmark   |   Print Friendly   |   Rate This Lesson Plan   |   Suggest a Variation

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

This lesson provided by:
Author: Deidra W. Crain
System:Tuscaloosa City
School:Paul W Bryant High School
Lesson Plan ID: 33129
Title:

Analyzing Visual Text

Overview/Annotation:

Students will analyze visual text, reflect, and generate effective focus statements.

This is a College- and Career-Ready Standards showcase lesson plan. 

Content Standard(s):
ELA2013(9) 31. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. [SL.9-10.2]
ELA2013(10) 32. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally), evaluating the credibility and accuracy of each source. [SL.9-10.2]
ELA2013(11) 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7]
ELA2013(12) 16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7]
Local/National Standards:  
Primary Learning Objective(s):

Students will analyze visual text, reflect, and generate effective focus statements.

 

Additional Learning Objective(s):  
Approximate Duration of the Lesson: 31 to 60 Minutes
Materials and Equipment:

Visual text, student copies, and/or projector

Markers/highlighters

Visual Text: Focus Statement Toolkit

 

Technology Resources Needed:

For teachers:  Technology is not required, however, an interactive whiteboard and document camera would be ideal.

For students:  If technology is available, having students digitally annotate and label and/or highlight visual texts would be ideal, from a computer, tablet, or slate using a stylus and sharing online. Additionally, Glogster.com and popplet.com are excellent websites and apps which may be useful for extension or remediation purposes.

Background/Preparation:

Standard grammar conventions

Procedures/Activities:

1. Display/project a visual text for class.

2. Ask students to generate a list of viewers' reactions on their own paper. Dependent upon the visual texts, responses might include physical or concrete observations, or more abstract observations, such as frightening, hopeful, tender, soft, etc.

3. Have students pair and share their viewers' reactions, perhaps adding some of their classmate's reactions to their own paper.

4. After pairing and sharing, ask students to group their words based on what they have in common, and THEN give each group a label/name. (List-group-label) Encourage them to apply "big idea" labels that represent abstract associations rather than literal, concret associations (i.e. emotions vs. sad, etc.)

5. Generate a class compilation of varying groups and reactions, perhaps adding to chart paper or board, or otherwise posting around the room. 

6. After viewing and discussing the class compilation of viewers' reactions, model the visual text focus statement toolkit and the elements of an effective visual text focus statement (please see attached). Highlight/annotate each element within the model statements as you model the toolkit for the students.

7. After viewing the toolkit and the model statements, students should create a visual text focus statement encompassing the elements of an effective visual text focus statement (see attached notes and toolkit). *Teachers, please keep in mind this lesson is intended for only the creation of the focus statement, and not extended writing for evaluating sources and credibility. Extended writing on evaluating sources will be addressed in a separate lesson.*

7. Have students pair and share the visual text focus statements, then annotate their own and/or each others' statements using the visual text focus statement toolkit, highlighting and labeling each attribute of an effective visual text focus statement.

8. Share out to class, choosing some statements to model for students.


Attachments:**Some files will display in a new window. Others will prompt you to download. VFStoolkit.doc
Assessment Strategies:

Teacher should conduct informal observations and questioning while circulating around room as students work.

Teacher might choose to score the annotated/highlighted and labeled focus statements, to ensure they have each component listed in the toolkit, for correct answers, since there are 5 parts to each effective response which students should use, identify, and label. 

However, since this is guided practice, the teacher may choose to wait until an extended writing assignment to apply a scoring rubric to the entire written assignment.

Extension:

The elements in the visual text focus statement toolkit can also be applied to poetry focus statements, plot development, and theme development.

Remediation:

The teacher might choose to highlight the different elements contained in the model response and have the students label them, before having students do both identifying and labeling in each others' or their own papers.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
Best of the Web

Web Design by: Digital Mason LLC