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 classmates' 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, concrete 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.