Film Framing uses animated films students often remember from childhood as a jumping-off point for approaching the serious and often emotionally tough conversations that we will be having later in the class period about the novel we are studying. Given their visual appeal and simple storylines, these films are one way to support my students as they grapple with complex questions and apply literary theories and devices. Part of the analysis process for my students is tracking their observations throughout each clip and using those notes during the class discussion that follows the viewing. The understanding they gain through the film discussion on how to answer these complex questions and apply multiple lenses is then applied to our class novel. An additional benefit of Film Framing is that my students become more critical consumers of media in general.
Annotation Logs in my class can be on paper or online, usually depending on what modality the student prefers, as well as what their access is to technology at home. Annotation Logs are a routine through which my students explore the unit text by analyzing quotes, asking questions, and making clarifications. Whether online or on paper, it is my routine to respond to their annotations. Because each student writes so many annotations throughout a unit, I have many opportunities to dip into their thinking at multiple points along the way. Annotation Logs are fundamental building blocks to some of my other classroom practices including Socratic Seminars, TIED analysis paragraphs, and essay writing. For each annotation in the log, my students must include their focus for the annotation, the quote itself, the page or line number, and the analysis. The focus of the annotation could be a literary device, a theme connection or an approach through one of the literary theory lenses we have studied. Citing the quote and where it is found makes for easy reference later on. The analysis is 3-4 sentences that shows how the quote addresses the initial focus they indicated. It is in this last part that I address any feedback by asking questions and clarifying any plot confusion.
A valuable routine not only for my students but for my own learning as well is the use of video recording in the classroom. Key events to record are our academic discussions, their individual oral presentations, and as much as possible, their learning process as they build their skills. My students have a Senior Capstone Project and are expected to be able to present their research findings in both live and digital form. This is one example of a project where video recording becomes a necessary tool. From day one of the school year, the video camera slowly becomes a part of the village that is my classroom. Before students are recorded themselves, I show a significant amount of footage from previous years, whether it be past seniors giving advice about student mindset or a snapshot of a Socratic seminar. Students learn quickly that the video camera can be an amazing tool for helping them to become excellent presenters, and we discuss its value in capturing individual "isms" where a student has a particular presentation habit that needs adjusting. I also find it useful to record students giving each other peer feedback in addition to my own feedback. There is an added level of accountability when students know their feedback will also be recorded, which then leads students to focus on the language of the rubric to understand what is truly being assessed.
Although I can not predict when great insights will come up during a Socratic seminar, I can be assured that they will happen. I film the seminar because I then play back the footage to help me create accurate scripted notes that students can use as an additional resource to support their analysis writing. I have also found that using clips from the seminar to build a Gooru collection or to share during a moment of direct instruction is a very engaging way to teach. It also acknowledges what my students know and it allows them to, in essence, help me teach the class.