Map-o-lage Presentations (Day 2 of 2)

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Objective

SWBAT explore representations of symbolic ideas in images by presenting their creative images and insights to the class.

Big Idea

Students explain figurative language multimodally!

Discussion of Symbolism Visuals

20 minutes

Introduction.  This lesson caps off two units and transitions into two others.  That is, we have been exploring various structural elements existing in a range of short fiction and non-fiction pieces in a previous unit; in a graphic novel and in some creative prompts in this unit.  

To summarize their learning, now, students have created a visual representation or map of their understandings, comparing characters (RL.9-10.3) across texts, as well as themes (RL.9-10.2), and structural elements (RL.9-10.5).  What's awesome about this project and why it fits so nicely here is that the students inherently get draw to representing symbolic or figurative images (RL.9-10.4), which is the focus of our next two units, one on reading for figurative language in Fahrehnheit 451, and the other in writing an exciting and imaginative narrative based on a fictional character and signature trait.

Debrief about artistic representation.  In this lesson, they will explain their insights based on their creations, map-o-lages.  But first, I plan to revisit the ways in which ideas are represented in an artistic and visual form (RL.9-10.7).  I will take some of the following examples:

1.) Transformation -- What images of transformation do you remember or did you use in your maps?  

- Home Now sign as an image of change.

- The tree from Abs True.

- The Monkey King's shoes (as an obvious symbol of fitting in or false assimilation).

- Jin Wang's hair (as a humorous example of fitting in or assimilation).

- The Pits (as a moment of accepting of one's flaws)

- The bones (in Hollywood and the Pits) as a warning sign, sort of like the billboard in Home now.

 

2.) Friends, Mentors, and False Teachers -- What images of influence do you have?

- Danny wanting to bleach his hair.

- The bullies in ABC forcing Jin Wang to feel bad for not fitting in.

- Wei Chen as a friend who tried to build Jin Wang's confidence.

- Gordy, Roger and Penelope as friends who tried to help Junior (in Abs True).

 

Follow-up-- How do the various authors try to get us to feel about these images?  Why do they use them?  What about poems and musical lyrics?  What images do they use?

 

Students Present Map-o-lages

15 minutes

Several (not all) students will present their map-o-lages.  I plan to ask them about the connections and images that they have selected, how the images function both as collage of interesting ideas and also a map of the size and location of ideas.  I also hope to model the asking of questions by the class, as this is something that we have been working on all year (SL.9-10.1), as I expect roughly 50% of the students to ask a follow-up question in this segment of class.  I sincerely hope that it will be engaging, exciting and cognitively complex--in a fun way. 

Lesson Wrap Up

10 minutes

It's a grand finale to create and present a map-o-lage.  We are headed toward a new novel and a new unit, Fahrenheit 451.  Thus, I will use this wrap up to set the stage for our coming exploration of figurative language (RL.9-10.4).

I will ask:

1.) What have you learned about figurative language in this project?

2.) How will you render figurative language in your own short story?

3.) What do you think about censorship?  Technology? (themes from F451) About dehumanization?