James Forten: Multimedia in a Text - Say What?

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Objective

SWBAT identify multimedia elements in a text and explain how they contribute to the meaning, tone and beauty of the text.

Big Idea

Multimedia doesn't just mean video and music!

Cue Set

5 minutes

The Cue Set is relatively short today since it is day 2 of a new skill/text that was introduced yesterday.  Scholars do a quick Rally Robin of all the multimedia elements they might encounter in a text (pictures, websites, songs, etc.).

First they have 1 minute to jot down their ideas.  Then, they take turns sharing each answer with the person sitting next to them.  Whomever outlasts their partner wins!  My scholars LOVE doing the Rally Robin because it incorporates competition into the lesson.  Here are some scholars doing the rally robin.  

Here is a video example of the Rally Robin: 

Teaching Strategy

15 minutes

During the Teaching Strategy, we do a cloze reading of pages 314-315 of James Forten.  I model how answer the following questions & record my answers on our RL 7 graphic org

1. What are the multimedia elements on these pages? 

2. How do they contribute to the meaning of the text?  Tone?  Beauty? 

Scholars write what I write and record my thinking just as I do so that they have a model of strong thinking as they move into their Guided Practice.  

Guided Practice

25 minutes

During the Guided Practice scholars read pages 316-319 of James Forten: From Now is Your Time.  Then, they answer the two questions below & record the answers on their graphic organizers: 

1. What are the multimedia elements on these pages? 

2. How do they contribute to the meaning, tone and beauty of the text? 

During the Guided Practice, scholars get into heterogeneous partnerships (determined by me & changed weekly) and do a parter reading.  I pair lower scholars with medium low scholars and high scholars with medium high scholars.  The reason for this is to ensure that no one becomes frustrated with their partner, and also so that my ELL co-teacher and I can strategically support certain groups.  

Here is an example of Partner Reading.  Scholars love partner reading time because it helps them to hear a model of fluent reading other than the teacher.  Also, they get to move around the room and find a comfy place to read.  This increases oxygen to their brains and it gives them a change of scenery.  

 

Independent Practice

45 minutes

During this time scholars rotate through 3 stations.  I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day.  This holds scholars accountable to their work thereby making  them more productive.  Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation.  The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.

During the rotations for this lesson, my small group objective today is to identify multimedia elements using books that are on each group's highest instructional level.  My focus is this objective because it is a pre-requisite objective to RL7 (the focus standard of this week).  Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group).  We practice recording our thinking on dry erase boards to use a different mode of recording and to keep things a little fresh. My ELL co-teacher pulls small groups that focus on RL7 - how multimedia elements contribute to tone, meaning and beauty of a text- since this is the focus standard of the week.   

The pink group will continue student-led text talk groups.  Their focus question will depend upon the text they selected and the part that they read.  They are always expected to use quotes to support their answer.  

After the first rotation, I do a rhythmic clap to get everyone's attention.  Scholars place hands on head and eyes on me so I know they are listening.  Then they point to where they go next.  I give them 20 seconds to get there.  Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition.  We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room.  This way we avoid any collisions.    

At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson.  Timing transitions helps to make us more productive and communicates the importance of our learning time.