James Forten: Multimedia Elements

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Objective

SWBAT compare and contrast multimedia elements.

Big Idea

How does an author use multimedia elements to communicate with the reader?

Cue Set

15 minutes

Today we continue to analyze multimedia elements in the text.  We compare and contrast multimedia elements today to begin to understand why the author uses certain multimedia elements and how the author communicates different messages with those elements.  

We begin by taking a look at two portraits: a portrait of James Forten and a portrait of an African American Revolutionary War soldier.  

Scholars are asked to jot down how the two images are alike and different.  I remind them to consider meaning, tone and beauty.  They have 2 minutes to jot down their thinking.  Here is one sample student response to Cue Set.

Then, they share their thoughts with their table partners.  Finally, we discuss as a whole class what we noticed about the pictures.  Lastly, I ask, "Why do you think these pictures might be included in a text?  For what purpose?"  This helps to extend their learning and it helps us to really understand how an author can use multimedia elements to help communicate with the reader.  

Teaching Strategy

15 minutes

During the Teaching Strategy, I actually model how to do the comparison so that when scholars are independent with this skill, they have a model of strong thinking.  

First, we create a Venn Diagram foldable for scholars to record their thinking.  Foldables are fun for everyone.  They feel like an art project and they are especially helpful for your visual and tactile learners.  It gives scholars something to manipulate as they are reading & recording their thinking.  

After we create the foldable, we re-read pages 320 and 325 in our Houghton Mifflin Text from James Forten: Now is Your Time.  I model how to record my comparison on my foldable.  I record how Image 1 is the same and different from Image 2 by thinking specifically about meaning, tone, beauty and how the author is trying to communicate with me, the reader.  

Scholars record their thinking in their notebook (NOT their foldable because this will be used during the guided practice) so that they have a model of strong thinking.  Also, this helps them to clarify my expectations so that they know exactly what I want them to do.  

Guided Practice

15 minutes

During the Guided Practice, parters split and re-read pages 317 and 327 in the Houghton Mifflin Text from James Forten: Now is Our Time.  As they read they complete their Venn Diagram graphic organizer that compares & contrasts the two multimedia elements (one from the Image on p. 327 and the other from the Image on p. 317).  Scholars think specifically about the meaning, tone, beauty and how the author communicates with the reader.  

During the Guided Practice, scholars get into heterogeneous partnerships (determined by me and changed weekly) and do a partner 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.  

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.

Here is a video of hard working scholars! 

 

 

Independent Practice

45 minutes

During this time scholars rotate through 3 stations.  I start the time by reviewing our Weekly 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.