Comparing the Mason-Dixon Memory text with the animation of the story
Lesson 2 of 14
Objective: SWBAT compare the text of Mason-Dixon Memory with the animation of the story.
Connect: I will say, “Yesterday we read Mason Dixon memory and asked questions about theme and character, today we are going to watch the animated version of it and compare our thinking about the story.
Teach: I will say, “In order to start my thinking about the themes of the text, I am going to practice the skill of comparing my the text to an animation of the story strategy of using a graphic organizer. The process I will use is as follows:
1) Review the plot lines I started yesterday (explained in the reflection)
2) Compare the text version the animation
3) Read over my organizer and come up with an overall theme
4) Use my organizer to complete compare and contrast writing
I will have the students set up a two column chart with “I used to think/now I understand.” I show them how I review my plot lines from yesterday and from watching the animation, how my thinking changes.
For example, the music on this animation is very serious and ominous music. I will start the video them stop and jot: “I used to think this was a serious story, now I understand how tragic it was for both Clifton and Dondre because the music is so intense.”
Below is the animation. Stop the video at 14 minutes.
Active Engagement: Students will watch the animation and stop and jot along the way. I will pause the video in order for them to stop and jot. I will focus on parts in which the animation helps them think deeper about the theme. I will stop the animation at least four times. Examples of where I will stop and why are:
-0:32-where it shows that Clifton Davis is the featured entertainer and Dondre Green is the honored guest. I want students to understand why both characters and their moments were important enough for them to be honored guests.
-2:24-2:53-Dondre's facil expressions and how they changed when he heard about the "rule" of the country club
-5:30-the shadowing of the columns at Lincoln memorial how that fits with the overall plot(s) of the story.
-9:08-9:27-the long stare between Frank and Clifton and how that contributes to the turning point of Clifton's plot line.
-10:43-11:17-the newspaper clippings and how they helps us understand the huge issue at stake.
-12:25-12:40-the lighting change of the Lincoln memorial and how that shows the resolution of the story.
They will turn and talk after they stop and jot. I will say, “Look at your notes, turn and tell your partner how your thinking changed about the text by watching the animation.” I will check for understanding by quickly listening to every level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember, In order to start my thinking about the themes of the text, great readers practice the skill of comparing the text to an animation of the story and the strategy of using a graphic organizer. They review the plot lines from the text, compare the text version to the animation, then complete compare and contrast writing.
Independent Practice: I will say, “Now you are going to use your organizer and then write long about the themes of the story through the eyes of the Dondre and Clifton. You can refer to the Universal Theme Chart or theme resource sheet.” I will project the compare and contrast chart for students. Students will take their organizer and write quietly while I conference using possible conferences for compare and contrast. I will put on the writing music.
Closing: For today students will turn in their “write longs” in order for me to assess their understanding of the story and if their thinking about it deepened by watching the animation.