Visual Literacy: Deepening our Understanding

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Students will be able to propel conversations by posing and responding to questions that relate the current discussion to larger ideas by viewing a film, posing questions and answering them.

Big Idea

Can we use visual rhetoric as evidence to support our own thinking?

Warm Up

5 minutes

I will begin class with the prompt, "Why do bad things happen to good people?"

and the instructions, "Write possible answers to this question.  To answer the question, you may draw from your personal experience, other things you have read, conversations you have had, etc. "

I ask students to write to this prompt because this half of the unit deals with death, torture, genocide, and the Holocaust.  These topics are tough to teach, but I want students to know that while they are uncomfortable topics, it is necessary to evaluate why they happened and literature can be our way to learn about history.  

I will ask students to write for 5 minutes, which is about half a page (W.9-10.10).  

Mini Lesson

5 minutes

I will begin class with a very short mini lesson.  I will ask students to create a KWL chart on their paper and I will create one on the board.  In the K column, students will record what they know about Judaism and The Holocaust.  After a brief table conversation, students will write questions in the W column, discussing what they want to know.  I'll explain that while we are watching the Oprah and Elie Wiesel interview, we will be answering questions that we discover the answer to and posing new questions we discover as we watch.  We will add our new questions or insights to the L column indicating what we learned.   I will show the first 5 minutes of the Oprah interview and will add insights and questions to my KWL chart on the board.  I want to write while the video is playing because we have worked hard on annotating our thoughts and I want students to apply that annotation technique to a visual text.   

Student Work Time

25 minutes

Students will watch the next 15 minutes of the interview and will complete their KWL chart. This is a short research project where students pose a question and are examining visual rhetoric for the answer.  The Standards are sprinkled with mention of visual text so it's important that I give my students lots of opportunities to practice that skill.  

The CC Standards tell us students need to analyze various accounts of a subject told in different mediums (RI 9-10.7).  Reading Wiesel's account of The Holocaust and watching the interview will allow students to compare the information while building their knowledge of our themes.  

After the interview, I will ask students to look at their charts and identify three questions they still have.  Students will group themselves by fours and roundtable those questions. Students will work on propelling conversations by posing and responding to questions that relate to the four themes we are identifying in various texts (SL 9-10.1c).  Roundtable discussion explanation video explains this process.  



5 minutes

With a few minutes of class left, I will ask students to identify one question they still have about Elie Wiesel, The Holocaust or Auschwitz.  Students will post their question on a post it and place it on the board.  I love asking students to write questions to end class.  I always ask that they not be yes/no questions, but rather questions that will help deepen their thinking or the thinking of a peer.