World Cultures FLI 5th hour 2/6/14 1.

. Learning Context (relationship to unit, topic of study, curriculum targets) The unit is on the Middle East and North Africa. The particular section we are in right now is the Arab/Israeli conflict. Students have been working through a skills packet used across the Cultures classes; we have previously gone over basic vocabulary related to the conflict, and the origins of the conflict. In class, we will be using pictures from the Arab/Israeli conflict to practice visual literacy skills (interpreting images as primary sources). This lesson reflects the course learning targets as the ability to interpret and analyze an image is a part of nearly all sections of their units; this ability will help them to build the skills needed to later evaluate these kinds of sources in future humanities courses and beyond their formal education. 2. Learner Characteristics (what are the students like? any special characteristics or needs?) These freshmen were placed specifically in Freshmen Literacy Initiative (or FLI) sections of World Cultures. While they are not remedial in terms of their reading and vocabulary comprehension, they did not score well in these sections of their placement exam upon entering high school. They need more basic reading/literacy skills than the other World Cultures courses; many of their writing assignments are broken down by each step so they can better succeed. This particular class is while chatty amongst themselves before and after the bell rings incredibly quiet. The vast majority of them do not willingly volunteer in class. Despite their quietness during class, they are a very smart bunch; even though they do not volunteer often, they have intelligent and keen insights when called on. They are also fairly supportive of one another: If someone says something really awesome, some of the girls will praise them for it. 3. Learner Objectives a. Content I expect that my students will be able to examine a picture as a primary source. I expect that they will be able to explain what is going on in the image, who/what groups are represented, how the picture represents the event at hand, and what the picture can tell us about a given event or group. b. Process The students will be engaged in a lot of small group work. They will be working in groups of two or three to complete their image analysis; they will also be allowed to visit with the other group that has the same image to discuss any differences before sharing with the class what they found. Collaborative learning is required here. Many of the groups work really well together and have thrived in the past couple days, so this style of learning is going to be effective for them. 4. Assessment a. Pre-assessment I believe all students in this class are ready for the lesson

In previous lessons they have been walked through how to interpret images, they have interpreted images successfully in the past, and they were asked to complete interpretations on their own for homework Should they not be ready, however, there is time built into the lesson where the class will be walked through an interpretation of an image prior to the activity b. Formative Students are asked to first discuss with their groups the images they have interpreted and they will then be asked to share their interpretations and analyses with the class During their group time, I will be able to circle the classroom and check in with groups to discuss with them their images c. Summative Beyond this lesson, I plan on using an image or two on their quiz for this section within the next week or two; they will be provided an image on a quiz and asked to interpret it. 5. Instructional Strategies, Materials, & Tech (teaching techniques, materials, & tech based tools) a. Strategies Im relying heavily on scaffolding and collaboration for this lesson. Scaffolding students have been building the skills necessary to examine images over the course of World Cultures; now that they have had the chance to practice the material for this lesson both with my help and for homework, I can see how well they have mastered this skill up to this point when provided an image and asked to explain it to their peers. Collaboration students are working together to build knowledge; they work in pairs first and then are given the chance to refine their thinking about the images when they meet up with the other group with the same image. b. Materials and Tech Selected images depicting the Arab-Israeli Conflict PowerPoint presentation with the images students will be looking at Screen & projector Students Arab-Israeli Conflict Skills packet These materials are appropriate because, after they have looked at their images in their groups, the rest of the class will be able to see the pictures on the screen as they are being discussed The technology choices I made were driven by instruction in that I wanted to ensure that students had (1) a venue to see the directions in writing while they are working on their task, and (2) the ability to see what other groups are talking about when they discuss their images. 6. Possible Student Learning Challenges This class has just received a new seating chart; it has worked well for them in the past couple days, but a couple of the boys (D and L) may cause problems (i.e. distracting members of other groups, leaving their groups to socialize with each other and the students they were separated from, actively choosing to not work with their group mates) I can address this problem by stopping by their groups a little more frequently to keep them on track. I can also make sure that the images their groups analyze are different so that they

dont have an excuse to seek each other out. 7. Observer Focus Positive feedback this class is QUIET. I think this may be in part because theyre afraid of seeming stupid in front of their peers if they say the wrong thing, so providing positive feedback to them for their contributions is really important to help them feel more confident and willing to volunteer as opposed to me calling on people at random.