Daily Lesson Plan

Instructor And Room #: Kopenhaver and 226 C Date & Start-Stop Times: Monday, September 23, 2013 - 5th Period/12:56-1:45, 6th Period/1:50-2:39 Subject and Block/Period: Reading Seminar and 5th Period/12:56-1:45, 6th Period/1:50-2:39 Unit and Topic: Tolerance Reading Visuals and Visualizing Reading

Student Objectives: -Students will analyze famous images using visual literacy skills, applying those skills to visualization as a reading strategy.

SC Standards/PACT/Common Core -CCSS.ELA-Literacy.RL.9.10.7

Items to Display as Agenda: (Activities) -Mini-lesson on reading images -Mini-lesson on visualizing texts as a during reading strategy -Read aloud of Slouching Towards Thanksgiving from The Absolutely True Diary of a Part-Time Indian Purpose: Opening Statement of Value for Days Lessonthe WHY This lesson is designed to assist students by building reading skills and strategies for visualization. Students who visualize while reading tend to have better comprehension skills. This reading strategy helps them transact with writing beyond the classroom, ideally making it possible for students to enjoy reading independently. Furthermore, the visual literacy mini-lesson has practical application in the day-to-day lives of students. In magazines and on the television, students are flooded with images. These skills will help students become more discerning consumers of the material culture that surrounds them, understanding the subtle messages in these images.

Lesson Procedures: (Introduction, Development, Conclusion) Introduction-Begin class by having students free write in response to Dorothea Langes Migrant Mother photograph. Take a long look at the photo and write about it. Who is the woman in the photo? What is her story? The teacher will model this writing engagement along with the students. At the end of 5-minutes, the teacher will share before asking for a few student examples. -Transition into a mini-lesson about reading images. How were we able to read Migrant Mother without any words? Mini-lesson can cover a few elements that help communicate meaning including but not limited to light, line, space, and color. More importantly, the teacher might prompt the following questions to generate discussion: Why are we looking at the image? What are we looking for? What draws your attention? Are we missing any information needed to read the image successfully? Development-Transition into a mini-lesson on visualizing as a strategy while reading. Just like we were able to tell a story from the Migrant Mother image, students can create an image while reading a story. The teacher will read a particularly an excerpt from The Lost Book, a poem by Native American author Jennifer Foerster, and have students close their eyes to help them visualize what is happening in the scene. Instruct students to stay alert and think about what happens in the story. Ask students if they can imagine the scene that the words describe. Have them pretend they are making a movie; what would they see from behind the camera? -After reading the poem, have students create a visual representation of what happened in the poem. Focus on sensory details (imagery). What details did they draw and why? Were they better able to represent certain images due to their familiarity with them? Were they able to fill in the gaps? -Transition into a read aloud of Slouching Towards Thanksgiving. Teacher will make sure to scaffold students into the reading, reminding them of what has already occurred. This particular chapter is quite lengthy, so the teacher may break it up by modeling during reading strategies. Conclusion-Discuss whether or not stopping occasionally to visualize helped aid students in comprehension. Discuss what works and what doesnt for each particular student. -Students will complete an exit slip that asks students to write down five words or phrases that helped students visualize Gordy, the character introduced in this particular chapter. Materials and Resources: -SMART Board to project slides https://docs.google.com/presentation/d/1gWfFxopK3Qeo3lfgo6tE56sXURImfWtwiYiNnGdmoCQ/edit? usp=sharing -Teacher copy of The Lost Book by Jennifer Foerster -Class set of The Absolutely True Diary of a Part Time Indian -Pen and paper (provided by students) Assessments and Assignment: -Students will turn in their visualization graphic organizer as an exit slip when they leave class. This exist slip will be worth a 5-point participation grade.