Sophia Renda

English 1
Class Duration: 47 Minutes
Fitting In and Standing Out Day Three:
Visualizing Who We Are
Overview:
This is the third lesson in a unit exploring how perception and perspective affect how we see
ourselves and others. In this lesson, students interpret elements of visual narratives. Students are
challenged to work with new people and move through the room. In this lesson, we introduce the
personal visual narrative project, which will require students to tie together the unit
understandings with their personal experiences, as well as give feedback and assessment to each
other. Finally, students will connect what theyve learned about visual narratives to the class
norms established early in the week.
Enduring Understandings:
Students will understand how perceptions affect their perspective and that of others.
Students will be able to engage and explore their own experiences and those of others
with respect and openness.
Students will understand how visual narrative produces unique interpretation.
Goals/Objectives:
Students will understand how visual structures allow for more complex and multiple
interpretations.
Students will explore how their experiences of perception, perspective, and fitting
in/standing out can be adapted.
Students will explore differentiated rubrics and gain familiarity with notions of assessing
each other and giving feedback.
Students will reinforce their understanding of classroom norms through the lens of a
visual narrative framework
Materials:

Students will have completed the previous nights assignment in their journals and have
brought their journals to class.
I will photocopy and mark up 4 panels for the gallery walk, then hang the photocopies
with poster paper around the room (duplicate to 8 stations if necessary).
I will arrange the chairs so there is a path around the perimeter of the room.
I will prepare an entrance/exit ticket with a range of symbols and exit Q.
I will prepare and print visual storytelling checklist.

Procedures:
Gallery Walk (0-30)-

As students come into the room hand out their entrance/exit ticket. They
will notice symbol on it they must find a partner who has the same
symbol and sit with them.
Explain how a gallery walk works and that pairs will be responding to the
indicated parts of the image as well as their peers responses respectfully.
After 3 minutes at each station, they will rotate.
At the final station, groups will return to their original panel and
summarize to the class what is on their sheet.
Rejoin as a whole group, and invite students to respond to the activity
overall. What is challenging or interesting about responding to other
students responses? Did their response change your interpretation or
allow you to think about the panels differently? What is the effect of a
visual narrative (written + visual) for you as a reader?

Visual Narrative Project (30-40) Introduce visual narrative project by first describing the concept of
essential questions. These will guide our units and our understandings
throughout the year.
Explain that they have already responded to this units EQs in their journal
from the previous night. Now they will be merging that assignment with
what they have learned about visual narratives from the gallery walk.
Handout Personal Visual Narrative Project assignment, and go through
different components together. Emphasize the choice in medium and in
tic-tac-toe rubric, as well as that they do not need to do all parts.
Explain that examples of online visual narrative makers will be explored
tomorrow, but that hand-drawn is welcome, too.
Students will not be required to present or display their project (but will
share with me) if it is personal.
Exit Tickets/Wrap-Up (42-47) On the exit side of the ticket they received at the door, students will
write about how a visual narrative could be used to express one of the
classroom expectations. They will hand this to me as an exit ticket.
There is no new homework, but if students did not complete the previous
nights assignment, they should for tomorrow. They are also invited to
begin exploring the online platforms on the project sheet if interested.
Accommodations For the gallery walk, many students will have the same symbol on their
entrance ticket, so there is a degree of choice in who they work with.
Additionally, only one person in the pair will need to be the scribe. I will
circulate and be available for questions, but also give guidance to pairs
who may need prompting.
There is no new homework assignment. Students who have not completed
the previous nights homework have an extra night to get that done to

prepare for the visual narrative project. Additionally, there is the option for
eager students to begin exploring the project on their own.
Assessment/Evaluation:
The gallery walk posters will allow me to see what type of interpretations the students come up
with on their own, as well as to observe how individuals work in pairs and how students respond
to each other in a written discussion. The exit tickets will allow me to engage 1) how well
students comprehend elements of visual narratives 2) how well they grasp a class expectation
and 3) whether they are able to bring the two together. This will also serve as a diagnostic for me
to see where students are with their writing.