‘Buy in’ for Speak
Teacher: Ariel, Nate, & Robert Subject: English Language Arts
Topic: How does Hypertext Influence Point of View
Rationale: Citizens of our community require an understanding that many influences shape how we view things before us. They need to understand how media and experience influence our sensory responses. This lesson will allow students to enter Speak with a critical awareness towards characters and their own experiences in terms of the transactions that take place between the reader and the text. This lesson will increase each participant’s sense of belonging to our community and develop a safe space for differences to be explored within the classroom. The use of technology (hypertext) will connect directly with the students lived culture.
Media/Materials:
· Smartboard/computer with liberal access to internet
· 30 copies of Speak
· http://lai698617.blogspot.com/2008/09/closet.html
· 30 copies of the "The Closet" featured on BlogSpot.
Standards Connections:
NCTE: 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
NYS: Standard 1: Students will read, write, listen, and speak for information and understanding.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
Unit goal this lesson supports: This lesson supports the overarching inquiry unit on point of view.
Objectives: Students will be able to draw personal connections between themselves and the text. Students will be able to recognize and learn from the characters experience in the text. Students will be able to think critically in terms of who is telling the story and who is silenced in the story. Students will be able to develop a critical awareness of the dictated response that is elicited by media and hypertext.
Assessment: Students will demonstrate personal connections through their multimodal response projects. Students will demonstrate understanding of characters through their various written responses on the class blog. Students will demonstrate their level of exchange with the text through their interpretive project. Students will also respond to each other’s responses noting differences in understanding and insight gained through sharing.
Lesson Procedure:
Entry – The lesson will open with a hypertextual reading of an excerpt from speak. This reading is designed to mislead each reader’s interpretation of the text. The mode of hypertext is both vivid and engaging and invites the students to participate through respecting them as technology natives. I will then use a plain word document without the hypertext to demonstrate how hypertext may influence their perception. I will ask the students “How many of you thought of images from the previous hypertext reading while reading this excerpt?” “Which of you had new images that came to mind, and would you share them with the group?” This stage of questioning is modeling a critical thinking strategy that will be necessary for the students to engage in the continuation of this inquiry for virtual participation on the class blog.
Development – This lesson will be very involved an progress rather swiftly. We will take advantage of the arrangement of the classroom to facilitate discussion. Having two smartboards in the classroom will allow the teaching team to split into groups and allow the student to interact with the hypertext in a hands-on approach. Students will be asked to point out where the hypertext added information that was not described in the text. Students will also identify the missing dialogue of Andy Evans and the effect of that on the readers interpretation.
Closure – The lesson will close with a review and a lead in to the continuation work to
take place on the class blog. As a class we will walk through the process of adding
hyperlinks to text on a blog. The “Closet” post will be used to demonstrate that through
changing the given links to model how a different picture can take the reader on a
different train of interpretation.
Assignments: For tomorrow students will each be assigned a section from “The First Marking Period” in speak and asked to post a visual response to the class blog. They will be given choices to respond to the reading as follows: 1. Develop a hypertextual reading (at least one paragraph) 2. Draw/paint a picture 3. Make a digital collage of pictures. 4. Post a song and describe how it relates to your response.
Lesson Analysis: We would like to know if the students enjoyed entering a text in this fashion. Did the students enjoy seeing each other’s responses and the differences in interpretation? Were the students surprised by differences in regards to interpretation of written text? Were the students surprised by the way that hypertext can influence their perspective?
Teacher: Ariel, Nate, & Robert Subject: English Language Arts
Topic: How does Hypertext Influence Point of View
Rationale: Citizens of our community require an understanding that many influences shape how we view things before us. They need to understand how media and experience influence our sensory responses. This lesson will allow students to enter Speak with a critical awareness towards characters and their own experiences in terms of the transactions that take place between the reader and the text. This lesson will increase each participant’s sense of belonging to our community and develop a safe space for differences to be explored within the classroom. The use of technology (hypertext) will connect directly with the students lived culture.
Media/Materials:
· Smartboard/computer with liberal access to internet
· 30 copies of Speak
· http://lai698617.blogspot.com/2008/09/closet.html
· 30 copies of the "The Closet" featured on BlogSpot.
Standards Connections:
NCTE: 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
NYS: Standard 1: Students will read, write, listen, and speak for information and understanding.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
Unit goal this lesson supports: This lesson supports the overarching inquiry unit on point of view.
Objectives: Students will be able to draw personal connections between themselves and the text. Students will be able to recognize and learn from the characters experience in the text. Students will be able to think critically in terms of who is telling the story and who is silenced in the story. Students will be able to develop a critical awareness of the dictated response that is elicited by media and hypertext.
Assessment: Students will demonstrate personal connections through their multimodal response projects. Students will demonstrate understanding of characters through their various written responses on the class blog. Students will demonstrate their level of exchange with the text through their interpretive project. Students will also respond to each other’s responses noting differences in understanding and insight gained through sharing.
Lesson Procedure:
Entry – The lesson will open with a hypertextual reading of an excerpt from speak. This reading is designed to mislead each reader’s interpretation of the text. The mode of hypertext is both vivid and engaging and invites the students to participate through respecting them as technology natives. I will then use a plain word document without the hypertext to demonstrate how hypertext may influence their perception. I will ask the students “How many of you thought of images from the previous hypertext reading while reading this excerpt?” “Which of you had new images that came to mind, and would you share them with the group?” This stage of questioning is modeling a critical thinking strategy that will be necessary for the students to engage in the continuation of this inquiry for virtual participation on the class blog.
Development – This lesson will be very involved an progress rather swiftly. We will take advantage of the arrangement of the classroom to facilitate discussion. Having two smartboards in the classroom will allow the teaching team to split into groups and allow the student to interact with the hypertext in a hands-on approach. Students will be asked to point out where the hypertext added information that was not described in the text. Students will also identify the missing dialogue of Andy Evans and the effect of that on the readers interpretation.
Closure – The lesson will close with a review and a lead in to the continuation work to
take place on the class blog. As a class we will walk through the process of adding
hyperlinks to text on a blog. The “Closet” post will be used to demonstrate that through
changing the given links to model how a different picture can take the reader on a
different train of interpretation.
Assignments: For tomorrow students will each be assigned a section from “The First Marking Period” in speak and asked to post a visual response to the class blog. They will be given choices to respond to the reading as follows: 1. Develop a hypertextual reading (at least one paragraph) 2. Draw/paint a picture 3. Make a digital collage of pictures. 4. Post a song and describe how it relates to your response.
Lesson Analysis: We would like to know if the students enjoyed entering a text in this fashion. Did the students enjoy seeing each other’s responses and the differences in interpretation? Were the students surprised by differences in regards to interpretation of written text? Were the students surprised by the way that hypertext can influence their perspective?
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