Lesson #2 (Deepening our Understanding of Perspective)

Deepening our Understanding of Perspective

Teacher:_Ariel, Nate, & Robert__________________ Subject: English Language Arts___
Topic: Influence of Hypertext on Point of View___________

Rationale:
This lesson is a follow up to ‘Buy-in’ for Speak. Through demonstrating the affect that hypertextual manipulation has upon the reader we have established the need for a critical awareness on the part of the reader. As citizens in a media driven society it is ever so important to think critically and read not only the word, but also the world (Freire).

Media/Materials:
· Smartboard/computer with liberal access to internet
· 30 copies of Speak
· http://lai698617.blogspot.com/2008/09/closet.html
· 30 Laptops
· 30 multimodal response assignments from the previous lesson
· 30 copies of “Essential Questions”

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 or course goal this lesson supports:
This lesson supports the overarching inquiry unit on point of view.

Objectives:
· Students will be able to share their personal connections demonstrated through their
multimodal response projects.
· Students will be able to debate the affect of media on perspective in a group setting.
· Students will be able to encourage participation through respecting differences.
· Students will be able to explain the choices they made in their multimodal responses.


Assessment:
· Students will demonstrate personal connections through their multimodal response
projects.
· Students will demonstrate their understanding of media’s affect on perspective through
their participation in group discussion.
· Students will demonstrate respect in the small groups and the large group discussion.
· Students will demonstrate the purpose for their interpretation through their written and
oral responses.

Lesson Procedure:

Entry – Upon entry into the classroom the students will be asked to choose a seat, the desks have been prearranged into groups of three. The lesson will open with a caveat about respect and sensitivity for other people’s perspectives and interpretations of the text. Students will also be given an opportunity to discuss any issues with me, in terms of seating arrangement, privately. Each student will show his or her multimodal response to the group. Students will be asked to focus on the presentation and write down any questions. Each student will be given eight minutes to present his or her work.

Development – As each student presents his or her work to the group the goal is for the student peers to record any differences in their interpretations of the characters and save their responses for the whole group discussion. By only having the presenters speak, the volume of the room should remain relatively appropriate for this purpose. The goal here is to have nine presenters speaking at a time, not 27 students in discussion. After each student presents his or her work to the group the class will bring the desks back into a circle. The students will be asked to write for two minutes reflecting on how the different demonstrations may be influential in future readings of the text. The floor will then be open for discussion.

Closure – The lesson will close with a whole class presentation of one or two of the students multimodal responses, time permitting. The students will be assigned follow up reading and asked to carefully monitor their reading in terms of the shared multimodal response’s (media) influence on their perspective.


Assignments:
Students will be assigned to read pages 49-72 of Speak for next class. This assignment will include a guided response journal entry. They will receive a list of essential questions (attached) to look at in their reading of the first half of the Second Marking Period section of Speak.

Lesson Analysis: