team+25

Team 25 Visual Literacy Video: This is the conceptualized imovie version of our teaching goals! media type="youtube" key="Hyvd2Fjgk7U" height="349" width="560"

Example products of students constructing texts using images as language below via Animoto...

media type="custom" key="10043305"A montage of materials done by my students for the fire poster contest this year. The challenge was to create a set of images within the poster that would be accessible to the audience found in Northampton, including people who speak languages other than English and also people of all ages. Two of these posters won first and second in the Hampshire County Contest and one was third statewide.

_______________________________________________________________________________________________________________________________________________________ FINAL LESSON PLAN

[|A New Literacies Lesson Plan for Grade 12 ELA: The Graphic Novel course at Masconomet Regional High School] Student Video Embedded in Prezi! This project was improved after having attended the New Literacies Institute, 2011... media type="custom" key="11729382"

Another Masconomet Student Example Project media type="youtube" key="9dA4g58W2WM?wmode=opaque" height="315" width="560"

[|Ning Social Network for Grade 12 English] (temporarily public for your viewing) [|Ning Social Network: English Teacher Resource]


 * __ Small Group Brainstorming: __**
 * __ Maureen Bakis, Jen Samuels, Ellen Kennedy ellencosskennedy(at)gmail.com __**


 * Images as evidence/Using pictures as language
 * Constructing
 * Telling a story
 * Communication
 * Evaluating symbols
 * Universality of imagery
 * Visual literacy
 * Deconstruction of visual images
 * Electronic media conveys images- but how do you read the pictures
 * Access of prior knowledge/experience, cartooning/graphic novels
 * When you see an image you can rule out what it doesn’t mean- however can you determine ‘what’ it means, stereotypes
 * Judgments and opinions
 * Pictures in text books that either fail to teach or confuse/put off the learner
 * Internal image versus the actual- the video with the rainforest man
 * Powerpoints- ack
 * Students as their own publishers


 * Demonstrate the capacity to ‘read’ visuals


 * Compose utilizing appropriate visuals as evidence or creative support- tell a story


 * Demonstrate the ability to understand/convey information with a special attention to ELL students


 * Semiotics- logos/text/symbols/stats/number of images with no explanation- relevance, level of appropriateness, how do they interpret the information


 * Have students search for imagery where something was misinterpreted and led to a serious repercussions


 * The power of images and how long they persevere in the mind and will affect the cultural group


 * Discover a visual text- read and analyze then create one


 * Where do your eyes go first? What do the colors say, where does your eye travel, linger, pay attention to, ignore.


 * Visuals on their own versus within a context either with text or with other visuals


 * PET Scan: the strawberry


 * The gorilla video


 * Monkey business


 * Mapping

//The Graphic Novel Classroom: POWerful Teaching & Learning With Images// by Maureen Bakis Lesson plans at ReadWriteThink.org (International Reading Association website)

Instructional lesson goals

Students will Use images as language to persuade--inform, entertain, instruct. Determine appeal to reason or emotion. Which tool or tools will help you convey that purpose?

1. What do you know about the subject matter featured in your lesson? How did you learn this material? What resources did you use to learn about the subject matter?
 * We are all interested in utilizing visuals as a teaching modality, each in our own way:
 * Graphic Novel Instructor
 * ELA teacher
 * Science teacher
 * We have all learned in a wide variety of ways, and this particular workshop is just adding to this information.
 * We are all trained as English Teachers, one is an ELA specialist and one is a core teacher with ELA training- all of which include a tremendous amount of learning with regards to how to get a message across using images.

2. What would you like for your students to learn about the subject matter? What resources will you want them to use to learn about the subject matter? 3. What instructional approaches will you use to facilitate students as they work toward meeting your learning outcomes? > and the remaining students will attempt to determine how accurate the other student’s visual is at ‘explaining’ an idea with just an image > piece on at least three other images 4. What resources will you need when implementing this lesson?
 * The student will demonstrate the ability to select and present imagery that correspond to the intended meaning.
 * The students will have already looked at imagery with an eye towards determining intended meaning, to notice stereotypes, to recognize the harm caused by imagery being misinterpreted.
 * Google forms: to focus on determining how well the student has chosen an image that conveys the intended message.
 * The students will post their observations and ideas,
 * In Google Docs the students will do a
 * Access to visual imagery- no written text, no music
 * Homework includes 5 ideas/emotions- the written words, and the students must select a single image to represent the word
 * Homework includes making an animoto to represent a single idea/emotion (select up to 10 images)
 * A clear understanding of what plagiarism is/is not
 * The students must know what message they are trying to convey

5. How will you assess what your students learned?
 * Reading the Google Docs
 * Not just their own visual image but also their reflection on at least three other images

6. New targets: To be able to evaluate symbols in many different ways- from scientific symbols to artwork



=__Lesson Plan:__Using Visual Imagery=

=Written by Ellen Coss Kennedy, based on the brainstorming work. As I am the only science teacher in our group, it seemed prudent to create a lesson plan that would be useable within the science classroom, however it does revolve around the concepts we three shared and the combined expertise of Jen, who works with ELL students, and Maureen, who teaches English utilizing graphic novels and is herself a published author.= =My team mates both teach at the high school level, so my lesson plan had to be altered to fit the middle school model. I plan to make this cross curricular. The other teachers on my team are always willing to jump in and work as a group. I anticipate the Math Teacher helping with the actual math/graphing that is involved in mapping, the History Teacher will look at the maps of our area over time and our English Teacher, SPED Teacher and ELL specialist and I will continue our yearly work on the idea of symbols as language. My job will be to teach the digital tools learned over this week to my team and oversee the actual project to develop a map from home to school.= = = =**__Topic: How visual imagery is used in science, specifically as evidence within research papers and mapping:__**=

 // skill set with an eye towards reaching my ELL students. //
 * __ Description of Lesson: __**// The students will first look at images and determine their meaning- the goal is to demonstrate their ability to comprehend the vital nature of imagery within scientific material. It will progress from simple collage style imagery to the creation of a map showing their route from home to school. To differentiate between ‘looking for’ or ‘looking at’. To develop //


 * __ Supply list: __**// Access to visual images including textbook images, magazines, television, online images and other types of imagery that a science student might select to use within a research paper or presentation. //


 * __ Step by step instructions: __**
 * // Direct observation of imagery that may produce a wide variety of responses //
 * // Discussion about stereotype, judgment, and opinion in visual imagery //
 * // Single words aligned with specific imagery //
 * // Creation of science thought web //
 * // Adaptation of thought web into a media collage //
 * // Learning about maps, exposure to local maps from the 1800’s along with current maps //
 * // Learning about topographical maps //
 * // Explanation of keys //
 * // Discussion about how much of science is based on symbols //
 * // Discussion of the use of images in textbooks //
 * // Discussion of the amount of imagery we are all exposed to every day and what our brain makes of all that sensory input //
 * // Specifics of areas of the brain involved in processing imagery //
 * // Creation of map that shows how the student comes to school- the only words allowed will be street names. //


 * __ Hypothesis __ : **// If the students are exposed to a workshop on selecting appropriate and reasonable imagery early on in the year then their choices of images will be stronger and more evidentiary for future work. //


 * __ General Observations: __**// The students will do the first exercises and then apply this to their map assignment. //


 * __ Conclusion: __**// Our conversations in small group have allowed us to share out multiple ideas regarding how people/students evaluate images. We agreed that it was vital for the success of students to learn how to select images that correspond with their intended meanings. //


 * __ Safety: __**// Paper cuts? Making sure that the imagery made available combines the potential for controversy while remaining grade appropriate. In my case, 8th grade. //

> idea and must bring in a corresponding > // . For this they may use print media, internet, or their own artwork. //
 * __ Homework: __**
 * Each student will be given a word/emotion/

> // draws a thought web that describes their preconceived notions of ‘science’- the word science is in the primary bubble, with what they feel are the primary categories/personal feelings about- science as the branched bubbles. We shall then take this in class and use magazine images to make a collage that will cover their words- the goal is that other students/teacher should be able to interpret the collage. //
 * Begin in class to be finished at home: Each


 * __ New Targets: __**
 * // Becoming proficient at both selecting print images that act as evidence within future reference papers (with correct citation). //


 * // Getting away from PowerPoint, while learning about other options for visual presentations including animoto, Xtranormal, and well-constructed video. //


 * // Improving ability to draw conclusions based on observations, i.e. Hubble, Cell diagrams, morphology/classification //

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 * // Brain unit: optical illusions //