Using Pictures to Teach article Writing with Roll of Thunder, Hear My Cry

Who Was Jim Crow - Using Pictures to Teach article Writing with Roll of Thunder, Hear My Cry

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Subject: Sixth Grade Language Arts - Segregation and Roll of Thunder, Hear My Cry

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Who Was Jim Crow

Time allotted: 90 minutes

Organization: large group

Objective: Students will demonstrate the comprehension of the components in a record by using pictures about segregation to write the narrative.

Student worksheet ready at http://www.trinaallen.com/rollofthunderstudent.html

Teaching Mode: Direct

Provision for individual Differences: Students are heterogeneously mixed. The composition of modeling by the educator and students will help to meet the needs of the varying abilities in the classroom. This assignment is open-ended sufficient for all students to find success "where they are" (Gardner, 2004).

Teaching Strategies: Some lecture, dialogue, modeling, discussion, group critique, planning.

Teaching Behavior focus: Focus will be as facilitator. Students will direct the part by creating the model used to demonstrate record writing.

Materials needed for this lesson:

oOne copy of a picture depicting segregation for each student-- ideally with larger copies ready for fine details.

oPaper- pencil

ooverhead, board and markers, or chalk

oGeneral classroom supplies

Lesson Activities:

Step 1. Anticipatory Set: (Motivation)

oAs review, ask students to write a definition of segregation. Volunteers will state their definitions. Write the definition on the board for students to refer to as they write their narratives. (Students should have read and discussed segregation and Roll of Thunder, Hear My Cry prior to this lesson).

oDistribute pictures depicting segregation- one to each student. Or ask students to bring pictures from magazines that demonstrate segregation or reverse segregation. Hang some larger pictures on the wall so students can use them for greater detail.

oStudents will peruse their picture individually for five minutes, writing details on the worksheet.

Note: Newspapers and magazines are good sources of pictures for this part as well as the following online museum Web sites.

Jim Crow Museum of Racist Memorabilia at Ferris State http://www.ferris.edu/htmls/news/jimcrow/index.htm

Norman Rockwell Museum http://www.nrm.org/

Online Tours of the National Gallery of Art http://www.nga.gov/onlinetours/index.shtm

Web Museum, Paris http://www.ibiblio.org/wm/paint/auth/

Step 2. Objective (Overview of studying outcomes to pupils):

Students will use pictures about segregation related to their unit of study for Roll of Thunder, Hear My Cry to:

odemonstrate knowledge of the characteristics of record writing by writing a narrative.

odemonstrate connections in the middle of images and words by using record writing to build comprehension of content.

ouse detailed vocabulary in writing their text.

Step 3. Presentation (Input) of information:

Students will enumerate the following characteristics of record writing as a whole class: developing plot, character and setting using specific detail and ordering events clearly using chronological order.
Direct students' attentiveness to one picture on the board. As a whole class have students brainstorm possible events and characters this picture illustrates about segregation. Place the words or phrases under the following headings on the board as students share their ideas. Have students fill this data in on their worksheets.

Characters Setting Situation Feelings Vocabulary

Step 4. Modeling/Examples:

Use one character from the class table. Model writing a record on the board from the character's point of view by calling on students to give the details. Encourage students to enumerate the picture and to form an customary story related to the segregation visible in the picture. resolve as a class whether to tell the story that leads up to the picture, or to enumerate the events that effect the picture. Write events in chronological order on the board as well as together with the character's feelings and thoughts.

Step 5. Checking for Understanding:

Have students value the story written on the board that they created by checking the blank before each element of record writing that they find in the class story about segregation.

1. _____ One character's point of view.

2. _____ Details about the character .

3. _____ Details about the setting.

4. _____ Details about the situation.

5. _____ The story was in the correct chronological order.

6. _____ The record contained feelings and thoughts.

Circulate as students work to check for understanding. Call on students to share their appraisal to be sure all students understand the content.

Step 6. Guided Practice:

Using the picture that they were assigned (or the one they brought from home) students will brainstorm possible events and characters by filling their ideas in the same table used in step 3:

Characters Setting Situation Feelings Vocabulary

Circulate to check for understanding.

Step 7. Independent Practice:

Have students select one character from the table and write a record similar to the one modeled for them in step 4 from that character's point of view. Students will form an customary story related to the segregation visible in the picture. They will resolve whether to tell the story that leads up to the picture, or to enumerate the events that effect the picture. They will write events in chronological order and write about the character's feelings and thoughts.

Step 8. Closure:

Students will be evaluated using the same rubric used in step five, Checking for Understanding. Refer students to that appraisal rubric and ask students to give the example from the story previously written on the board to justify each area from the rubric. The stories can be assigned as homework or completed as class work as per the preference of the teacher.

Note: This part is modified from Gardner, T. (2004). A Picture's Worth a Thousand Words: From Image to Detailed Narrative, from http://www.readwritethink.org/lessons/lesson_view.asp?id=116.

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