Lesson Plan

A = Audience: 8 grade students

Name: Ibtisam Alhasaf Date: 21st April, 2016

Subject: Language Arts Topic: Visual Literacy - Terrorism

The big idea(s) or essential question(s):

The students will be taught about the needs, usefulness, features and benefits associated with visual
learning and reading.

Common core standards addressed:

- R.CCR.3Analyze how and why individuals, events, and ideas develop and interact over the course
of a text.
- W.CCR.9Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Objectives:
To understand the importance, awareness and use of web, videos, pictures, television and other
visible media in the educational working.

Content 1. SWBAT Learn better and make the their knowledge broaden through this
Objectives literacy format.
2. SWBAT Relies upon the digital sound and images that explain the things
(SWBAT) rightly and completely.
3. SWBAT Find the right exploration of usefulness of visual literacy in
education process.

Language 1. SWBAT Read, write, understand and learn the things and vocabulary through
Objectives visual script rather than text only.
2. SWBAT Use images and pictures to depict meaning, vocabulary, and knowledge
(SWBA
within the educational environment.
T)
3. SWBAT Use oral and written language to demonstrate their comprehension of
images and pictures.

Materials and/or technology:

- Internet access to watch videos on You Tube.

- Use of visual books and media in order to analyze the visual elements used within the text.
- Projector
- Laptops or iPads
- Newspapers
- Feedback forms

- Articles, some are given below which will be used for lectures:
National Council of Teachers. (2011). Literacies of Disciplines.
http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0211
sep2011/CC0211Policy.pdf
Baker, F. W. (2012). Media Literacy in K-12 Classrooms. International Society for
Technology in Education. http://www.iste.org/docs/excerpts/medlit-excerpt.pdf
Bleed, R. (2005, August). Visual Literacy in Higher Education. The EDUCAUSE Learning
Initiative. https://net.educause.edu/ir/library/pdf/eli4001.pdf
Rainey, E., & Moje, E. B. (2012, October). Extending the Conversation: Building Insider
Knowledge: Teaching Students to Read, Write, and Think within ELA and across the
Disciplines. English Education, 45(1), 71-90.
http://www.literacyinlearningexchange.org/sites/default/files/building_insider_knowledge.pdf
Stokes, S. (2002). Visual Literacy in Teaching and Learning: A Literature Perspective.
Electronic Journal for the Integration of Technology in Education, 1(1), 10-19.
http://ejite.isu.edu/Volume1No1/pdfs/stokes.pdf

Activities/procedures (include anticipated time for each)

Introduction/activator
The teacher will present the video (3 minutes) regarding the topic of social issue of terrorism
and will ask the students to express their views verbally about it (18 minutes in total)
The students will be asked to prepare a word document with the use of visual depiction of the
same topic of terrorism. They will be given 10 minutes to prepare the worksheets. (10
minutes)
Several students will present the work in front of the class (1 minute for each student).

Class activities (what you/students will do) Class activities (why you will do them)

The teachers will ask the students to find out
relation between the visual images within the
text through the use of analysis and group
discussions. (Setting Purpose and Goals
Strategy.) Students goal for reading a text is
to fulfill an assignment (Gunning, 2012).
The first part of the lesson plan will be based on
the activity in which the students will be given
hand on newspapers with images. They will be
The Setting Purpose and Goals
Strategy will help students
comprehension of the meaning of
the text, as they will be able to focus on
the relations between texts and images.
The reason for this class activity is to
provide the students with the
required importance about the visual
literacy within the text. They will be
 asked to present the relation of images in the
newspaper with the text news presented with
them. They will be asked to find out that how
the use of image has added more value of the
news.
Example 1: The students will be given this article:
http://www.nytimes.com/2016/03/29/world/europe/isi
s-attacks-paris-brussels.html?_r=0
taught that literacy will have its
various meanings and motive sin
every field of life. Literacy and the
disciplines both go with each other.
Significant attention of all educators
and mentors is needed to promote
literacy of disciplines.

Brainstorming strategy can help the

Techniques for Teaching Words: In
teacher to determine the depth and
Brainstorming, students are asked to say what
accuracy of students vocabulary
comes to mind when they hear [or read] a
knowledge and plan instruction
certain term or phrase. Through their sharing,
accordingly (Gunning, 2012).
students learn from each other and build
background knowledge for the whole class
(Gunning, 2012).

Then the students would be asked to read the The students will have the
article news thoroughly and then will be asked opportunity to present their finds.
to present the underlining news text and the
importance of images that are provided in the
news and how the use of media has added
value to the entire news.

* Struggling readers [and English learners] may

The overall goal of all readers,
have picked up the idea that the object of reading to
whether struggling or adept, should
pronounce the words, and they may not have the
be to construct meaning (Gunning,
construction of meaning as their goal (Gunning,
2012).
2012).

The students will also be given various videos

on the multimedia that will not have any
audio. This will allow the students to
understand the meaning of the video and
guessing the vocabulary through the use of
visual illustration only.
The major reason for doing this
activity is to provide the students
with the required awareness that how
the visual media could have the great
impact on the learning as well where
language is not always important to
 be used.

The students will be asked to discuss with class The reason for this class activity is to
the concept behind one video of the videos that able students to learn from others
given. and build on their ideas.

Checking foe Understanding is a

For ELL, using Checking foe Understanding
hallmark of effective teaching and is a
Technique: Periodically ask EEL students to give a valuable practice for EEL students
thumbs up if they understand or a thumbs down if (Gunning, 2012).
they do not. Ask EEL students to demonstrate
understanding by completing a quick write
(Gunning, 2012).

Example 1:
When we have pictures of objects, then it is easy to
understand them rather than by guessing expressions.
This content really gives the students sufficient
amount of material to make the research that they are
doing successful analysis of the content.
Example 2:
The students will be given various resources on the
topic from which they will be able to learn about the
importance of visual literacy and understand its
usefulness within the educational context and how
they can use it in the near future.
The major reason for incorporating
this activity is because it focuses
over the major issues, obstacles, how
to develop new models, benefits of
literacy of disciplines, needs to
support this view and how to develop
communities for the support of
disciplines.

Closure/reminders

Within the last 15 minutes of the class, there will be feedback forms given to the students on which
they will fill on the things they have learned in the class, they will also mentioned the weak areas in
which they found it hard to understand and what areas they have seen as the strong ones which has
helped them to have the better understanding of the concepts.

Assessment (how you will know students met the objectives).

 Verbal Assessment:
- The students will be assessed verbally as they will be asked to present in front of the class
from their individual findings which they have attained after the activity like the analysis of
the video, newspapers or the articles which will be given to them to make sure they are able
to use images and videos to depict meaning and vocabulary.
- Class discussion will be assessed the students understanding to make sure that they get
broadened knowledge and get the right exploration of visual literacy and digital sound and
images through this lesson.

Written Assessment:
- They will then also be assessed on the basis of written assessment. This will in the form of
informed and uninformed quizzes. In that case, the students will be asked to provide a written
quiz where they will be asked various questions regarding the lectures that they have taken in
the course regarding the media literary evidences.
- The questions will be based on the resources that they have used within the classroom in
order to see how the students write and understand the meaning and vocabulary through
visual script rather than text only.
- The questions will achieve the lesson goals.
- Students will be asked to apply what they have learned by particular exercises to work
individually as it will help the students to build up the required confidence in them and to
better prepare them on the personal level.
- The students will be assessed based on their use of (oral and written) language to
demonstrate their comprehension of images and videos.

Using Checking foe Understanding Technique: to check EEL students understanding

by completing a quick write on the video that given in the last activity.

Accommodations/differentiation

Working as group will make students able to have better understanding of the literature.
The visual images that given and shown to students would improve their understanding.

Class discussion helps students who might struggle to get some support with their answers.
Having a discussion would appeal to the collaborative learners and help to build class
community.
Sharing concepts would let students to learn from others and build on their ideas.

Enable English learners to translate the text if they need.

This strategy can be used at all grade levels, as it integrates knowledge with visual materials.
For ability level, using video to connect concepts engages a variety of learners.
They will also be give particular exercises to work individually as it will help the students to
build up the required confidence in them and to better prepare them on the personal level.
Through the use of group learning, the students will be paired on the basis of some criterion,
 which includes sampling of the students on the basis of their native language. The English-
speaking students will be given paired with students who have English as their second
language.
On the other hand, the students who have English as their second language will get assistance
and help from their peers. This will allow them to practice the activity in better way and also
able to solve their confusions in better way.
The students, who have never read the news articles before, will be provided assistance
regarding how to skim through the news articles and find out the important points within the
article. This will be the most important part, as it will involve the teachers and students
interactions.

References

Gunning,T.G.(2012).Buildingliteracyinsecondarycontentareaclassrooms.Boston:Pearson.