Clients name: Kaleigh Sidwell

Title: 3rd Grade Collaborative Teacher

Organization: Morgan County Elementary School
Target audience/learners:
The target audience for this assignment is a small group of 13 third grade special education students.
The students have a variety of diagnoses such as anxiety, autism, dyslexia, ADHD, ADD, language
processing disorders, auditory processing, speech/language development, and social/emotional
disorders. These diagnoses play a vital role in the students being below grade level.
Clients needs:
The clients have such unique learning obstacles that implementing visual literacy in both their reading
and math instructional blocks will surely help them to bridge the gap from where they are to where they
should be academically. We are going to first try and implement some visual literacy practices in the
student's Social Studies content area to see how they respond. Once we observe the students and note
their response to the material we will then slowly implement the practice into their reading and math
blocks.

Detailed description of the redesigned instructional activity: During the original teaching of this
lesson the Famous American would be introduced, read about in two books written by Carol Marsh. The
title of one book 1,000 Readers about (insert Famous American Name Here), would be 4-5 pages with 5
review/comprehension questions at the end. The other is a Social Studies work book that would have
essentially the same exact information about the person of focus, but they would just be the center of one
of the chapters in the book. Students would also watch a Brainpop Jr. video about the individual and then
take a quiz over the information they have "learned" and reviewed over a 3-4 day period. (Example
below.)

The new and improved lesson would have students researching the various individuals in groups of 2-3.
Students would gather important information about childhood, major accomplishments, and how this
person may have impacted our lives today. Once that information is gathered, students will create a
comic to introduce each person and then must teach the class about their individual. The 13 target
students will be grouped within the heterogeneous mix of the other students but all students must teach
about one focus area and must create 3 of the 9 frames required. All students will be graded by a rubric
so that expectations are clear. The students will help to create the rubric so that they have ownership
and voice in the requirements.

ACRL Visual Literacy Competency Standards Addressed

Standard One
The visually literate student determines the nature and extent of the visual materials needed.
Performance Indicators:
1. The visually literate student defines and articulates the need for an image.

Standard Two
The visually literate student finds and accesses needed images and visual media effectively and
efficiently.
Performance indicators:
1. The visually literate student selects the most appropriate sources and retrieval systems for finding
and accessing needed images and visual media.
2. The visually literate student conducts effective image searches.
3. The visually literate student acquires and organizes images and source information.
Standard Three
The visually literate student interprets and analyzes the meanings of images and visual media.
Performance indicators:
1. The visually literate student identifies information relevant to an images meaning.
2. The visually literate student situates an image in its cultural, social, and historical contexts.
4. The visually literate student validates interpretation and analysis of images through discourse with
others.

Standard Four
The visually literate student evaluates images and their sources.
Performance indicators:
1. The visually literate student evaluates the effectiveness and reliability of images as visual
communications.
3. The visually literate student evaluates textual information accompanying images.

Standard Five
The visually literate student uses images and visual media effectively.
Performance indicators:
1. The visually literate student uses images effectively for different purposes.
2. The visually literate student uses technology effectively to work with images.
3. The visually literate student uses problem solving, creativity, and experimentation to incorporate
images into scholarly projects.
4. The visually literate student communicates effectively with and about images.

Standard Six
The visually literate student designs and creates meaningful images and visual media.
Performance Indicators:
1. The visually literate student produces visual materials for a range of projects and scholarly uses.
2. The visually literate student uses design strategies and creativity in image and visual media
production.
3. The visually literate student uses a variety of tools and technologies to produce images and visual
media.
4. The visually literate student evaluates personally created visual products.

Learning objectives:
Driving Question: How have various Famous Americans impacted the way we live today?
Common Core Standard:
SS3H2:
A. The student will discuss the lives of Americans who expanded people's rights and freedoms in a
democracy. a. Paul Revere (Independence)
b. Fredrick Douglas (Civil Rights)
c. Susan B. Anthony (Women's Rights)
d. Mary McLeod Bethune (Education)
f. Franklin D. Roosevelt (New Deal and WWII)
g. Eleanor Roosevelt (United Nations and Human Rights)
h. Thurgood Marshall (Civil Rights)
i. Lyndon B. Johnson (Great Society and Voting Rights)
j. Cesar Chavez (Workers' Rights)
B. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and
describe how they overcame them.

Tasks: The 13 students will be paired with another classmate and create a comic strip to highlight all of
the historical figures listed in the standard above. The comic strip must contain 6-8 panels and clearly
highlight the important events in the life of the historical figure.

Process:
1.) The teacher will share Artifact #1 to hook students into to the lesson on the Famous Americans. The
class will discuss the vocabulary of the comic: panel, landscape, props, etc. Once the students are aware
of the terminology the teacher will introduce the lesson.

2.) The students will be put into groups of 2-3 and draw a name of a historical figure from a bowl. The
students will work for 1-2 30 minute segments to gather information about the person's childhood, major
historical achievements, and the impact they have on today's society.

3.) The teacher will share Artifact #2 with the students to once again review the terminology and make
sure they feel confident in using the web-site Pixtoons. The students will use the rubric below to make
sure they are meeting requirements.

4.) The students will share their comic strips with the group. Students will give constructive criticism for
each group. They will share something each group did well and one thing they could improve. The
teacher will use the rubric to determine their final grade.

Evaluation: The students will be evaluated using the rubric below.

Artifact #1: Shown on Artifact 2 Homepage

Artifact #2: Shown on Artifact 2 Homepage

Rubric: Shown on Artifact 2 Homepage