PS 347 American Sign Language and English Lower School s3

PS 347 American Sign Language and English Lower School

6th grade Library Media Center Skills 2010-11

Unit 1: Book talks: Graphic novels / Approx dates: September 2010
·  Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
·  Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
·  Explain how an author develops the point of view of the narrator or speaker in a text.
·  Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
·  Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
·  Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression (those that describe literary elements: character development, tone, pace, genre, etc.).
Rationale: Why is it important to learn these things?
Graphic novels are complex retellings of stories and a great window into visual literacy. Images are as important to understand and there are nuances that are inherent in graphic novels which are used in other media, such as advertising, film, etc.
Key Teaching Points: Includes specific grammar and punctuation study.
·  Narrative structure of graphic novels
·  Visual cues, expressions
·  Seeing vs. Hearing/Reading
·  Writing a persusasive book talk
·  Listening to booktalks and thinking/evaluating / Read Aloud and Literature Discussion / Mentor Texts:
Bone series
Redwall
Middle School is worse than meatloaf
Vocabulary to model, imbed in conversation, encourage and notice:
Include metalanguage for students to use to talk about their learning and thinking.
Panels, gutters, balloons, captions, sound effects
Sequencial narrative
Comic strips (4 panels), graphic novels, web comics
Text-heavy, text-light
Body language, facial expressions, dialogue, visual points of view, etc. / Assessment/Final Product: How will you know your students have learned this?
·  Listening charts
·  Responses to specific questions about visual literacy
·  Written booktalks
Evaluation: What worked well, what needed to be changed, what resources were helpful? / Learning Environment: How will this learning be visible in your room?
They have their library notebooks with booktalk charts and responses will be accessible in the room. Chart of terms to describe the characters, the genres, and the lessons learned will be posted.

Revised by Sara August 2010