Lesson PlanCritical LiteracyChristine M Smith12-15-2010

Accountability Book Club6th Grade (could be used with 7th)

Goals and Objectives

Students will read and recognize social issues as they relate to the text of a book selected from the annotated bibliography

Students will work collaboratively to determine the “Big Social Issue”

Students will work collaboratively in book discussion groups.

Students will write one problem posing question about the book to extend the text

Problem Posing Questions for the students.

If all text is representational; the author decides what to leave in and what to leave out, whose story is being told and whose point of view is missing from the text.

If all images are representational, what might you add to the cover to help better understand the text

Task(s): Students will identify the social issues

and big social issue from the text read as a model.

Students will work in pairs, read the assigned book; respond to the questions about social issues.

Students will reconstruct/respond to the text adding a problem posing question in word bubble to the cover image.

Culminating Activity: Students will present their responses

to the class, and will present an alternate telling of the story form a different point of view.

Students will present the cover image and the problem posing question they developed to extend the visual text.

Answer student questions relative to their book and reconstruction of the text.

Lesson SummaryThis lesson was taught to three sections of 6th graders. The idea of representational text both print and visual was discussed in terms of point of view not included in a story or the cover image. This lesson is based on the NCTE Read, Write, Think, Lesson plan for Accountable Book Club and was modified for 6th grade. The books Terrible Things by Eve Bunting and Coming on Home by Jacqueline Woodson were read aloud. Students deconstructed the text for specific social issues and voices not heard using the framework guidelines of Collaborative Homework Question: http://www.readwritethink.org/files/resources/lesson_images/lesson1163/questions.pdfThey identified the social issues and found supporting evidence from the story to demonstrate their understanding using the Critical Thinking Map: http://www.readwritethink.org/files/resources/lesson_images/lesson1163/map.pdfThey were then asked to decide on the big social issue and again find some information from the story to demonstrate their understanding of the issue relative to

Lesson PlanCritical LiteracyChristine M Smith12-15-2010

the text.Students worked in pairs; each pair was assigned a book from the Annotated Bibliography of picture books. They were asked to look carefully at the cover image before reading the text. After reading the text, they followed the critical thinking map model and the guiding questions to deconstruct the text of their story and find the social issues, selecting the one that they felt had the most impact. Each group was given a blank speech bubble and a color copy of the cover. They were to reconstruct or respond to the reading by writing a problem posing question in the speech bubble and adding it to the cover image.Students were given time to prepare a brief presentation using the information they had gathered, displaying their cover and presenting an alternate point of view from which the story might be told.