Presentation on theme: "You Ought to Be in Pictures"— Presentation transcript:
1You Ought to Be in Pictures Activating StrategyYou Ought to Be in PicturesMary Jane Thomas Western Harnett Middle School / Harnett CountyNCTA – Summer Academy Western Carolina University June 2008Introduction Steps Example Testimonials Links
2You Ought to Be in Pictures IntroductionYou Ought to Be in PicturesProvides visual images before reading a lesson that allow students to create a mental picture which will help students process what they will readAllows students to respond to visual imagery through written exercises and whole group discussionStudents become more engaged in the learning process by making personal connections and by using their own imaginations.
3Step OneSelect a vivid photograph, picture, artwork, or image that will introduce or extend the concepts related to the particular area of study. Your textbook, reference books, newspapers, magazines, web sites, etc., are excellent resources.
4Step TwoShare the picture with students by using an overhead projector or large poster, etc.
5Levels of Questions with Bloom’s Taxonomy Step ThreeAsk students to write down their individual reactions to the picture.Levels of Questions with Bloom’s TaxonomyWhen was this picture taken? (Knowledge)Why are these boys dressed like this? (Comprehension)What caption would you write for this photograph (say, in a newspaper)? (Application)Why are these boys here and not in school? (Analysis)What might they say about their future? (Synthesis)Compare this photo with one of a group of boys today of the same age. How are their lives similar? How are they different? (Evaluation)
6Step FourModel how to make personal connections by using a think-aloud to demonstrate how students should make personal connections. Encourage students to examine the picture for details.“Why might their faces be smudged with dirt?” or, “Why are they wearing or holding gloves in their hands?”
7Step FiveAfter students have completed their written responses, ask for volunteers to share their entries with the rest of the class. Encourage students to respond to the comments of others.
8Step SixUse students’ responses to help introduce the new concepts to be studied.Language Arts: Compare and contrast William’s Blake’s “The Chimney Sweeper” Songs of Innocence and Songs of Experience-or-Science: Introduce study of Carcinogens: Soot of Chimney Sweeps and the history behind their occupation
9Example“Coal Breaker Boys”, Kingston, PA, , American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Co., , from Library of Congress
10Testimonials: How This Strategy Enhances Literacy “When I used this activating strategy, students were engaged in discussion and in writing.”Marcy KeenerParker Middle School“With today’s visual learners this strategy offers an engaging way to access students’ prior knowledge or engage them with a hook through pictures or videos.”Martha Dawn HowellWestern Rockingham Middle School