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You Ought to Be in Pictures

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1 You Ought to Be in Pictures
Activating Strategy You Ought to Be in Pictures Mary Jane Thomas Western Harnett Middle School / Harnett County NCTA – Summer Academy Western Carolina University June 2008 Introduction Steps Example Testimonials Links

2 You Ought to Be in Pictures
Introduction You Ought to Be in Pictures Provides visual images before reading a lesson that allow students to create a mental picture which will help students process what they will read Allows students to respond to visual imagery through written exercises and whole group discussion Students become more engaged in the learning process by making personal connections and by using their own imaginations.

3 Step One Select 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.

4 Step Two Share the picture with students by using an overhead projector or large poster, etc.

5 Levels of Questions with Bloom’s Taxonomy
Step Three Ask students to write down their individual reactions to the picture. Levels of Questions with Bloom’s Taxonomy When 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)

6 Step Four Model 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?”

7 Step Five After 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.

8 Step Six Use 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

9 Example “Coal Breaker Boys”, Kingston, PA, , American Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Co., , from Library of Congress

10 Testimonials: How This Strategy Enhances Literacy
“When I used this activating strategy, students were engaged in discussion and in writing.” Marcy Keener Parker 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 Howell Western Rockingham Middle School

11 Internet Links

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