Using Pictures to Teach description Writing with Roll of Thunder, Hear My Cry

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Subject: Sixth Grade Language Arts - Segregation and Roll of Thunder, Hear My Cry

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Time allotted: 90 minutes

Organization: large group

Objective: Students will demonstrate the comprehension of the components in a article by using pictures about segregation to write the narrative.

Student worksheet ready at http://www.trinaallen.com/rollofthunderstudent.html

Teaching Mode: Direct

Provision for individual Differences: Students are heterogeneously mixed. The compound of modeling by the trainer and students will help to meet the needs of the varying abilities in the classroom. This assignment is open-ended sufficient for all students to find success "where they are" (Gardner, 2004).

Teaching Strategies: Some lecture, dialogue, modeling, discussion, group critique, planning.

Teaching Behavior focus: Focus will be as facilitator. Students will direct the lesson by creating the model used to demonstrate article writing.

Materials needed for this lesson:

oOne copy of a photograph depicting segregation for each student-- ideally with larger copies ready for fine details.

oPaper- pencil

ooverhead, board and markers, or chalk

oGeneral classroom supplies

Lesson Activities:

Step 1. Anticipatory Set: (Motivation)

oAs review, ask students to write a definition of segregation. Volunteers will state their definitions. Write the definition on the board for students to refer to as they write their narratives. (Students should have read and discussed segregation and Roll of Thunder, Hear My Cry prior to this lesson).

oDistribute pictures depicting segregation- one to each student. Or ask students to bring pictures from magazines that demonstrate segregation or reverse segregation. Hang some larger pictures on the wall so students can use them for greater detail.

oStudents will scrutinize their photograph individually for five minutes, writing details on the worksheet.

Note: Newspapers and magazines are good sources of pictures for this lesson as well as the following online museum Web sites.

Jim Crow Museum of Racist Memorabilia at Ferris State http://www.ferris.edu/htmls/news/jimcrow/index.htm

Norman Rockwell Museum http://www.nrm.org/

Online Tours of the National Gallery of Art http://www.nga.gov/onlinetours/index.shtm

Web Museum, Paris http://www.ibiblio.org/wm/paint/auth/

Step 2. Objective (Overview of studying outcomes to pupils):

Students will use pictures about segregation connected to their unit of study for Roll of Thunder, Hear My Cry to:

odemonstrate knowledge of the characteristics of article writing by writing a narrative.

odemonstrate connections between images and words by using article writing to build comprehension of content.

ouse detailed vocabulary in writing their text.

Step 3. Presentation (Input) of information:

Students will communicate the following characteristics of article writing as a whole class: developing plot, character and setting using specific detail and ordering events clearly using chronological order.
Direct students' attentiveness to one photograph on the board. As a whole class have students brainstorm potential events and characters this photograph illustrates about segregation. Place the words or phrases under the following headings on the board as students share their ideas. Have students fill this information in on their worksheets.

Characters Setting Situation Feelings Vocabulary

Step 4. Modeling/Examples:

Use one character from the class table. Model writing a article on the board from the character's point of view by calling on students to give the details. Encourage students to communicate the photograph and to invent an traditional story connected to the segregation descriptive in the picture. decide as a class whether to tell the story that leads up to the picture, or to communicate the events that ensue the picture. Write events in chronological order on the board as well as together with the character's feelings and thoughts.

Step 5. Checking for Understanding:

Have students rate the story written on the board that they created by checking the blank before each element of article writing that they find in the class story about segregation.

1. _____ One character's point of view.

2. _____ Details about the character .

3. _____ Details about the setting.

4. _____ Details about the situation.

5. _____ The story was in the definite chronological order.

6. _____ The article contained feelings and thoughts.

Circulate as students work to check for understanding. Call on students to share their evaluation to be sure all students understand the content.

Step 6. Guided Practice:

Using the photograph that they were assigned (or the one they brought from home) students will brainstorm potential events and characters by filling their ideas in the same table used in step 3:

Characters Setting Situation Feelings Vocabulary

Circulate to check for understanding.

Step 7. Independent Practice:

Have students select one character from the table and write a article similar to the one modeled for them in step 4 from that character's point of view. Students will invent an traditional story connected to the segregation descriptive in the picture. They will decide whether to tell the story that leads up to the picture, or to communicate the events that ensue the picture. They will write events in chronological order and write about the character's feelings and thoughts.

Step 8. Closure:

Students will be evaluated using the same rubric used in step five, Checking for Understanding. Refer students to that evaluation rubric and ask students to give the example from the story previously written on the board to clarify each area from the rubric. The stories can be assigned as homework or completed as class work as per the preference of the teacher.

Note: This lesson is modified from Gardner, T. (2004). A Picture's Worth a Thousand Words: From Image to Detailed Narrative, from http://www.readwritethink.org/lessons/lesson_view.asp?id=116.

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