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

Worksheet - Using Pictures to Teach narrative 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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Worksheet

Time allotted: 90 minutes

Organization: large group

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

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

Teaching Mode: Direct

Provision for individual Differences: Students are heterogeneously mixed. The composition of modeling by the educator and students will help to meet the needs of the varying abilities in the classroom. This assignment is open-ended adequate 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 part by creating the model used to demonstrate report writing.

Materials needed for this lesson:

oOne copy of a photo depicting segregation for each student-- ideally with larger copies available 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 seek their photo individually for five minutes, writing details on the worksheet.

Note: Newspapers and magazines are good sources of pictures for this part 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 associated to their unit of study for Roll of Thunder, Hear My Cry to:

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

odemonstrate connections in the middle of images and words by using report writing to build comprehension of content.

ouse detailed vocabulary in writing their text.

Step 3. Presentation (Input) of information:

Students will delineate the following characteristics of report writing as a whole class: developing plot, character and setting using definite detail and ordering events clearly using chronological order.
Direct students' concentration to one photo on the board. As a whole class have students brainstorm possible events and characters this photo illustrates about segregation. Place the words or phrases under the following headings on the board as students share their ideas. Have students fill this facts in on their worksheets.

Characters Setting Situation Feelings Vocabulary

Step 4. Modeling/Examples:

Use one character from the class table. Model writing a report on the board from the character's point of view by calling on students to give the details. Encourage students to delineate the photo and to form an original story associated to the segregation graphic in the picture. conclude as a class whether to tell the story that leads up to the picture, or to delineate the events that ensue the picture. Write events in chronological order on the board as well as along with the character's feelings and thoughts.

Step 5. Checking for Understanding:

Have students evaluate the story written on the board that they created by checking the blank before each element of report 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 correct chronological order.

6. _____ The report contained feelings and thoughts.

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

Step 6. Guided Practice:

Using the photo that they were assigned (or the one they brought from home) students will brainstorm possible 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 report similar to the one modeled for them in step 4 from that character's point of view. Students will form an original story associated to the segregation graphic in the picture. They will conclude whether to tell the story that leads up to the picture, or to delineate 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 estimate rubric and ask students to give the example from the story previously written on the board to justify 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 part 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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