Floresville ISD LoTi Lesson Plan

 

Character Ed. - C Kilduff - A Picture is Worth a Thousand Words 
 

 

 

Lesson Information
Title of Lesson Character Ed. - C Kilduff - A Picture is Worth a Thousand Words
Grade Levels K, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th
Subject Language Arts
Course No course information associated with this lesson.
Authors and Contributors

ckilduff 
Lesson Submission Date 1/9/2007 7:58:22 AM
Lesson Approval Date 2/6/2007 7:51:00 AM


 

Learning Objectives
TEKS /
Student Expectations 		TEKS are assigned depending upon level taught and grouped according to strand. K - 1 Listening/speaking/culture & Reading/inquiry/research 2 - 3 Listening/speaking/culture & Reading/inquiry/research 4 - 5 Viewing/representing/interpretation & Viewing/representing/analysis 6 - 8 Listening/speaking/culture, Viewing/representing/interpretation & Viewing/representing/analysis English I – English IV Viewing/representing/interpretation & Viewing/representing/analysis 110.2. - 110.3. – 110.4. – 110.5. (2) Listening/speaking/culture. The student listens and speaks to gain knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect experiences and ideas with those of others through speaking and listening (K-3) 110.2. (12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. The student is expected to: (B) use pictures, print, and people to gather information and answer questions (K-1) 110.3. (15) Reading/inquiry/research. The student generates questions and conducts research about topics using information from a variety of sources, including selections read aloud. The student is expected to: (B) use pictures, print, and people to gather information and answer questions (K-1) 110.4. (12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to: (H) draw conclusions from information gathered (K-3) 110.5. (12) Reading/inquiry/research. The student generates questions and conducts research using information from various sources. The student is expected to: (J) draw conclusions from information gathered (K-3) 110.6. – 110.7. (23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to: (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8) (24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to: (A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5) 110.22. – 110.23. – 110.24. (4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with experiences of others through speaking and listening (4-8) (22) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to: (A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8) (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8) (23) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to: (A) interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8) 110.42. – 110.43. – 110.44. – 110.45. (19) Viewing/representing/interpretation. The student understands and interprets visual representations. The student is expected to: (B) analyze relationships, ideas, and cultures as represented in various media (20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The student is expected to: (A) investigate the source of a media presentation or production such as who made it and why it was made (B) deconstruct media to get the main idea of the message's content
Targeted TAKS /
Department Objectives 		9th, 10th & Exit Level [12th grade] Objective 3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.

 

Lesson Overview

A brief summary of the lesson and the expected outcomes.
Overview n/a

 

Engaging Questions

The task asks students to show their "know how" on something important and challenging, not just their knowledge.

Engaging /
Essential Questions 		These questions should be modified or leveled according to students being taught: What is the story being told by this picture? Which character pillar is being illustrated by this picture? [Be able to support your answer] What other character traits are shown in the image? [Be able to support your answer] How do you demonstrate the character trait in our community?

 

Authentic Learning

The task reflects what people might actually do in the real-world; including real life issues, themes, and problems.

Activities n/a
Related Character Pillars

 

High Level Thinking Processes

The task requires complex-thinking skills (critical/creative thinking, decision making, problem solving)
Bloom's Taxonomy

Knowledge , Analysis , Comprehension , Synthesis , Application , Evaluation  
Description High Level Process/ Character Traits being covered: Knowledge – The student knows what each of the character traits are. Comprehension – The student understands the meaning of the character trait and can demonstrate the meaning. Application – Students will be able to apply their comprehension in providing answers about how they demonstrate a specific character trait in the community. Analysis – The students will analyze an image and be able to describe, with examples from the image, which trait is being illustrated. Synthesis – The student will be able to create a story based on a specific image. Students will also be able to create a series of connection between character traits with examples from the images. Evaluation – [Dependant upon grade level] Students can engage in peer critique of responses. Character Traits supported: Each character trait is exemplified in a pair of images. The students are to “tell” the story being illustrated in the images and answer why the image is an example of that character trait. The student also analyzes the images to determine the relationships between character traits; describing how an image can represent more than one trait because all the traits are interrelated. The student is finally asked to describe how they demonstrate a particular trait in the community. • Trustworthiness • Respect • Responsibility • Fairness • Caring • Citizenship

 

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profiles of the students.

Differentiation Activities Adjusted Questions ,
Description Adjusted Questioning – The initial questions can be explained and modified into “chunks” of information for students with needs to manipulate to achieve the same outcomes as regular Ed students. The facilitation of their thinking would be the same as the regular Ed student just with more steps that move forward in smaller increments. For G/T students, the questions can be modified to add a personal interest investigation element so the student can quickly pursue the interest and expand the scope of their answer.

 

Technology Applications

Technology (computers, handhelds, software applications, Internet) is used in a seamless fashion to promote student learning.

Technology Applications Laptop/Tablet computer - Students are able to draw on the PowerPoint slide to illustrate their points when answering questions and generating connections. LCD projector Internet access Microsoft Word Microsoft PowerPoint
Web Resources

 

Assessment
Assessments

File with slide examples/templates and rubric attached.  
File Attachments

 

Other Resources

Other Resources

This lesson was created from an imported lesson. The values below do not directly correspond to the new lesson template. You can choose to omit the values below or integrate them to other portions of your lesson.

Concepts/TopicsConcepts/Topics • Analyzing images to demonstrate a specific character trait • Interpret images for meaning • Identifying examples of character traits in action in the community • Interpret image to demonstrate how artist choices/images reinforce meaning • Analyze and synthesize cross-character trait connections/relationships represented in provided images

EBAMAll activities are contained in the culminating task. Possible extension activities [based on grade level]: Younger students could create an action plan to spell out how they can show more examples of good character in action in the community. Where are the opportunities to show good character? At school? At home? Out in the community? Let students brainstorm using the images provided as a starting point. Older students can use the questions provided as writing prompts for position papers or persuasive essays. Persuasive papers could then be rewritten into a script for public service announcements to be shown during announcement/channel one time to influence their peers toward demonstrating good character.

Performance TaskThe Students will be able to present an informed opinion about the image selected to represent the character pillar, generate higher-order thinking questions that extend the idea behind the images, illustrate relationships between the current character trait under discussion and the other five character pillars, and give examples of how they demonstrate character in action in our community with a justification of their opinion. For older students, the class will evaluate the presented information and gauge the validity of the presented information in terms of the six character pillars.

ResourcesTextbooks Teacher Campus Character Education resources [Library]