Describe the purpose of the "lesson" involving Eric in the article.
Summarize the sequence of events in the "lesson plan" for engaging the audience with Eric. (You my list the steps in a numbered list. Please do provide brief descriptive details in the list.)
Explain why you think Eric was a great choice for such an extension project, connecting back to the "purpose" of the lesson plan.
Adapt the "lesson plan" for use with the book Those Shoes (Boelts, 2009). Provide a brief annotated list of "steps" you would follow. (NOTE: You may change your Big Idea to a different focus. Use one mentioned in the article.)
https://drive.google.com/file/d/1frY_tHJlaZNfmbict7nSPJ7KMZk4D_Hn/view
Quotes
"Multimodal literacies require students to apply a range of inter-creative and compositional techniques to a variety of text types. Given the prominence, proliferation, and power of multimodal texts for communication concepts, many language arts educators incorporate and advocate for multimodal approaches to curriculum and pedagogy (Dallacqua, 2018; Low, 2017; Siegel, 2006)."
Critical multimodal literacy (CML) acknowledges the “sophisticated, interconnected skills learners need to receive and process multiple media, navigate cultural codes and interpersonal interactions, and re/act accordingly”
"Vitally, critical multimodal literacies “promote critical consciousness” and provide “openings for learners to insert themselves—their own stories—into the texts”
"providing students with ways to ask critical questions about concepts like identity, culture, differences, and their effects equips students to see and question the structures and operations of an inequitable status quo."
"problem-finding and the use of constraints. Walker (1996) encourages artists to impose constraints by limiting the color palette of an artwork, the materials used, or the location and subject matter. Problems and constraints are often what force artists to be creative."
Start with a big idea-- this concept can encompass a wide range of subjects. For instance, if the lesson revolves around the topic of airplanes, consider what skills you want the children to acquire. What's the overarching theme when it comes to airplanes? One approach could involve having the class construct paper airplanes and test them. However, it's crucial to guide the children in understanding that making mistakes is not only acceptable but also a normal part of the learning process. Therefore, the key concept might be "Embracing Mistakes."
Smaller Topics/ Questions-- We can break down the concept of "Embracing Mistakes" into sentences like, "What does it mean to make mistakes?" and provide answers to these questions. Additionally, consider posing underlying questions such as, "Why should we accept our mistakes?" and "How can making mistakes benefit students?" These questions contribute to a better comprehension of the central idea while yielding smaller, related topics like finding humor in mistakes, persevering through failure, and boosting self-confidence. These subtopics stem from the overarching concept that "Mistakes are to be embraced."
Problems/ Constraints-- It's essential to encourage students to discover answers on their own, occasionally utilizing the resources at their disposal. For example, if they are constructing a paper airplane, allow them to experience initial failures. Demonstrate that it's perfectly normal to stumble at the beginning, encouraging them to find amusement in their mistakes and attempt solutions. Provide them with the chance to uncover innovative ways to address challenges related to making mistakes and trying again. Alternatively, you could introduce a limitation, such as withholding a key material like paper required for creating the plane. Invite them to brainstorm alternative ways to create a functional airplane, fostering creativity in problem-solving.
Contemporary Artmaking Practices-- At this stage, students have the opportunity to ask questions and deepen their understanding of the topic while engaging in the artmaking process, such as creating an airplane. The teacher can actively record the questions posed by the students on the board, emphasizing the importance of each student's inquiries and contributions within the learning environment.
Sharing and Feedback—This process should occur continuously throughout the entire lesson, not just at its conclusion. If students appear frustrated or disengaged, consider how to infuse more enjoyment into the learning experience. Is there a way to enhance their fun while still conveying the lesson's essential message? Alternatively, should their frustration be seen as a valuable part of the lesson, helping them fully grasp that making mistakes is acceptable? Additionally, it's important to conclude the lesson by asking, "How can I improve this even further next time?"—both as a self-reflection and by involving the students in the classroom.
Three things to add to PD:
The Big Idea
Problem and Constraints
Sharing and Feedback