Video+Vixens

Carla Anderson
Peer Review Questions - When the kids saw the other groups’ dialogue, was there a checklist to help students stay on target (inferring…not predicting?) - Could the next step be getting the students to infer from the text in the book? - Did you try modeling an inferring think-a-loud? - Great question – How will you use this skill in real life? - How can you incorporate this skill/strategy (inferring about facial expressions/body language) into other lessons? (Special Ed context?) - Audio task – great performance task! - great character education link

   __**Curriculum Expectations:**__      Make inferences about oral texts using stated and implied ideas in the texts as evidence (//1.5, Oral communication, Grade 5//) Interpret texts by using stated and implied ideas from the texts (//1.5, Oral communication, Grade 6//) Use stated and implied ideas in texts to make inferences and construct meaning (//1.5, Reading, Grade 5//) Develop interpretations about texts using stated and implied ideas to support their interpretations (//1.5, Reading, Grade 6//) Use overt and implied messages to draw inferences and construct meaning in media texts (//1.5, Media Literacy, Grade 5//) Interpret media texts, using overt and implied messages as evidence for their interpretations (//1.5, Media Literacy, Grade 6//)

   **__Lesson Outline__** Date: Apr. 8/09

__**Curriculum Area**:__ Language(Reading/Media Literacy) **Unit of Study**: Making Inferences Lifelong Learnings: Reading for meaning
 * __Title of the Lesson:__** Yo! Yes!

__Pre-teaching:__ -clear, common definition for the word "infer" -looking at cartoons to teach that authors don’t write everything, things are left out and clues are left instead–not the same as a short story

__Assessment:__ 1) Teacher assesses scripts/recordings 2) Students do oral self-assessment: Why did different partners in the class come up with different ideas for what was going on in their script? (For example: background info + text clues = inferences; everyone has different background info) 3) Reflection Journal

__Materials Required:__ Yo! Yes?–video stills of characters from the book (without words) Paper copies of comic frame for students to fill in speech bubbles Chart for facts/inferences/questions (//Reading Power// pg. 96)

__Instruction:__ 1) Intro with charades-type game with 3 or more students–infer the situation from student’s faces, gestures, postures, etc. and explain your thinking 2) Look at characters from "Yo! Yes?" on Smartboard and brainstorm characteristics about each character Use facts/questions/infer organizer to write down your inferences about Character 1 and Character 2 (whole class) 3) Show video of "Yo! Yes?" (twice) and have students begin thinking of dialogue to accompany what they see, based on their inferences about each character 4) In partners students write a script of dialogue to match video, using scanned copy of the book with speech bubbles 5) Partners record script using Photo Story 3 6) Watch student work on Smartboard 7) Reflection (oral): Why did different partners come up with different scripts for the same video? 8) Reflection (written): Journal entry explaining how inferences can be used in the real world

Gear, Adrienne, __Reading Power : Teaching Students to Think while They Read Reading Power__ Harvey, Stephanie & Goudvis, Anne. __Strategies That Work: Teaching Comprehension for Understanding and Engagement.__ __Photo Story 3 Download__ [] Raschka, Chris. __Yo! Yes?.__ Yo! Yes? Video. []
 * __References__**