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Multimodal Community Literacy Units

Multimodal Community Literacy Units

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  • 1. Literacy and Community Service Learning Multimodal Advanced Composition Course Pauline F. Baird Composition makes sense in practice. Literacy is understood when students confront their own ways of becoming literate and the forcesidentity and power - that help shape their literacy development process and understandings. Through their multimodal literacies students will learn more about community, literacy and how to engage their rhetorical skills to serve others. Scholars believe that writing ‘for’, ‘with’, ‘by’ and ‘about’ the community allow students to take on civic minded dispositions (Deans, Sheridan, Julier, Hea, Blair, Selfe). Literacy, Service Learning and Multimodal Composing: Rationale Engaging with texts is only one aspect of literacy. In a highly technical world, students in 200 level composition class at the University of Guam will use various technology to communicate and interact with, for and about the community. Selfe (“Movement of Air) and Grabil (Writing Community Change) among others believe that internet technologies, for instance, affords students opportunities to make these literacies meaningful in practical ways that make them critical composers. With Grabil in mind, the students will learn to use computer software: PowerPoint, MS Word, Print Capture; cameras and video, and other resources such as the WWW and personal digital technology they already have for multimodal composition.
  • 2. Community Organization: Audience I have chosen the Island Girl Power (IGP) a local organization as the community for service – learning engagement. IGP trains ladies ages 7-14 (living on Guam) to develop their academic and social skills. The ladies are from Guam and the islands of Micronesia. IGP offers social options for ladies who are at risk for suicide, teen pregnancy, delinquency and substance abuse. Classes include jump rope, cooking, journaling, computer science and story writing. It invites qualified volunteers to teach a class on a Saturday morning. The invitation gives the students a sense of agency because it is the organization that is reaching out for services. A multimodal literacy project is suitable for the age, benefits and interests of IGP members. It is regarded as a model for enacting Gee’s identity kit of ―saying (writing)-doing-being-valuing-believing combinations (p. 256) with multimodalities. Students will write with a purpose. I have visited the organization and have had contact with the IGP organizer and expressed my desire to offer a class. For this class, students will engage in several projects that do not make direct contact with IGP participants. The organizer will be involved throughout the course to provide feedback, approve plans and give permissions and set up appointments. Students will prepare themselves to write about and for the organization reflecting, practicing primary and secondary research, exploring ideas and literacy skills, before while preparing the project. In the end, I envision that students will empower the ladies with their literacy narratives they have created and shared. Introduction to Modules There are 4 (3-4 week long) modules in this course. The modules are designed to accommodate smaller projects and larger projects in a manageable time. Along with each module, there are objectives that reflect the larger course objectives. These objectives will work to help remind students and the teacher of the goals. Each module has an accompanying assignment sheet that has step by step instructions for student’s
  • 3. assignments and grading rubric. Because the course material and syllabus will also be placed online, a module format will be compatible with a weekly course layout here students can see each module separately. Module 2 Class: ENG 200- Multimodal Advanced Composition Time: Mon/Wed 11:20 – 12:50 (90 mins) Prerequisites: Students must have: Completed FYC courses Enrolled in MOODLE of at least 1 semester A Computer or digital writing device with software/ programs such as PowerPoint, MS word (full suite) Thumb drive or external drive Module Description: This module is 4 weeks long. Students will study chapter 2 “Literacy as Power”, complete a small literacy project (definition) with the Guam Island Girl Power in mind. They will share a project with the coordinator –partner and solicit feedback if possible. Theoretical Frameworks: Group interactivity: (learner-centered activities, socially constructed learning process); Multimodal and CLT (communicative language teaching): use of several modalities – listening, speaking, reading, and writing. Learning Objectives: Literacy Definition Essay You will compose a passing essay --Given a text book chapter, and 2 YouTube video resources on literacy, you will participate in the following and read/view, discuss and annotate information on literacy to form your own definition of literacy reflect on definitions of literacy write 500-700 words of notes in your academic journal in MOODLE forum that include opposing views of literacy (including your own). Write a refutation to the opposing views using the resources given or others you wish. respond to 2 classmates’ journal posts in the discussion forum create a 500 word essay of your definition/s, argue for your definition using the reflections, counterarguments and refutation o your audience is Island Girl power audience --- ladies 7-14 years old Review essay drafts of your peers in small groups using the Common Core rubrics Demonstrate how to use an online image editing tool. Mon Wed Week 5 Read, annotate and discuss Chapter 2: “Literacy as Power” Begin Academic Journal Tech demo: Pxlr (annotating images) http://pixlr.com (Group 1 assignment) Literacy Definitions Project Discuss Mini- Lesson (Teacher): Writing your life pp. 25-29 Discuss: The meaning of Literacy in the 21st century Video View and discuss: What is literacy? http://www.youtube.com/watch?v=3zXDwiwhTCM Consider what your own meaning of literacy is. How so? Consider what other’s perspectives are. What do these perspectives have in common? How do they differ? Week 6 Write notes and watch video: The meaning of Literacy in the 21st century http://www.youtube.com/watch? v=d9ZRDRPqoXos Write notes and reflections: http://www.youtube.com/watch? v=3zXDwiwhTCM Continue writing your Academic Journal
  • 4. Mon Wed Framing the argument and tentative plan Tech demo: Pxlr (annotating images) http://pixlr.com/ Peer reviewing (Bring an electronic or paper cop to class. Academic Journal Due Respond to 2 classmates (Academic Journal 3) Essay Due in MOODLE at the assignment link Instructions: Read this entire document before you begin any assignment. Academic Journal Assignment 3 You have read the first 2 pages on the chapter on literacy. Write (in your journal) about 500 – 700 words answering the following questions: 1. How has a piece of writing you did impacted you and others (immediate community / wider community)? 2. How do you view your own literacy or definition of literacy using a narrow definition of literacy (the ability to read and write) p. 68-69? 3. Do you agree with the narrow definition? Why? What are some might opposers say? 4. In a sentence or two what image would you say best describes literacy? 5. Describe what knowledge or skills, in your view, characterizes a literate person vs. and illiterate person. (Don’t settle for the narrow definition “ability to read and write). After you have posted your work in the forum, please read and respond to at least 2 of your classmates. You may complete your responses outside of class. Due Date: Monday Week 6 online (at the assignment link) before class time Journal Grading: Assignment has all the requirements 20 points (2 points will be deducted for each missing part) Instructions: Read this entire document before you begin any assignment. Literacy Definition Essay Write an essay of 500 words in which you define literacy and give reasons for your definition. In your body paragraphs, use examples and evidence to support your definition. Present opposing views and say what you agree with and do not agree with. Finally sum up your paper ending in favor of your definition. Your paper should be: 1. Framed with a thesis 2. Include the main components of an argument as explained above. 3. Show clear use of examples and evidence (that you have used the sources provided) 4. Reviewed by your classmates 5. Save your work in MS word as a doc file with your name in it. Example: marykayliteracdefinitionesssy.doc Due Date: Wednesday Week 6 online (at the assignment link) before class time
  • 5. Essay Grading: Persuasive Essay Rubric: Common Core for Reading and Writing Standards Based on Common Core Standards for Reading/Writing in History/Social Sciences (www.corestandards.org) Note: Students must MEET or EXCEED standard on the asterisked indicators in order to meet standard on the essay Exceeds Standard Meets Standard Almost to Standard Below (A) (B) MUST REWRITE Standard=no R/W Thesis/Claim *Use of Evidence Thesis/Claim is precise, knowledgeable, significant, and distinguished from alternate or opposing claims Thesis/Claim is precise and knowledgeable, and answers the prompt (W1) Thesis/Claim may be unclear or irrelevant, and/or may not answer prompt Thesis/Claim is missing Develops the topic thoroughly by selecting the most significant and relevant facts, concrete details, quotations, or other information and examples from the text(s) Develops the topic by selecting significant and relevant facts, concrete details, quotations, or other information and examples from the text(s) (W2) Attempts to develop the topic using facts and other information, but evidence is inaccurate, irrelevant, and/or insufficient Does not develop the topic by selecting information and examples from the text(s) Attempts to integrate information into the text selectively to maintain the flow of ideas and advance the thesis, but information is insufficient or irrelevant Does not integrate information from the text Skillfully integrates information into the text selectively to maintain the flow of ideas and advance the thesis Skillfully assesses the strengths and limitations of each source Integrates information into the text selectively to maintain the flow of ideas and advance the thesis(W8) Assesses the strengths and limitations of each source (W8) Attempts to assess the strengths and limitations of each source, but misinterprets information Skillfully draws evidence from informational texts to support analysis and thesis/claim *Organization, Writing Style and Conventions Skillfully delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient Delineates and evaluates the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient (R8) Skillfully identifies false statements and fallacious reasoning *Use of Analysis Draws evidence from informational texts to support analysis and thesis/claim (W9) Identifies false statements and fallacious reasoning.(R8) Organization skillfully sequences the claim(s), counterclaims, reasons, and evidence. Organization logically sequences the claim(s), counterclaims, reasons, and evidence.(W1) Attempts to create a logical organization, but may be missing some elements of the assignment, such as a counterclaim Provides a concluding statement or section that follows from or supports the argument presented (W1) Attempts to provide a concluding statement or section that follows from or supports the argument presented, but statement does not support thesis Produces clear and coherent writing in which the development, Attempts to produce clear and coherent writing, but errors in conventions and Provides a concluding statement or section that skillfully follows from or supports the argument presented Skillfully produces clear, coherent, sophisticated writing in which the Does not assess the strengths and limitations of each source Attempts to draw evidence from informational texts to support analysis and thesis/claim but evidence is insufficient and/or irrelevant Does not use evidence from the informational texts to support analysis and/or thesis/claim Attempts to delineate and evaluate the argument and specific claims in cited texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient, but analysis is insufficient Does not delineate or evaluate claims in text Does not identify false claims or fallacious reasoning Attempts to identify false statements and fallacious reasoning, but argument is incomplete or insufficient Does not provide logical organization Does not provide a concluding statement or section that follows from or supports the argument presented Does not produce clear and coherent writing
  • 6. development, organization, and style are appropriate to task, purpose, and audience Score for this draft: ______________ organization, and style are appropriate to task, purpose, and audience (W4) writing style detract from understanding Teacher notes and additional comments: Retrieved from www.hfcsd.org/.../files/common%20core%20persuasive%20 rubric.doc Learning Objectives: Use one or more communication tools to compose an essay You will compose a multimodal passing essay--Given your written essay draft, and sample projects and other resources on multimodal composing you will participate in the following and access one text tool (Pxlr) access one audio or video tool (screen capture; camera/ computer audio recorder) compose a low- tech or mid-tech multimodal essay which you turn your essay into a composition that used at least 2 modalities (text and sound/visuals) to be shared electronically of in class. Your project could be any of the following: You will choose an appropriate mode of publication inclusive of, but not limited to: poster, audiovisual/photo essay with captions/ video / screen capture / collage/ and the like. You will compose this project for the IGP coordinator as a proposal for sharing with the girls. Review essay drafts of your peers in small groups using the Common Core rubrics Mon Wed Mon Wed Week 7 Literacy Definition cont’d Share think piece with a partner. Explanation of a multimodal essay: Viewing samples and discussing the kinds of technology needed. Tech demo Camera phone and audio (using and downloading) Group 2: Planning and Drafting- conferences Tech demo Group 2: Camera phone and audio (using and downloading) Week 8 Why Mulitmodality? Using paper and pencil Discuss: Social Networking in Plain English: http://www.dailymotion.com/video/x2ebea Reflections on the use of multimodal tools for composing. Concerns about the multimodal essay. Conferences ( sample of the story board) Script: Narrative of 1 -2 page in length Images: found or your own Plan: Storyboard or sketches Examples of tech levels: HiTech e.g. Video; MidTech e.g. PowerPoint/ digital collages; LowTech e.g Paper poster / collage with images Planning and drafting (see progress work sheet) For a specific audience Reflections on project in academic journal View photo essays When students and technology collide: http://shepatte.blogspot.com/2008/05/whentechnology-student-collide.html My life in an Urban slum: http://www.unicef.org/bangladesh/7540.html Gathering content
  • 7. Instructions: Read this entire document before you begin any assignment. Literacy Definition Essay Compose an essay using at least 2 modalities. This essay is based on your written essay. Your project should have: 1. a clear focus 2. text and visual/sound/images (appropriate for minor girls) 3. a storyline 4. a frame - with a thesis 5. a clear ending 6. had revisions based on suggestions of your peers 7. presented in a suitable format online or in class. Due Date: Wednesday Week 11 online (at the assignment link) before class time What can your project look like? Here are some samples: Social Networking in Plain English: http://www.dailymotion.com/video/x2ebea This is a YouTube video that makes use of paper cut-outs and markers for composing. My life in an Urban slum: http://www.unicef.org/bangladesh/7540.html This is a photo essay with captions published as a video When students and technology collide: http://shepatte.blogspot.com/2008/05/when-technologystudent-collide.html This is a photo essay with text and images published in Slideshare. Where should we get content? “Anywhere you can! Use your imagination. You can draw. You can use a camera. You can record conversations, interviews, you can talk. You can use the internet – Creative Commons. And so on! Just be sure that you use graphics (other visuals) and technology as you see fit to demonstrate your definition of literacy. Include an accompanying paragraph to defend this definition. Include at least 2 sources – you can use the textbook as one source. (Please find instructions on how to cite at http://bcs.bedfordstmartins.com/resdoc5e/index.htm )” This essay should be understood by a young audience ages 7-14, so think of appeal creativity, but also appropriate language and content. For more information see Multimodal projects resource site by clicking here ( control right click_ NOTE: Make the project small enough to be completed in the time given (3 weeks).
  • 8. Work /Progress Sheet*** 1. Audience: 8. What technical help do you need? Who in the class can help you? 2. Topic: 3. Purpose/Main focus: 9. Write or sketch your plan for what is going to be happening in your visual presentation. (Make it as complete as possible (colors, describe sound, show texts etc.) 4. Your literacy definition: 5. Opposing definition/s: 10. What do you need help with? 6. Multimodal tools you plan to use. 7. Think: How will you compose the essay? Video / Poster / PowerPoint, collage & you need use at least 2 modalities- e.g. images, text, sound etc. 11. Use the grading rubric to see if you are on track. What are you concerns? (Worksheet inspired by Selfe “Mulitmodal” p. 155156)
  • 9. Final Draft Grading Rubrics Focus and Unity 1. Does the project address one topic (literacy)? ______/20 2. Does the project provide an obvious focus using 2 or more multimodal tools? ______/20 3. Is there strong balance of images, texts (sound) that support the focus? ______/20 4. Are there any images that offer a counter-argument? ______/15 5. Does the accompanying paragraph provide adequate information about why you choose this definition? Is there supporting documentation (2 citations?) 6. Do the combination of elements: text sound, video, narration, and visuals contribute to a recognizable style in the project? ______/20 Audience 6. Is the essay composed for an elementary to high school age audience (714 IGP audience)? ______/25 Writing 7. Are appropriate writing, content, and layout strategies demonstrated? • clear visuals• age appropriate visuals • creative layout • clear legible fonts – size and color • clarity of Thought • appropriate subject/verb Agreement Total Score ______/20
  • 10. Works Cited Deans, Thomas. Writing and Community Action: A Service-Learning Rhetoric with Readings. New York: Longman, 2003. Gebardt, Richard. “The Subject is Writing”. JAC 1. 1980. Web. Gee, James Paul. “Literacy, discourse, and linguistics: introduction and what is literacy?” A Critical Sourcebook. Boston: Bedford / St. Martin's, 2001. pp. 533. Print. Jeffrey, Grabill. Writing Community Change: Designing Technologies for Citizen Action. Cresskill, N.J.: Hampton Press, 2007. Selfe, Cynthia. Multimodal Composing: Resources for Teachers. NY: Hampton. 2007. Selfe, Cynthia. ‘The movement of air, the breath of meaning: aurality and multimodal composing.” College Composition and Communication, 60. 2009. Pp. 616-663. Web.