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Graphic language (arts) @ the library!



Middle school language arts teacher & her media specialist collaborated on a lesson that involved the writing process, photography, book creation, and Web 2.0 tools BeFunky and The Morgue File. The ...

Middle school language arts teacher & her media specialist collaborated on a lesson that involved the writing process, photography, book creation, and Web 2.0 tools BeFunky and The Morgue File. The lesson was based on GPS, which are noted in the presentation. Presentation also includes the grading rubric used by the classroom teacher.



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  • The technology literacy standards were adopted in 2009 and available on the Georgia Standards.org website. They are a little hard to find but worth the time to every librarian who wants to make sure he or she is addressing standards in the library program.
  • Technology literacy standards cover most curricular areas.
  • Newer digital cameras are inexpensive, have high pixel numbers, and are really easy to convert to digital files on the computer by simply plugging in the USB port. Most cameras now have their own software installed right in the unit and the download process is super simple. Schools without digital camera can use older scanners to create .jpgs and do the same project.
  • Ms. Manley talked about the concept of “hero” and the class discussed the possibilities of what that word entailed. She asked students to think about how they visualize what they are reading and then talked them through the process of going backwards with that process.
  • This form of writing really brought in the students’ higher order thinking skills: how do you develop a character visually instead of descriptively? How do you demonstrate action and movement with a still photo? How do you make sure your photos flow with the action?
  • We literally shot some photos of students in the class, uploaded them to BeFunky and played with some alterations. This really grabbed their attention and had them excited about getting to do it themselves.
  • Students had to understand that an alteration in their story or the dialogue would probably mean having to re-shoot the photograph. They understood they had to plan carefully to create continuity and flow. They also had to understand how to show their descriptions instead of writing them out.

Graphic language (arts) @ the library! Graphic language (arts) @ the library! Presentation Transcript

  • GraphicLanguage (Arts)@ the Library!
    Susan K. S. Grigsby, LMS
    Elkins Pointe Middle School
    with Linda Manley,
    EPMS Teacher of the Year
  • The background…
    8th Grade Language Arts teacherlooking for innovativeway to facilitate the writingprocess.
    Middle schoollibrarianalwaysinterested in collaboratingwithclassroomteachers to incorporatetechnologyskillsinto the classroom curriculum.
  • ELA Georgia Performance Standards
    ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
    Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature
  • ELA Georgia Performance Standards
    ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student
    a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
    b. Writes texts of a length appropriate to address the topic or tell the story.
  • TechnologyLiteracy GPS
    CTAEW-1: The studentdemonstratescompetence in a variety of genres
    (a) Creates of follows an organizing structure appropriate to purpose, audience, and context
    (c) Follows an organizational pattern appropriate to the type of composition
  • TechnologyLiteracy GPS
    CTAEW-3: The studentconsistently uses the writingprocess to develop, revise, and evaluatewriting.
    (a) plans and draftsindependently and resourcefully
  • The tools
    Internet connection:
    Digital cameras
    Power Point, Publisher, or Word
    Scanner (optional)
    Printer (color best but not required)
  • But how isliteracydifferent in the 21st Century?
    NCTE report (3/09)
    Teaching methods undergone “marked changes”
    Ability to innovate and apply knowledge creatively rated very important by 91% of teachers responding to NCTE poll
    Learning through cross-curricular projects and project-based learning
    Incorporating student choices becoming a “significant part of instruction.”
    WritingBetween the Lines – and EverywhereElse: A Report from NCTE (http://www.ncte.org)
  • But how isliteracydifferent in the 21st Century?
    So how do we address the current model of composing in a world where anyone can produce, publish, and share writing?
    How do we get serious about helping students become “citizen composers” instead of just good test takers?
    How do we design curriculum to support literacy in our 21st Century reality?
  • Day One
    Students were brought to the media center
    LA teacher introduces unit and provides rubric
    LMS provides examples of graphic novels
    Class discussion: design features
    Coherence in design (font, artist’s style, layout)
    Telling a story with pictures rather than descriptive language
    Students select a graphic novel from library collection to check out.
  • Day One
    This is the rubric Ms. Manley created for her students.
    All elements are directly related to GPS.
  • Day Two
    Students were brought to the media center
    LMS demonstrates use of digital cameras owned by media center
    Class discussion of shot design
    Concept of storyboarding
    LMS demonstrates alteration of uploaded photos at BeFunky.com
    Students brainstorm a 4-slide story that is then photographed, uploaded, and altered
  • …the process continues
    Cameras were checked out to Ms. Manley’s classroom for student use
    Students created personal accounts on BeFunky in the computer lab
    Students uploaded their photographs to begin altering them for their stories
    Students downloaded their altered photos to their personal server space at school
  • And now... An example
    A Cartoon Comic
    Ms. Manley’s 8th grade students Ben H. and Rob L.
  • At school..
    Waffles?! Pancakes are the way to go.
    Please don’t fight over this!
    I had waffles for breakfast.
    Holley you’re an idiot! Waffles are the best.
    I agree, Holley is so dumb waffles are better.
    Pancakes are way better!
  • Hey we challenge you to a waffle vs. pancake food fight!
    We will pick up 500 waffles at 2:00 tomorrow have them ready
    Fine we accept tomorrow at the field 3:00
    We need all of the pancakes you can make by 2:00 tomorrow!
  • Ha! I will hit them with eggs! They are in waffles and pancakes!
  • Smack!
    An egg just hit my face!
    This is a pancake waffle fight Random Woman!
    Not a pancake! I will get you for that Holley!
  • Acting like the little kids? Unacceptable Chaka! All of your Man Cards, Revoked!
    But Mr. Wilson, Holley and Mean Bailey started it all…….
  • Today’slibrary…
    Neither we nor our learners need to choose between technology and reading. The two can work in harmony.
    Joyce Valenza
    “Reading 2.0: Getting the Gears to Work in Harmony” e-voya, Oct. 2008
  • Today’slibrary…
    What if teachers and librarians started basing the goals of their joint projects on student test results? That way, teachers wouldn’t have to shoulder the entire burden of increasing kids’ test scores all by themselves. And as scores began to soar, librarians would be in greater demand as teaching partners. It quickly became clear to me that the key to our profession’s success was data-driven collaboration.
    Toni Buzzeo
    “Strength in Numbers: Data-Driven collaboration may not sound sexy but it could save your job” School Library Journal, Oct. 2010