Module 2 Assignment

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American College of Education *

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5373

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Arts Humanities

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Jan 9, 2024

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docx

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21ST CENTURY LITERACIES Introduction In this exhibit, first graders will be learning about Johnny Appleseed through digital and visual literacies. Visual literacy can be defined many ways (Emanuel & Challons-Lipton, 2013). Some of these definitions include the ability to communicate in many forms, express oneself, and create visual messages. Similarly, digital literacy emphasizes skills to analyze and evaluate text which comes in many forms (Redmond, 2015). With these literacies in mind, each lesson/exhibit is designed to engage students of every level and ability (Gun, 2013). This design is called layered curriculum. It is through layered curriculum that students will develop critical thinking and literacy skills (American College of Education, 2022). TAG Museum Exhibit/Unit Theme: Apples Display/Lesson Title: Who is Johnny Appleseed? Grade Level: 1 st Additional Resources:  Computer with access to Epic, Jamboard, and Brainpop Jr.  Graphic organizer  Pencil  Computer for digital sort  Paper exit ticket Essential Questions:  Who is Johnny Appleseed and what did he accomplish in his life?  How can we tell if a story is fiction or nonfiction? Content Areas: ELA History/Social Studies Overview of the Display/Lesson © 2019 AMERICAN COLLEGE OF EDUCATION 2

21ST CENTURY LITERACIES In this lesson, students will learn about Johnny Appleseed as an introduction into further learning about apples. At the end of the lesson, students will be able to explain who Johnny Appleseed is and what he is famous for. They will also form an opinion about the story- is Johnny Appleseed a fiction or nonfiction story? The teacher will start by introducing Johnny Appleseed with a read-aloud on Epic. Students will then engage in a discussion lead by their answers to the following question on a Jamboard: What do you remember from the story? Afterwards, the teacher will play the Brainpop Jr. video and discuss similarities and differences between the story and the video. The discussion will also include the topic of fiction vs. nonfiction as it is mentioned in the Brainpop video. Students will the complete a graphic organizer comparing facts from the two sources. Struggling students will work on this with the teacher while others are in heterogenous partnerships. To finish the lesson, students will complete a digital sort comparing facts and ‘fiction facts’ (those added to the story over time). They will also write a few sentences with their opinion: fiction or nonfiction? IDENTIFIER Literacies Learner DI Delivery Content Level S T AV A D Conten t Proces s Produc t Foundationa l Developmenta l Extende d Visual X X X X X X X X X Digital X X X X X X X X X Economi c Scientific Critical X X X X X X X X X GLOSSARY Strategies for Struggling Learners: The read-aloud and video will contain the foundational knowledge all students need to complete the tasks in the lesson. Students who are struggling will work on the graphic organizer © 2019 AMERICAN COLLEGE OF EDUCATION 3

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21ST CENTURY LITERACIES in a small group with the teacher. This will be a shared writing experience (discussion, teacher writes, students copy). Students who struggle with writing will be given a modified exit ticket in which they will circle fiction or nonfiction and draw picture to help explain their reasoning. Strategies for Average Learners: Average learners will complete the graphic organizer in heterogenous pairs. Facts from both the story and video, will be displayed. They will copy the fact in the correct column in relation to where they learned the fact from (video, story, or both). Their exit ticket will be complete independently. They will write fiction or nonfiction then they may write a sentence or draw a picture with a short caption to explain their reasoning. Strategies for Advanced Learners: Advanced students will be expected to complete the graphic organizer independently then help an average learner complete theirs in a partnership. The partnerships will help increase their knowledge and understanding of the topic. When students take the role of ‘teacher’ it can help increase their depth of understanding. On the exit ticket, they will be expected to write fiction or nonfiction and use sentences to explain their reasoning. Standards: CC.1.2.1.B- Ask and answer questions about key details in a text. CC.1.2.1.G- Use the illustrations and details in a text to describe its key ideas. CC.1.2.1.I- Identify basic similarities in and differences between two texts on the same topic. CC.1.4.1.A- Write informative/ explanatory texts to examine a topic and convey ideas and information. CC.1.4.1.B- Identify and write about one specific topic. CC.1.4.1.C- Develop the topic with two or more facts. © 2019 AMERICAN COLLEGE OF EDUCATION 4

21ST CENTURY LITERACIES Process: By using visual and digital literacies, students will engage in whole group activities, partner work or small group work, and independent work. These tasks will show their development of knowledge, application of skills and critical thinking skills. Product: Students of each level are reached through different tasks within this lesson. At the foundational level, students will participate in the initial whole group discussion to help build prior knowledge to applied to the graphic organizer completed in a small homogenous group. At the developmental level, students work in partnerships to complete the organizer while building on prior knowledge to help form their fiction vs. nonfiction opinion. Finally, at the extended level, students work independently on their exit ticket to show the teacher what they have learned. Foundational Level: The foundational level is the whole group activity of listening to the story and creating the Jamboard for discussion. This activity will help activate or build their prior knowledge. Developmental Level: In the developmental level, students will watch the Johnny Appleseed Brainpop Jr. video. The video is followed by a graphic organizer in which students complete either with the teacher, in partnerships, or independently depending on their skill levels. Those working with the teacher will continue building background knowledge. Those working in partnerships will be applying their knowledge. Lastly, those working independently, when finished, will be given the opportunity to show their learning by helping other students. Extended Level: As an extended activity, students will complete a digital sort by distinguishing real facts from ones added over time. They will also be given a differentiated exit ticket to complete in which they are expected to provide an argument for the question: Is Johnny Appleseed fiction or nonfiction? © 2019 AMERICAN COLLEGE OF EDUCATION 5

21ST CENTURY LITERACIES References American College of Education. (2022). LIT 5373: Module 2 [Lecture Notes Module2 1 Part 2 Transcript: Stratified Understanding]. Canvas. https://ace.instructure.com/courses/1974890/modules/items/37104167 Emanuel, R., & Challons-Lipton, S. (2013). Visual Literacy and the Digital Native: Anotherr Look Journal of Visual Literacy,32(1), 7-26. https://doi.org/10.1080/23796529.2013.11674703 Gun, E. S. (2013). The Reflections of Layered Curriculum to Learning-Teaching Process in Social Studies Course. Online Submission,6(2), 87-98. Redmond, T. (2015). Media literacy is common sense: Bridging common core standards with the media experiences of digital learners. Middle School Journal, 46(3), 10-17. © 2019 AMERICAN COLLEGE OF EDUCATION 6

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