Students can make the same chart in their WRITING NOTEBOOKS as yesterday, but they should label it "my young self."
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Movies
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TV shows
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Newspapers
Magazines
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Books
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Video games
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Apps
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Websites
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Music
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Students can talk a little bit about what they watched or listened to as a youngster, and then the teachers should share.
I shared this video from a program I watched a lot in early elementary school.
Once students go over the video, I asked them to watch it one more time and consider whether or not they see any of Wonder Woman in me. In other words, what aspects of her character do they think caught my eye as a little girl? Once students respond, I talk to them a little bit about my childhood, being one of eleven children and feeling quite invisible. Linda Carter's character in civilian clothes was somewhat overlooked. Of course, there are some gender issues here, but there was this sense of the possibility of being transformed that gave me hope. More importantly, Wonder Woman stood for justice, strength, and truth, and I felt quite strongly about justice even as a little girl. After talking about this, I included other ways media can influence us -- the humor we use, the language we use, the way we dress, and then, of course, our values.
Writing Time. 10 minutes, No Walk, No Talk
So, now I asked students to write in their WRITING NOTEBOOK a response to this question: What media did you watch and listen to when you were young that might have shaped or at least influenced parts of who you are today (your identity)?
Sharing Time:
This can be author's chair or partner share. For author's chair, here are some guidelines, but you would likely need to do a mini-lesson on this:
IDEAS FOR A SUCCESSFUL “AUTHOR’S CHAIR”
Preparing:
*Set clear norms for classroom behavior and expectations before you start. Ex: During
Author’s Chair all pens/pencils are down, heads are up off desks, etc.
*Pre-select student to read – ask student ahead of time – you may choose someone who
has demonstrated a skill from the day’s writing lesson well.
*Keep track of who has been in the author’s chair – you may want to make this visible to
the students as well.
*Teach students how to read their work loudly, slowly, and clearly. You may want to let
readers practice before reading to the class.
*Model how to be in the author’s chair for students
*Encourage students to read their own work
*Optional – having a microphone is fun and can work well
Facilitating:
*You may focus the class before they listen to the reader: tell them what to pay attention to
in the piece.
*The audience can listen carefully and give a silent thumbs up when they hear a particular
skill that the class is studying at that time. Ex: metaphor or simile, transition words or other
vocabulary, etc.
*After students have listened to the piece, you can guide their responses with sentence
starters Ex: “When you described ____________ I felt….” Or “I thought it was interesting
when…”
*Give students a menu of ways to respond to the writing: Ex: personal connection,
academic connection, compliment, etc.
*As students are making comments about the piece they just listened to, write them down
on the board or on a piece of paper. Read these back to the author/class.
*When the reader has finished sharing the writing, and listening to the comments of the
group, invite him/her to share how it felt to share and to listen to the comments afterwards.
Results:
*The sense of community is reinforced
*Writers know that others value what they have to say
*Writers have an opportunity to hear their own work
*Students know what everyone else is writing
*Students practice active listening
*Students hear new words
*Writers build confidence through the comments afterwards
*Writers see how the techniques they hear used and complimented might apply to their
own writing
*Writers find mistakes when they hear themselves and their manuscripts
*Teachers have brief, on the spot opportunities for on the spot lessons
*A foundation has been laid for the transition to peer conferencing
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