English Picture Book Unit Plan

Meredith Daley, Danielle MacQueen,

Monica Rosvall, and Bree Treadwell
Secondary English Methods
February 13th, 2017

Theme: Perspective
Curriculum Outcomes: Media Studies 120
1.1 demonstrate an understanding of the key concept of media literacy.
1.2 employ critical literacy skills as media consumers.
1.3 examine how media shapes ideologies and culture.
2.1 identify values and ideologies in media texts.
2.3 engage in the inquiry process.
3.1 justify their positions and respect the positions of others.

Resource:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/English/
MediaStudies120.pdf
Critical Introduction
Postmodern picture books offer high school students a unique learning
opportunity to critically analyse a text that is presented in approachable
language. That is to say that although these books are complex in their
ideas, their availability to all reading levels allows them to be widely studied
through a critical lens.

Our Picture Book Unit Plans works to present a text which is approachable to
readers but simultaneously asks them to carefully consider various
perspectives and how those perspectives influence their thoughts as they
read. Anthony Brownes Voices in the Park explores the same story from 4
different angles, all the while bringing to life the realities of social, cultural,
and ideological values and biases. We paired this book with multimodal
digital texts in order to continue looking at perspective and its various forms
through New Brunswicks Media Studies Curriculum. As students consider
perspective through commercials, advertisements, memes, and images, they
will be asked to demonstrate an understanding for media literacy and their
act as consumers, to identify values and ideologies presented in digital texts,
to engage in the inquiry process, and justify their own perspectives in a
respectful manner (p. 6-8).

While engaged in the digital texts presented throughout the unit, students
will use Brownes book as a guide for prospective interpretation. Just as
Voices in the Park contemplates the perspectives of gender roles, socio-
economic disparities and advantages, and maturity, students will explore
digital medias potential biases towards gender and class stereotypes, all the
while examining their own perspectives of digital media. Students will learn
strategies for detecting and examining their perspectives, such as how to
use sensual cues, prior knowledge, and interpreting subliminal messages in
order to better inform their consumption of media and their interpretation of
perspectives.

To employ these skills, students will practice writing, reading, speaking, and
listening activities in class and will be continually working towards a
summative assessment project whereby they will use or create a form of
digital media to present their perspective on a current issue. Students are
encouraged to use a combination of writing, reading, speaking, listening
strategies to culminate a project through another way of representing.
Options of presentation include a TEDTalk, creating a meme, a commercial,
or ad, producing a vlog or video, or other creative, personally interesting
ways of demonstrating their learning. Formative assessment strategies will
be employed throughout the unit to assure students understanding in
relation to learning objectives and descriptive feedback from the teacher
paired with self-assessments will inform students of their progress.
Lesson Plan #1:

SCO:
- 1.2 Employ critical literacy skills as media consumers.
- 2.3 Engage in the inquiry process.
- 3.1 Justify their positions and respect the positions of others

I can statements:
- I can understand that perspective is about point of view.
- I can understand that the same event/image can be seen
differently by different people.
- I can consider more than one perspective/interpretation of a
story or image.
- I can recognize that how I perceive something may not be
complete.

Materials and Resources:

- Anthony Brownes Voices in the Park

- 5-6 images/photos (depending on class size) cut into 4.
- Same 5-6 images/photos not cut.
- Handout made with project description and options.

Example image:

Full image Bottom right corner Bottom left corner

Lesson:

Hook: [10 minutes]

- Read Voices in the Park by Anthony Browne aloud to
students without indicating why or asking them to pay attention
to anything in particular.
- Ask students to discuss what they thought about the
book with a partner. Direct them to think about what they
 noticed, how they interpreted the story, and what the author was
trying to communicate.

Mini-Lesson: [15 minutes]

- Introduce the idea of multiple perspectives and
discuss with students how the same event, image, experience,
etc. can be interpreted differently when viewed from a different
angle (or from someone elses point of view). Just like the same
day in the park was perceived differently by the four narrators,
media is perceived differently based on feelings, opinions,
experiences, etc.
- Distribute a piece of the cut photographs to each
student.
- Instruct students to quickly sketch what they think
the whole image looks like based on their section of the
photograph.
- After students are done drawing, show them the
whole version of each photo and have them compare their
drawings of what they thought the whole image might look like.
- Discuss how some things might be similar and some
might be very different between the two images.
- Have students compare images with classmates.
Notice how no two interpretations are exactly the same, even if
they are close.
- How does not having the whole picture limit what
you know? How might one perspective not be an accurate
representation?

Activity: [25 minutes]

- Explain the multimodal assignment due at the end of
the week: Create a short video, podcast, oral presentation,
commercial, collection of memes, storybook, etc. that uses
multiple perspectives.
- Give students the remainder of class time to choose
partners/small groups and being planning ideas.

Closing and reflection: [10 minutes]

Students will be asked to complete an exit slip reflecting on what they
learned and understand about perspectives. How might our perspective
influence how we understand or interpret things?

Assessment:
Formative assessment: Reading of exit slips.
While reading the exit slips, check for comprehension on what perspectives
are and how they influence interpretation.

Has the student understood the main concept of what a

perspective is?
Does the student's exit slip reflect that they understand how
ones interpretation can affect their perspective of something?

Comments:

Lesson Plan #2:

SCO:
- 1.1. demonstrate an understanding of the key concepts of media
literacy
- 1.2 employ critical literacy skills as media consumers

I can statements:
- I canunderstand that people can perceive the same
image/event/message in different ways.
- I can listen to the perspectives of others.
- I can write from the perspective of someone else.

Materials and Resources:

- SMART board/ Computer and projector
- Apple commercial Perspective:
https://www.youtube.com/watch?v=TJ1SDXbij8Y
- Optical illusion image(s) to project/ display on SMART board.
- Brief writing prompt
prepared about the
perspective of a pet.
Lesson:

Hook: [10 minutes]

- Show students the images above and ask them to
consider what the images are.
- Once students have had a moment to process the
images, ask students to describe what they see. Have students
explain how to make out the image they see (ie. old woman vs.
young woman/ where is circle on the box?) to help others see it
the same way.
- The different interpretations of the images will
reinforce in the previous days lesson on perspective. Explain
how these images demonstrate that people can experience the
exact same thing but perceive them completely differently.

Mini-Lesson: [15 minutes]

- Show students the Apple commercial about perspective.
- Have a brief discussion about the video. What did it make them
think? How does where you stand (camera angle/POV) influence
perspective? Can the same concept be applied for how we interpret
advertising, news, Facebook post, etc.?
- Show the image of the dog and the toilet paper (projected or
SMART board).
- Introduce students to the writing prompt about perspective.
Have a short example prepare to model to students of the event from
the perspective of the dog.
- Write the following on the board as instructions for students to
consider when writing:
Pretend you are the dog. Why have you resorted to playing with the
toilet paper? What happens when your owner finds out what youve
been doing? Be sure to include motives. (Pinterest image/prompts).

Activity: [30 minutes]

Free-Write: [20 minutes]
 - Give students 20 minutes to write their version of the events
from the dogs perspective. Instruct them that this is a free-write and
that the writing will be collected but not graded.

Two likes and a wonder: [10 minutes]

- Once the 20 minutes are up, have students break into pairs to
read what they have written.
- Each student will write two likes and a wonder about their
partners story. Remind them to pay particular attention to the idea of
capturing the POV of the pet whose perspective they are writing from.

Closing and reflection: [5 minutes]

- Collect free-writes.
- Reiterate to students that being able to view things from
different perspectives or from the perspective of someone else is
important to understanding.
- Remind students of assignment due at the end of the week.

Assessment:
Formative assessment of free-writes.
Elements to consider:
Did the student write from the POV of the dog?
Did the student grasp the idea of looking at an event from a
different perspective (justify dogs motives)?
Comments:
Lesson Plan #3

SCO:
- 1.2 employ critical literacy skills as media consumers.
- 1.3 examine how media shapes ideologies and culture.
- 2.3 engage in the inquiry process.

I can statement: I can read internet memes and critically consider their
purpose, how they influence our culture, and question what ideas they send
to various viewers.

Materials and Resources:

- Memes: Examples considering gender role stereotypes (below)
- Computers
- Cue cards (exit slips)
- Meme generator site: https://memegenerator.net/create
Lesson:
Hook: [10 minutes]
Flow write: Show students the above internet memes; without
discussing with peers, students will participate in a 10 minute flow
write.
*Flow writes are a writing activity with no rules concerning content.
Students must simply write for the allotted time without stopping,
correcting, or discussing with peers.

Mini-lesson: [10 minutes]

1.2 employ critical literacy skills as media consumers.

[5 minutes] Still without speaking to peers, students will write on a

sticky note their top three thoughts concerning the memes presented.
They will place them on the board under the headings (written by the
teacher) Feelings, Purpose, and Ethics.
 The purpose of this exercise is to consider how a simple piece of text
can foster a variety of responses in readers. Memes are a perfect
example of how text meets image, which together convey a message
that is thought-provoking, often linked to popular culture in theme, and
are quite likely to have readers questions ethics.

[5 minutes] In pairs, students will discuss the issues being presented

in these memes. As a class, they will write definitions of memes for the
three headings (ie. Mems serve the purpose of asking a question,
whether that be morally grounded or for entertainment).

Activity: [20 minutes]

1.3 examine how media shapes ideologies and culture
2.3 engage in the inquiry process

Consider the following question with students: How do the above

memes change the perspective of gender stereotypes when we
consider: feelings? purpose? ethics?

When reading memes, it is important to keep in mind the perspectives

being given by the creators and taken away from the readers. Students
will work together in groups to create a set of ethical rules for meme
creation, keeping in mind the perspectives on moral questions readers
can take away from the media.

What would a set of ethical advertising/marketing rules look like that

could be applied to the Internet (28)?

Method of collaboration:
1. Students will brainstorm a list of rules for ethical
creation of media (keeping in mind the various perspectives that
may be taken away by readers).
2. Students will categorize their rules into their own
category headings.
3. Categories and rules will be discussed and added to
the whiteboard to create a collaborated list.
4. Create a T-chart. On the left, write category titles; on
the right, write descriptions of each category (ie. Ideologies T
Consideration must be given to the audience/Consideration must
be given to current issues at the time of media release).
5. The teacher will finalize the list and keep it at the
front of the class. This will serve as a guide for students
summative assessment for their consideration of perspectives in
media.

Closing and reflection:

The final list of ethical rules to follow when creating media will be posted at
the front of the room. Explain to students the importance of following these
rules even in the classroom to model effective and considerate media
creation. Students will learn to respect one another and the various opinions
of the classroom while presenting their final projects.

Assessment: Exit Slip

Students will create their own meme on a cue card, demonstrating their
understanding of perspective creation and bias. They may refer to the meme
generator (website above) to create their own digital copy, which they can
print or email to the teacher as an entry slip for the next day.

Questions for further assessment:

In what ways did students tie rules to cultural ideologies?
How did students initial reactions to the media change through
discussion? How did they stay the same?
How did students question ethical dilemmas presented in the
media?
How were students able to proactively respond to ethical
questions?

Comments:
Lesson Plan #4:
SCO:
- 1.2 employ critical literacy skills as media consumers.
- 1.3 examine how media shapes ideologies and culture.
I can statement:
I can watch a video can determine how my senses influence my perception.
I can consider how media itself influenced the main idea of the text and how
it shapes our culture (as the result and product of the main point).

Materials and Resources:

- Main video [Evan]: https://www.youtube.com/watch?
v=A8syQeFtBKc
- Abraham Lincoln quote (below)
- Sensory Notes chart
- cue-cards

Lesson: Sensory and perception

Hook: [5 minutes]
1.2 employ critical literacy skills as media consumers.
Discuss the how senses play an important role in our perceptions. As
we see, hear, think, smell, and feel in different ways, we become either
more connected or disconnected from our text:

Sensory Notes guide the readers attention telling them what to look
for as they read. Sensory Notes train their eyes to see, their ears to
hear, their nose to smell. This technique asks the readers to evaluate
the different sensory information and determine which of all the
sounds, for example is the most important. Then they must in writing
or thought discussion explain why they think it is so important (42).

As a class, read the following quote and fill out a Sensory Notes chart
(below) together on the board. Consider how the quote depicts
different perceptions and how our senses influence our understanding.

Quote: We can complain because rose bushes have thorns, or rejoice

because thorn bushes have roses.
Abraham Lincoln

Mini-lesson: [15 minutes]

[5 minutes] Students will complete a Sensory Notes chart while

reading the text Evan. *Show text with no introduction other than the
Sensory Notes.
https://www.youtube.com/watch?v=A8syQeFtBKc

Sensory Notes - Directions: Sensory Notes are a tool and technique

designed to help you pay closer attention to details while you
read/view. Effective readers use all their senses while they read. Use
this sheet to take notes on what you see, hear, smell, feel and think as
you read. Be as specific and if possible write down the page numbers
for future reference.

I see... Most important image:

I hear... Most important sound:

I feel... Most important sensation:

I smell... Most important scent:

I think... Most important thought:

Tools for Thought by Jim Burke (Heinemann:Portsmouth, NH); c 2002

pg. 70

[10 minutes]
Assess students reactions after the video by asking guiding questions:
[EXAMPLES]
Which senses were strongest when watching this video?
How did your senses influence your perception of the
video?
How did media itself influence the main idea of the video?

Activity: [15 minutes]

1.3 examine how media shapes ideologies and culture.
 [5 minutes]
In groups, have students consider how their senses changed their
perspectives of the video. They can discuss the above questions and
compare their Sensory Notes chart. After discussing, students will re-
watch the video and fill out the chart in another color.

[10 minutes]
After the second viewing, have students return to group discussion to
consider the following:
What changes were made in your perception of the
video?
How did your emotions change? How did that change
your perception?
How do emotions play into our perceptions of media?
Culture? Ideologies?
How would differing emotions play into the multiple
perceptions of this video?
***How does medias portrayal of school shootings
influence the creation of this medial text? How did the Sandy
Hook Promise use emotions to convey their cultural message?

Closing and reflection: [5 minutes]

With their groups, students will write a slogan which considers how senses
influence media perceptions, and use the slogan as a warning to future
viewers. They will write on a cue-card and post their warnings around the
front screen as a warning for future viewers.

Assessment:

Teachers can use the warning cue-cards around the board as formative
assessment for understanding the influence of senses in media.
*Teachers may make comments on back of students individual cards to
provide descriptive feedback.
Did students critically analyse how senses can influence media
perceptions?
Is the link between our senses (either how we feel, think, or what
we see, hear, smell) and what we read explicit for future viewers?
Did students participate in whole-group or small-group
discussion?

Comments:
Lesson Plan #5:
SCO:
- 1.1 demonstrate an understanding of the key concept of media
literacy.
- 1.3 examine how media shapes ideologies and culture.
- 3.1 justify their positions and respect the positions of others.

I can statement:
I can demonstrate my learning of perspectives by showing my creative
project to the class while justifying my opinion and explaining how my
perspective(s) have changed.

Materials and Resources:

- Final project checklist for assessment
Mini-lesson:
[10 minutes]

Show all perspective examples from the week (meme, Voices in the Park,
Evan, and the Apple Commercial). Ask students to write on a cue-card:
1. Their initial perspective of this text
2. How their perspective(s) has/have changed

**Students will now present their final projects, 5-10 minutes each.**
Assessment: Summative Assessment Checklist
The teacher will complete a similar checklist as the students, indicating if all
aspects of the project have been included. The teacher will also include
descriptive feedback and comments, which will inform students of their
progress for conferencing at the end of the term.

Comments:
Unit Project
If you change the way you look at things, the things you look at change.
-
D
r. Wayne Dyer
We do not see things as they are, we see things as we are.
-
A
nais Nin

Throughout the next week, we will be learning about perspective in

multimodal literacies. In groups of up to 4, come up with a project that
reflects a theme of perspective. During each class, you will have the
opportunity to work on your project. You will be given the opportunity to
explore the theme during the following week and will create your own project
by using multimodal literacies (video, audio recording, theatrical short play,
written short story). You will practice writing, reading, speaking, and listening
activities in class and will be continually working towards the project where
you will use or create a form of digital media to present their perspective on
a current issue. You are encouraged to use a combination of writing, reading,
speaking, listening strategies to create a project through another way of
representing. Options of presentation include a TEDTalk, creating a meme, a
commercial, or ad, producing a vlog or video, or other creative format. You
will receive feedback throughout the unit to assure you understand units
theme in relation to learning objectives and descriptive feedback from the
teacher paired with self-assessments will inform you of your progress.

Presentation date: the Friday of that week (if the project is introduced on the
Monday or to be decided by teacher).

You will be asked to demonstrate your understanding of perspective through

a media of your choice. This will show that you understand different
perspectives within text or multimodal literacies. When you know about
perspective in your life you will be able to see it the perspectives of others.
We will be asking you to step outside of the normal kind of project thinking.
We are asking you to create something new and creative. You will have this
opportunity to explore what perspective means to you and how you want to
represent it.
Throughout the week, we will review many examples of how perspective is
used in postmodern picture books, media advertisements, public service
announcements and memes.
Sample:

As you can see, each situation and each person can see things differently.
We as teachers do love snow days but we see the other side of it where we
have to push all assignments and lesson plans to new dates and make sure
we can still cover all outcomes. As students, you might see this day as a
sleep-in day, play outside or video games or even, for the keeners, a day to
catch up on work. When it comes down to it, it is still a snow day but each of
us see it in different ways.
This is what you will do with your assignment. You will choose any form of
multimodal literacy that you want, and you will be showing your perspective
and maybe those perspectives of others.

Checklist:

In your final project, you must include:

A write up as a group as to why you chose to approach the topic
and why your project took the form that it did. Did you use other ways
of representing? (ie. video, skit, story, etc.)
Comments:

Each student will include their own personal reflection about

their changed thoughts of the theme of perspective, or whether they
had any of their own previous perspectives changed?
Comments:

Are you able to see the perspectives of others in this situation.

Are you able to cover all areas of this subject?

Multimodal final project to present to the class. You will have

between 5-10 minutes to present it. This presentation should show the
class your understanding of perspective. Your choice of multimodal
presentation should also reflect back to how you view perspective and
they should work hand and hand together.
Comments:

A works Cited page with all resources used.

Comments: