IV. Literacy Lesson: Critical and Response Perspectives

“Critical literacy is defined as not only a teaching method, but a way of thinking and a way of being that challenges texts and life, as we know it” (Molden, 2007, p. 50).

 The critical and response perspectives work hand in hand together.  These are important perspective for teachers to incorporate into their literacy lessons.  The critical perspective provides students the opportunity to evaluate a text (Laureate Education, Inc., 2010a), while the response perspective allows the leader to be transformed from the text (Laureate Education, Inc., 2010b).  When selecting text with these perspectives in mind, the texts should not only be engaging, but should also prompt students to think deeper about the text.  In the following lesson, I challenged my first grade students to think about the text, while making connections to self, to text, and to the world through conversation, questioning, and peer interaction. 

The following lesson was presented to a small group of first grade students that are at the beginning stage of reading.  I wanted to use a text that would probe the students to critically think about the text.  I chose the text, The Quilt Story by Tony Jonston and Tomie dePaola (1985).  Overall, this lesson exceeded my expectations.  The students responded well to this story as they were able to critically examine the illustrations and content, then they were able to make connections as a response to the text through an independent response activity.

References

Johnston, T., & DePaola, T. (1985). The quilt story. New York: Putnam.
Laureate Education, Inc. (Producer). (2010a). Critical perspective [DVD]. In The beginning
     reader PreK-3. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010b). Response perspective [DVD]. In The    
      beginning reader PreK-3. Baltimore, MD: Author.
Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to
     move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50–
     56

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Teacher: La Veny Stoddard

Date: October 8, 2013
Age/Grade Range; Developmental Level(s): First Grade/Beginning Readers
Anticipated Lesson Duration: One, 45 minute lesson

 

Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): For a pre-assessment, I will introduce the concept of traditions and that it can be a part of a family or culture from generation to generation.  I will also review reading strategies like making predictions, making connections, and asking questions.
Curricular Focus, Theme, or Subject Area: Social Studies Family Traditions Unit with  English Language Arts connections
State/District Standards: Ask and answer questions about key details in a text. (CCSS.ELA-Literacy.RL.1.1) (Common Core State Standards Initiative, 2012b) Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS.ELA-Literacy.RI.1.3) (Common Core State Standards Initiative, 2012a) Compare differences in the ways American families live today and how they lived in the past. (1.SS.1.1.2) (Idaho State Department of Education, 2009)
Learning Objectives: ·         SWBAT analyze the theme of the text using key details in a text. ·         SWBAT identify the connections of the quilt between the past and present.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: ·         Support students with the writing component if needed.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): ·         Critical and Response Perspectives
Texts: ·         The Quilt Story By: Tony Jonston and Tomie dePaola (1985)
Other Materials/Technology/Equipment/Resources:                   ·         Projector to show pictures of different quilts
Grouping structures (one-on-one, small group, whole class):   Small group of five beginning reader students
Lesson Sequence
Learning Activities	Assessment Opportunities
Introduction/Anticipatory Set I will begin the lesson by showing a couple different styles of quilts from old times and modern times.  I will show my students a quilt I have that my grandma made, and what it means to my family.  I will then review the concept of traditions, and how traditions remain the same (most of the time) from generation to generation.  Next, I will take this time to review the reading strategies we have been working on; such as, predictions, making connections, and asking questions. I will be recording key concepts on the white board as a prereading plan (Tompkins, 2010). I will design the plan as a quilt.  The word “tradition” will be in the center, then each surrounding square will hold questions, vocabulary (stitch, pioneer, and modern), or other concepts we have throughout the lesson.	I will use this time to informally assess the students’ prior knowledge of traditions.
Building/Applying Knowledge and Skills I will continue by reading the text as a read aloud to the small group.  The small group of students will be sitting in a circle in preparation for our grand conversation (Tompkins, 2010).  Throughout the text, I will stop to model questioning strategies.  “What do you notice about the quilt? Why do you think  the author chose to write _____? Are their connections between the text and the illustrations?”  We will add the questions and the responses on our prereading quilt that we started at the start of this lesson.  Since this is a new strategy, I will model and guide the questioning and allow students to respond to the questions.  My goal is that students will begin to ask questions.  I will use a lot of “I wonder…” questions and allow students to ask those “I wonder” questions too.  Throughout the text, I will stop to compare/contrast the pioneer times vs. modern times as shown in the text.	I will assess the students’ questioning/response skills throughout the text through the grand conversation.             Check to see if the students are able to ask questions about the text or the theme of the story?
Synthesis/Closure   In closing, the students will have the chance to respond to the text.  They will get a paper-form quilt.  On each square of the quilt, they will write and illustrate responses to the questions I have already placed on the quilt patches.  The questions range from right there questions to think and search questions to author and me questions (Tompkins, 2010).	Assess students’ responses to the questions on the quilt.   Do the illustrations match the answers?
Extension/Enrichment/Transfer of Generalization of Knowledge: As an extension, we could read The Keeping Quilt by Patricia Polacco.  This is a story about a quilt that is passed down from generation to generation.  They use the quilt to remember home.  We could compare/contrast the themes in the two stories as we access the schema we established during the first text.