Lesson 8: A Web of Voices: Critical Literacy in Action - Part Two of Culminating Task

Drama

Overall Expectations:

B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings,ideas, and multiple perspectives

B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences

Drama

I can:

• use performance and media to communicate feelings, ideas, and points of view
• think critically about the topic of cyber bullying and use drama to engage and challenge other

Dance

Overall Expectations:

A1. Creating and Presenting: apply the creative process to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas

A2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

Dance

 I can:

• use dance to communicate feelings, ideas, and points of view
• think critically about the topic of cyber bullying and use dance to engage and challenge others

Language

Overall Expectations

Oral Communication 1.:  listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
 

Oral Communication 2.:  use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
 

Oral Communication 3.:  reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
 

Writing 1.:  generate, gather and organize ideas and information to write for an intended purpose and audience

Writing 2.: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

Media Literacy 1.:  demonstrate an understanding of a variety of media texts

Media Literacy 2.:  identify some media forms and explain how the conventions and techniques associated with them are used to create meaning

Language

I can:

•  listen to understand
• speak to communicate with others
• know and use my strengths as a speaker and a listener
• organize my writing ideas and information
• draft and revise my monologue
• understand  and create a variety of media texts
• explain and use a variety of video techniques

BLM #12 If I Were in Charge of the World Poem Template
BLM #13 Poem Rubric
BLM#14 Choice Board
BLM#15 Success Criteria for Culminating Task
Appendix D Culminating Task Rubric
Depending which option you select, you may be able gather all necessary equipment, technology, materials, spaces and permissions in advance; otherwise, this lesson may require more than one class period to complete.  Once the class has decided how to proceed, make a list of material together or in small groups.

Whole Class > Discussion: What's Next?

This lesson calls upon the students to use their critical literacy skills to promote safe, caring and inclusive approaches to end cyber bullying. Review the choice board (see below and/or BLM#14) to decide which of the following options you would like to offer to class. Once you have determined a suitable range of choices for your class, explain to students that they can impact positive change and learning beyond the classroom by sharing their work and some key messages and strategies with a broader community. Emphasize that their voices are powerful and that what they say and do has influence in the world. Depending on available time and resources, the class may tackle one or more of these outreach strategies; alternatively, you can brainstorm other options or combinations of approaches with the students. 

CHOICE BOARD: GETTING THE MESSAGE OUT THERE!

(Available as BLM#14)

After reviewing the choice board, present all potential options to the class, and make a collective decision regarding how to proceed.  

If you have selected the live performance or video options which require the students to continue working in their small groups from the scenes, have them split into their groups to make a list of everything they will need for their performance/video. Their list may include items such as costumes, props, music, makeup, etc.  If they need any supplies from the classroom or school, make sure that they ask you at this time as well, so you can be prepared to proceed. 

If you have selected the poster campaign, class blog, or raps/poems, secure all necessary supplies, equipment and spaces to continue. Depending on how quickly you can prepare resources, you may have to continue these activities in a future class session. Ensure that students are selecting an option in which they have demonstrated well-developed skills (i.e.,  the poster campaign should only be undertaken by students who have demonstrated well-developed skills and knowledge in visual arts).  Review the success criteria (BLM#15) with students. These criteria are reflected in the rubric you will use for evaluation (Appendix D).

Pre-lesson Preparation:

Look at the choice board for Getting the Message Out There!, as well as corresponding descriptions, and decide which option(s) you will present to class for them to choose between.

Display BLM#14 Choice Board for the class.

Photocopy BLM#15 and Appendix D for class reference.

Whole Class > Options For Taking Action

Based on which option(s) your class has selected, read the corresponding instructions below, and proceed according to plan. Review the success criteria with students (BLM#15) and tell them that you will be visiting each working group and conferencing with them to understand why they choose their particular medium of expression. Also emphasize that you will be observing how they create, revise and refine their presentation together.

Live Performance

Rehearse, rehearse, rehearse! Give the groups time to practice their scenes, and assemble all needed costumes, props, and accessories. Encourage them to pay attention to where the audience will be and how they will relate to them. Review and practice the running order for the scenes. When the students are ready, invite one or more other classes from the school to come see their scenes,  followed by a question and answer period about cyber bullying. You may wish to preface the sharing with an introduction to the unit, done by you or selected students. This could also be an opportunity to share other work from throughout the unit such as videos, poster, poems or more. 

Video Scenes

Create a video version of the dance/monologue scenes, putting the video conventions observed and analysed throughout the unit into action. See Appendix A for a step-by-step  lesson. You may also wish to reference: Think Literacy:  Media, Grades 7-10  for more details regarding story boarding, video techniques, and more: https://www.edu.gov.on.ca:443/eng/studentsuccess/thinkliteracy/files/ThinkLitMedia.pdf.  These videos could be shared with other classes in the school, online, or on the class blog if you create one.

PSA

Have the students create Public Service Announcements about Cyber Bullying to share with other classes or online. Reference PSA's viewed and analysed throughout the unit for inspiration. See Think Literacy:  Media, Grades 7-10  for an extensive explanation of, and focus on, examining and creating PSAs:
https://www.edu.gov.on.ca:443/eng/studentsuccess/thinkliteracy/files/ThinkLitMedia.pdf

Class Blog

If you decide as a group to share your work online, you will need to decide where and how to do so. Do you want to create a class blog? Or a Facebook or Myspace page? Should everyone post individually on their existing sites or profiles? The answer to this question may depend on how knowledgeable you and your students are regarding posting documents or videos online. There is a hyperlink to the right for Wordpress, where you can create a free blog. Proceed according to your collective decision.

Poster Campaign 

Give each student a piece of paper and some markers or pencil crayons. Ask them to create an Anti Cyber Bullying poster based on their learning throughout the unit.  The poster should include a slogan and images to communicate a clear message.  When they are finished their posters, post them in a public space in the school such as the main lobby or a hallway where lots of students will see them. Along with the posters, you may wish to hang the big guiding questions and responses, to foster dialogue in the school regarding cyber bullying. If the posters are digital (on the computer), you may choose to post them online, or on the class blog if you make one. (see sidebar for poster design web-site)

Raps/Poems

Have the students write poems or raps about cyber bullying.  Consider using the BLM #12 If I Were in Charge of the World Poem Template or "If I Were in Charge of the World" template on the ETTC "Instant Poetry Form" website (see hyperlinks). If you select the electronic option, students will need access to computers. Once the poems are completed, you may choose to share them as a class in a choral speaking structure, and add movement as desired. This could act as a performance for another class in the school. The poems themselves could be posted on the class blog if one is created. Evaluate using BLM #13 Poem Rubric. 

Assessment for Learning (AfL)

Use Appendix B: Observation tracking sheet to record anecdotal  observations.
Use BLM#15 to review success criteria with students.

Assessment as Learning (AaL)

 Individual writing reflections and peer feedback encourage students to reflect on their strengths and areas for growth.

Assessment of Learning (AoL)

Use Appendix D: Culminating Task Rubric, to evaluate overall student learning and skill development from throughout the unit.

Differentiated  Instruction (DI)

Encourage students to choose an option that aligns with their particular learning style and strengths, as well as their personal interests.

Hyperlinks

http://www.edu.gov.on.ca/eng/ studentsuccess/thinkliteracy/ files/ThinkLitMedia.pdf

Visit Wordpress.com to sign up
for a free class blog.  The
Wordpress Website also has
instructions on how to create
and edit a blog:
https://signup.wordpress.com/signup/

For information on effective
poster design and distribution, visit:
http://www.ncsu.edu/project/
posters/NewSite/

If you choose to use the
"If I were in charge of the world"
poem template online,
visit: ETTC "Instant Poetry Forms" website (or a similar "poem generator" website); students can easily
type in the prompted text fields
for the poem and print
off their poems:
http://ettcweb.lr.k12.nj.us/
form/newpoem.htm

Individual > Writing Reflection 

Have the students get a piece of lined paper and pen.  Post the following four questions on the board or chart paper, and ask them to write a few lines in response to each:

Key Questions for Discussion:

How has online media (such as texting, Twitter, Facebook, Myspace and more), changed the face and impact of bullying?
In what ways can we use media as a powerful tool to inform the public and advocate for the targets of cyber bullying?
How have drama, dance and literacy activities strengthened your understanding of cyber bullying?
How will your learning in this unit impact your behavior regarding cyber bullying in the future?

Gather as a class to discuss how these responses have changed or deepened since the first lesson in the unit. Prompt: What questions are still pending?