Session+2


 * Theme: Exploring Media Literacy Concepts Through Visual Storytelling**

Media text: Comic books

 * LEARNING OBJECTIVES:**
 * Understand and apply MLE process: access, analyze, compose, reflect
 * Understand and apply ML concepts: “All messages are constructed,” author, purpose, audience
 * Recognize and use the codes and conventions of comics
 * Appreciate how the use of popular culture texts support literacy engagement
 * Gain familiarity in the use of comic software tools
 * Strengthen collaboration skills
 * Understand the relationship between analysis, composition and interpretation


 * ABSTRACT (DESCRIPTION OF LESSON):**

**Exploring Media Literacy Concepts Through Visual Storytelling**

Today we'll be talking about media literacy concepts through visual storytelling. The team will introduce the 5-step media literacy process that participants will have read about in the Digital and Media Literacy (DML) white paper. FINISH.


 * PROCEDURE:**

12:30 p.m. Renee. INTRODUCE CONCEPT. All messages are constructed. Introduce SNAPS cards Focus on Author Purpose: to inform, to persuade, to entertain Focus on Audience: age, gender, interests Small groups play with SNAPS cards to explore purpose and target audience
 * Activity 1: Analyzing author purpose and target audience of television programming using SNAPS cards**

//Large group VIEW: Video of Kate’s classroom// Dave leads discussion: Why the use of popular culture texts and concepts of author purpose support the acquisition of print literacy skills

1:15 p.m. Emily: Use Toon-Books book on computer with prediction activity: “What’s going to happen next?” Emily introduces story //structure//: character, setting, problem, solution Worksheet provided. Time for partners to look at the Toon-Books. Complete the worksheet. Describe the character, setting, problem, solution.
 * Activity 2: Multimedia Storytelling with Words and Pictures**

1:35 p.m. Dave: Read a simple comic with speech bubbles blocked out and then compose the words, making plausible inferences from the images as you write. Discuss: How inference making supports literacy development
 * Activity 3: Inference-Making**


 * 2:15 – 2:30 p.m. BREAK. //More time to look at the Toon-Books.//**

2:30 p.m. John: Overview of Project with 1-sheet. Create a four-panel comic using Toon-Books comic tool and PPT. Model process with a one-sheet which explains three stages in production: pre-production, production, and post-production.
 * Activity 4: Multimedia Storytelling with Toon-Books Comic Creator Tool**

Technology Skills: Use software tool to compose. Save image files to network in proper location. Review good strategy for Naming files. Insert image files into PPT. Save and print PPT file.

//Creativity and Constraint with the// TWO HAT method: Partners pick the purpose and the content of their message:

First give partner teams a purpose:
 * PURPOSE ||
 * To inform ||
 * To persuade ||
 * To entertain ||

Then give partner teams a topic:
 * Birthday party || How plants grow || People in the community ||
 * Getting arrested || Fast food || Being a celebrity ||

Team observes and supports as needed
 * 2:45 p.m. Time to Work**


 * 3:30 p.m. Dave leads Gallery Walk and Feedback**.


 * 4 p.m.**
 * Conclusions.**
 * Emily: Check out the Toon-Books and use them with your kids (PK-K), (1-2) (3-4)
 * Renee: Grades 5-6: Use laminated newspaper comics to examine the //codes and conventions// of comics.
 * John: Use toon-books.com software to have kids make comics to demonstrate their understanding of what they’re learning. Also, check out Comic Maker on My Pop Studio.com
 * Dave: Focus on identifying author’s purpose and target audience with every text used in the classroom. Use a wide range of different types of texts, including those from mass media and popular culture.


 * Homework.** Read and discuss- Spot/us article

Teachers' Work & Production Activities from Session 2