English Language Arts Grade 9-10
Reading: Informational Text Standard 1
English Language Arts Grade 9-10
Writing Standard 10
1 class periods of 30 minutes each
Individual
Thinking & Reasoning
Students individually consider a visual text and draw conclusions based on what they see. They write about their conclusions and explain the evidence used to make that determination.
A visual text such as the following: graph, political cartoon, photograph, or illustration. Thought-provoking visuals are the most helpful.
Students will be able to analyze a visual text. Students will be able to develop and support a claim about the visual text based on evidence found in the text.
*Describe*
- Focus on specific details.
- Imagine you are writing to someone who
has never seen this visual text.
*Analyze*
- Record initial reaction.
- Identify important details.
- Consider context and history of image.
- Consider the medium (photo, political cartoon, etc.) -- compare/contrast to other visual texts.
- Reconsider first impressions: reinforce or challenge them.
*Interpret*
- Present a specific claim about image.
- What is the significance or meaning of the image as YOU understand it.
- Interpretation moves beyond stating the obvious.
This is a good way to get students to consider a topic before having it introduced in class. Students use visual evidence to draw conclusions, and use writing to explain that evidence.
Simpler texts can be used for struggling students, and more complex texts could be given to gifted/accelerated students.
This can be extended to introduce argumentation and/or an inquiry project.
Informal assessment/participation grade works well for this activity. Ensuring that students have completed and understood all three aspects (describe, analyze, interpret) is the most important concept.