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Lesson Plan

Analyzing and Podcasting About Images of Oscar Wilde

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Analyzing and Podcasting About Images of Oscar Wilde

Grades 8 – 12
Lesson Plan Type Standard Lesson
Estimated Time Three 60-minute sessions and one 90-minute session
Lesson Author

Kathleen Slaugh-Sanford

Newark, Delaware

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

This lesson introduces students to Oscar Wilde’s public persona by studying the articles and images used to advertise his American lecture tour in 1882. Students analyze the ways that these texts both promote and discredit Wilde. As a class, students review photographs and caricatures of Wilde; afterward, they individually conduct online research in search of other photographs and images of Wilde. The lesson culminates in the production of a podcast where students compare a caricature from the lecture tour with another image they have found on the Internet, explaining how the images characterize Wilde.

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FEATURED RESOURCES

  • Podcast Assignment: The assignment sheet for this lesson summarizes what students need to do, including directions for the final podcast project. If students need help creating their podcast, see the Websites under the Resources & Preparation tab.  

  • Peer Review Sheet: This excellent resource helps students reflect on and offer feedback to their peers on their podcast scripts.

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FROM THEORY TO PRACTICE

Considine, D., Horton, J., & Moorman, G. (2009). Teaching and reaching the millennial generation through media literacy. Journal of Adolescent & Adult Literacy, 52(6), 471–481.

  • Students’ increased contact with media outside of the classroom means that they interact with both print and nonprint texts in new ways. Educators often ignore these literacy practices and in turn underuse them in their classrooms. Teachers must incorporate media “to build a bridge between the knowledge students already have and the content that they need to learn to be successful inside and outside of school” (p. 471).

  • Millennials, or 21st-century students, are interacting with media at record levels. They use these technologies for information, communication, and entertainment. When schools ignore these new types of media, students view the classroom as boring and irrelevant to their lives.

  • Media literacy is crucial for students so they can learn to interpret, compare, critique, and analyze the information communicated to them through these new technologies.

  • One strategy for teaching media literacy is the T.A.P. model, which stands for Text, Audience, and Production. This strategy encourages students to learn media literacy by investigating the text itself (the medium, genre, and look), the audience (who is and is not addressed by the text), and the production of the text (how was it produced, marketed, and distributed).

 

Trier, J. (2006). Teaching with media and popular culture. Journal of Adolescent & Adult Literacy, 49(5), 434–438.

  • There are numerous types and examples of media that teachers can incorporate into an English classroom and use to accompany classroom discussion related to pieces of literature.

  • Teaching with media engages students and encourages them to think about literature in new and interesting ways.

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