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Lesson Plan

Shared Experiences, Individual Impressions: Buddies Create PowerPoint Stories

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 
Grades K – 2
Lesson Plan Type Recurring Lesson
Estimated Time Five 50-minute sessions
Lesson Author

Deborah Kozdras, Ph.D.

Deborah Kozdras, Ph.D.

Tampa, Florida

Publisher

International Reading Association

 

Overview

From Theory to Practice

 

OVERVIEW

Sometimes students learn more when they’re out of the classroom experiencing the world. Turn field trips or other events into opportunities to learn new vocabulary, practice writing and technology skills, and create myriad stories using images and text about common experiences. First, students have an experience that they or you photograph. After quickly recording their initial impressions of what happened, students discuss their experience in terms of a sequence of events. They then work with older buddies to choose photos and write accompanying text in PowerPoint. Finally, students present their work, describing their individual perceptions.

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FROM THEORY TO PRACTICE

Muffoletto, R. (2001). An inquiry into the nature of Uncle Joe's representation and meaning. Reading Online, 4(8). Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/muffoletto/index.html

  • Reflective visual literacy empowers students to understand the power of images and to evaluate them based on their personal experiences.

  • Understanding the process of reflective visual literacy is only possible if teachers incorporate the notion of multiple perspectives into their daily teaching.

  • When creating photo essays, students should be allowed to express their own voices and describe their own perceptions of how the image reflects their experience.

 

Labbo, L.D., Love, M.S., Prior, M.P., Hubbard, B.P., & Ryan, T. (2006). Literature links: Thematic units linking read-alouds and computer activities. Newark, DE: International Reading Association.

  • The Digital Language Experience Approach is similar to the Language Experience Approach except that it uses digital photos in addition to oral language to "elicit students' talk, dictation, or composing about the sequence of events" (p. 299).

  • The authors suggest using cross-age computer buddies when working with younger students for the first few times they try a program.

 

Friedland, E.S., & Truesdell, K.S. (2004). Kids reading together: Ensuring the success of a buddy reading program. The Reading Teacher, 58, 76–83.

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