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Creating Meaning by Making
Isabel Salazar
Created on March 28, 2023
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Transcript
great
Creating Meaning by Making
using the graphic novel, MAUS
Start
3- Action Plan
1- Overview
2- Proposal
The different Components
6- Reflection
4- Implementation
5- Evidence
General Overview
The Finer Details
Overview
All information in this presentation is the result of an exploration of my instruction repertoire. All work was completed within two blocks ( 90 minute class periods) in an AP Language and Composition classroom. Both classes have approximately 38 students. Students are going to be working with the graphic novel, MAUS by Art Spiegleman.
+ info
02
The Proposal
What did I notice?
The Proposal
What I orginally noticed: Students are nervous to engage in diverse/inclusive texts. What's beyond the surface: Students are afraid to engage with these texts because they don't find the conversations accesible.
How to address it: I utilized an instructional strategy that I named "Creating Meaning by Macking." Students are able to make their own interpretations of the text in a way that feels more accessbile. The goal was that students felt more comfortable about such topics leading to students engaging with these conversations more actively.
03
The action plan
so.. where to start?!
Baseline Data
Original Claim: Student engagement will increase in our graphic novel unit as a result of the instructional strategy that focuses on students creating meaning by making. The Student Prompt: What are your opinions about graphic novels? Do you enjoy graphic novels or do you not enjoy graphic novels? What other graphic novels have you read? Do you know anything about our novel, Maus by Art Speigelman? What are your impressions and thoughts so far while looking at hte graphic novel?
Basline data shows that approximately 50% of my students were actively engaged in analysis of this text.
What did I do (specifically)
The Finer Details
Implementation
2 Factors at Play:
- Establishing Norms
- Activity Guidlines
1. Students completed their reflections prior to class 2. Student Presentations 3. Discussion 4. Chapter Acitvites
05
Evidence
A Look At Student Work
Student B
"Why is it so important to develop a background before simply diving into the horrors of the Holocaust?"
Do you think you would have the strength to preserve through the hardships Vladek is going through?"
"Why do you think Spiegelman decided to include his fathers medication so heavily in this chapter?"
Student C
Student A
Students Panel Recreations
Student C
Student A
And animations to make it fun.
The important thing is for everything to be suitable for the topic.
Student B
06
Reflection
where to go from here ...
Reflection
Who did change occur for? Not all sudents Limitations: 1. Class size 2. The differing "styles of the assignment" - Left brain vs. right brain 3. Time of year Was my claim correct ... in a small way! Future Classroom: not all student create meaning in the same way!
Original Claim: Student engagement will increase in our graphic novel unit as a result of the instructional strategy that focuses on students creating meaning by making.