Why Reading Matters: A Snapshot of My Life as a Reader / Video Ethnography

MyVideo Ethnography

Why Reading MattersA Snapshot of My Life as a Reader

Lesson Plan: Who Am I as a Reader: A Self-Assessment of Reading Attitudes

Bristol Central IDT Lesson Planning Document

Who Am I As A Reader: A Self-Assessment of Reading Attitudes

Jody Ceglarski

Course: English 10 Unit: 1 Date: 7/30/15

Objectives	Lesson Essential Questions
Students will be able to articulate their attitudes toward reading. Students will find evidence to support their ideas and present their examples to the class. Students will set reading goals for the new school year.	How is interactive reading part of a meaningful conversation between the reader and author about human experience? How do I organize and present my ideas so they make sense to my audience?
Which items are incorporated into this lesson?
Common Core State Standards
RI-7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. SL 4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Literacy Strategies (CCT Domain 2)
Making connections to experience and the world to enhance meaning
SBA Targets/Claims Addressed
Claim 1, Target 11: Reasoning and Evidence: Make an inference or provide a conclusion and use supporting evidence to justify claims, concepts, ideas.
Mozilla Web Literacy Map Alignment Navigation: Using software tools to browse the web Accessing the web using the common features of web browsers Using hyperlinks to access a range of resources on the web Web Mechanics: Understanding the web ecosystem Managing information from various sources on the web Search: Locating information, people, and resources via the web Synthesizing information found from online resources through multiple searches

Lesson Development -activities and transitions (CCT Domain 1): Background information: This lesson will be used as an introductory lesson at the beginning of the school year. Students will reflect on their own attitudes about reading. Lesson Development: Quick write: Students will respond to the following questions: What are your earliest memories of reading?  (picture books, bedtime stories, etc.) What are some books that you really liked? What do you like/dislike about reading? Why? What do you find easy / challenging? Students will discuss answers in small groups. I will show students John Green’s Video: "How and Why We Read: Crash Course English Literature #1." In a whole class share, we will list reasons that students read. I will explain that reading is personal for everyone and I will show my ethnography video: "Why Reading Matters: A Snapshot of My Life As A Reader." Students will discuss the video in small groups. Each group will create one question to ask me about my life / reading / the video. Next, I will distribute Chromebooks and have students log on with their school gmail address. They will open up Google Classroom where the prompt for their project will be posted. I will model “deconstructing” the prompt before students begin working. We will also discuss the concept of SMART goals. Students will spend the rest of the period creating their presentations. I will conference with individuals and assist as necessary to make sure everyone is on task. Students will turn in their presentation on the Google Classroom site. Students will present their project to the class. Closure: Students will write their personal reading goal in their interactive notebook.

Instructional Strategies (CCT Domain 2 & 3): Small group discussion Whole class discussion Modeling Guided instruction Individual conferencing Individual and small group work using Chromebooks Sharing / presenting

Modifications and Differentiation (CCT Domain 2): Choice of multimodal forms of evidence. They can add more or less. Individual conferencing to assist students who are having difficulty. Students assist one another.

Assessments-Formative and/or Summative (CCT Domain 2 & 3): Students will be scored on the content, quality and effectiveness of their presentation according to the rubric.

My Reflection on the Video and Lesson Creation

Admittedly, when I first read the assignment about creating a lesson using video ethnography, I had no idea what to do. However, when I began thinking about what I was passionate about and why I’m an English teacher in the first place, I realized I wanted to tell my story about my life as a reader. I’ve always loved to read, and unfortunately many of my students don’t share my enthusiasm over the written word.

The beginning of the school year is the perfect time to assess students’ current attitudes about reading and also to create a positive vibe about the year ahead. Hence, I decided to create a lesson that shares my reading experiences and offers students the opportunity to share their own reading attitudes while also generating enthusiasm about the coming year.

Once I had the idea, the challenges were far from over. I had to dig for some old photos and was able to come up with a few. The next obstacle was deciding what platform to use. I finally decided on an iPhoto slideshow since most of my pictures were already there. After scanning some additional pictures and organizing them, I figured out how to incorporate text slides (after viewing several tutorials). I used text as a narration for the slides and also to present some actual research on proven benefits of reading. Getting the hang of the ins and outs of iPhoto slideshows took a while, but then it became easy.

Writing up the complete lesson really helped me to organize my thoughts and sequence the steps. I added a quick write to help students begin thinking about their reading history. I also incorporated a John Green video about the value of reading. Since I will conduct this lesson at the very beginning of the school year, I felt that students would need some direct instruction in how to “deconstruct” the prompt. I want to make sure that they include all the information they need as they create their own presentations. I will also review how to establish SMART goals as they set their personal reading goals for the year.

I anticipate a positive response to this lesson. I feel that student presentations will help me to assess their attitudes about reading. Knowing how they feel will help me to address areas of need and even to select literature that may suit their interests. In addition to conducting a self-assessment of their reading attitudes, students will have the opportunity to experiment with various technological platforms which we will use throughout the year.

Equally important, I want to create an atmosphere conducive to sharing as students present their projects to the class. Finally, I hope to set the stage for the establishment of a positive reading culture. Even though many students say they don’t like to read, I want to encourage them to approach the year with an open mind. It may be that they just haven’t found the right book yet.