Caitlin M. Dillon
In this unit, the students will go through a process of observing changes in their own "vision" as a result of writing. They will complete experiential writing pieces before and after viewing visual images. I hope to build on the students' seeingàwriting skills to help them develop writingàseeing skills. In addition, because I would like these skills to transfer to the students' reading, in terms of helping them to notice, visualize, remember and state textual details, the unit will also include lessons in which students read, analyze, and respond to texts for this purpose. I have designed the lessons so that they alternate, with a writing/visual image--focused lesson followed by a reading/text--focused lesson, and vice versa.
This curriculum unit includes a set of visual images and texts, each accompanied by questions and/or prompts intended to help students notice details about images or texts, so that they are better able to form mental images (visualizations) and recall the images, texts and details later. Several activities using different strategies are included, with a focus on having the students notice details as a way of coming up with useable evidence to support a claim. Several examples (with varying levels of detail) are offered below. An essential element of this unit is the return to the original text or image after an activity that is meant to help students notice more details or have greater insight during the second viewing or reading. The general structure of the lesson sequences is as follows:
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(1a) Careful study of a visual image, with students looking at the image and doing a brief writing activity.
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(1b) Further viewing of the image while discussing it with classmates.
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(1c) Additional writing to record and/or elaborate on new insights gained upon returning to the image after the initial writing activity.
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(This sequence of viewing, writing, viewing while discussing, and writing could be repeated multiple times.)
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(2a) Reading of a text somehow related to the visual image, accompanied by a brief writing assignment.
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(2b) Further study of the text while discussing it with classmates.
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(2c) Additional writing to record and/or elaborate on new insights gained upon returning to the text after the initial writing activity.
(This sequence of reading, writing, reading/viewing of the text while discussing, and writing could be repeated multiple times.)
