Where do you and/or your interests fit in the world?
Visual Literacy and Nonfiction – How do we illustrate our ideas (words, pictures, sounds, etc.)? How do we get people to understand the world the way we see it? How does this make your life richer? Different perspectives . . .
  • Throughout the 2MP, students are analyzing and listening to podcasts, analyzing and looking at visuals, analyzing and reading articles that relate to their text set topic.
  • Students will continue to read books related to their text sets
  • The teacher should repeat lessons on highlighting and annotating text with more challenging pieces
  • Invite a college and career counselor to speak to students about the process of planning to apply for colleges and/or plan for life after high school.
Key Concepts (to focus on in lessons and assignments)
  1. Analysis – what is it and how does it work?
  2. Symbolic and literal representation
  3. Visual literacy terminology
  4. Illustration (how do we illustrate our ideas using words, images, etc.? How do you get other people to understand your message / intention?)
  5. Compare / Contrast
Lesson Plans
1. Scheduling and Time Management
.....a. Share the 2MP syllabus (contains the dates that the class meets and what is due when, etc.) and give students a basic copy of the nine weeks calendar (one month per sheet of
.....paper) for them to manage their time with reading, writing, and assignments.
.....b. Get students thinking about who they are and how others see them. Remix “Sampling the Old and the New: In the Photobooth” pages 64 – 65 – have students bring in a current
.....picture of themselves and a picture of them as a baby or a picture of their parents. Turn in all pictures to teacher who then randomly puts the old and new pictures around the room for
.....student to try and pair up.

2. What is analysis?
.....a. Define analysis, model a Process of Analysis, and have students apply this process to analyzing images. The focus is on making the Process of Analysis explicit and meaningful to
.....b. Key concept: analysis
.....c. Suggested Texts: Frames of Mind introduction on Analysis; a selection of images of the teacher’s choosing; handout on analysis.

3. Visual Literacy Lesson
.....a. Students will practice their analysis skills by looking more in-depth at images and applying terminology to their analysis
.....b. Key concepts: analysis, visual literacy terminology
.....c. Suggested Texts: Paintings from the National Gallery of Art website are including in the lesson plan

4. Model Analytical Writing with Student Photograph Analysis Essay
.....a. Model how communicating an analysis works by sharing a student writing piece
.....b. Key concepts: analysis, visual literacy terminology, interpretation
.....c. Suggested Texts: Frames of Mind: page 12 has Kevin Carter’s picture of a vulture and a starving Sudanese child and page 26 is a sample student paper analyzing the picture from 12; also see sample student essay from my former student

5. Analyzing Literal Representation (photography)
.....a. Students choose one Pulitzer Prize Photo (or other news photograph) to respond in a one-page response paper using the model essay and process of analysis for guidance.
.....b. Key concepts: analysis, literal representation, interpretation, visual literacy terminology
.....c. Suggested texts: Breaking News and Feature Photography Pulitzer Prize winners available at

6. Introduction to Graphic Novels
.....a. Students work with the school librarian to explore graphic novels
.....b. Key concepts: literal and symbolic representation, visual literacy

7. How do you want the world to see you?
.....a. Students discuss and analyze body art and its impact (personal, social, cultural).
.....b. Key concepts: analysis, visual literacy, symbolic and literal representation
.....c. Suggested texts: NYTimes topic (variety of multimedia and articles) on Tattoos; Remix “September
.....11 Tattoos” pages 73 – 76 paired up with Frames of Mind “Beyond the Body” pages 252 – 255

8. Symbolic Representation: Gallery Walk lesson
.....a. Students examine abstract and symbolic images and make connections between the images and their individual text sets.
.....b. Key concepts: literal and symbolic representation, visual literacy, analysis, compare/contrast
.....c. Suggested texts: images used in the lesson are included in the attached PowerPoint presentations.

9. Compare and Contrast texts with Analytical Writing
.....a. Find 2 images related to student text set topic (one literal, one symbolic) and write one page analysis response to each of the images (one literal, one symbolic). Student will choose of the two one-page responses and bring in four copies for peer writing conferences in class.
.....b. Key concepts: literal and symbolic representation, visual literacy, analysis, compare/contrast, illustration

10. Engaging in Peer Review Process
.....a. Use peer review process to revise one of the two analysis responses. Students will take home with them the four edited copies to finalize a paper to give to the teacher (teacher will
.....only read the finalized paper); student will also include a reflective piece answering the following questions such as: Which editor did you listen to and why? Who didn’t you listen to and
.....why didn’t you? What did you learn from this process?
.....b. Key concepts: literal and symbolic representation, analysis, compare/contrast

11. Library Scavenger Hunt: Identifying Credible and Academic Sources
.....a. Students work with the school librarian to learn about library resources and how to identify sources.
.....b. Key concepts: analysis, audience

12. Online Database Article Lesson
.....a. Students identify, read, annotate, and present (with an accompanying image) a high quality article based on their library research. Students should be involved in scheduling and time of this assignment.
.....b. Key concepts: compare/contrast, analysis, illustration

13. What’s in a Name? Examining Cultural Identity
.....a. How do we identify ourselves through our language(s)? Is your name “a pain in the spice cabinet”? Use a contemporary essay to model highlighting, annotating and making
.....connections to texts while building students’ discussion skills.
.....b. Key concepts: analysis, author’s purpose/message, audience, compare/contrast
.....c. Suggested text: “The F Word” by Firoozeh Dumas or Remix page 84 – 89 (note: the title refers to the author’s name)

14. Cliques, Labels, Communities, and Masks: How do we analyze and write about the world around us?
.....a. The teacher models and the students perform close readings of texts that examine culture, society, and identity. The students then create a text about how they see the world with a
.....clearly embedded message to the audience. Students should be involved in designing the final product assignment for this lesson.
.....b. Key concepts: analysis, illustration (how to we illustrate ideas?), compare/contrast, interpretation, audience, author’s message/ purpose
.....c. Suggested texts for modeling (use a variety over a few days):
..........i. What’s the line between cool and not cool? Remix “Nerds: The New Players?” by Phil Kloer Remix pages 21 – 22 or
..........ii. What does your spiked dog-collar necklace say about who you are? “How to Dress Goth, Hip Hop, Emo, and Preppy” or Remix pages 23 – 30
..........iii.Who are you online? How does your virtual profile jive with your real life? “Alter Egos: Avatars and Their Creators” by Julian Dibbell Remix pages 53 – 59 or excerpt and review:
..........; “Facebook: Editing Myself” by Mrigaa Sethi Remix pages 60 – 63; suggested paired reading with the 2002 AP Language and Composition Question 3 Prompt about private vs. public life from Testaments Betrayed excerpt by Milan
..........Kundera (scroll to page 5)
..........iv.Do we take our bodies (and faces) for granted? “Masks” by Lucy Grealy Remix pages 66-72 or**Masks**.doc
Student Project
MP2 Project: Create an Identi-Kit (idea taken from Remix page 91) students compare/contrast themselves with a character from one of their text set books – connect to cultural norms (how is your identity constructed) and how others see you / how you interpret a character – how do we project on the character(s) we read from a book?

Main Lesson Page