OPTIC Lesson Plan

Analyzing Images in The Secret Life of Bees

Ms. Kessen

Part One: Introduction and Overview

Grade Level: 11

Four Part Performance Objective: Given an image, students will be able to discuss the individual parts and their relationship to the image’s overall message by completing an OPTIC organizer and discussing it with their peers in a detailed way.

Three Essential Questions: How do images and texts relate to one another? What happens when seemingly small details about an image are changed? How do we think about images in modern day and how can we think critically about them?

Learning Targets: I can closely analyze images and decipher any hidden meanings behind them. I can discuss my findings and my opinions to contribute to a larger discussion. I can analyze both visual media and texts and draw connections between them.

Part Two: Standards and Background Information

Common Core State Standards for English Language Arts:

Reading Literature Standards, Grade 11-12

Key Ideas and Details, Standard 3 Analyze the impact of the author’s choices regarding how to develop and relate the elements of a story or drama (E.g. where a story is set, how the action is ordered, how the characters are introduced and developed).

Speaking and Listening Standards, Grade 11-12

Comprehension and Collaboration, Standard 1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Comprehension and Collaboration, Standard 2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Primary Domain(s):

Cognitive – Students will be analyzing images and writing about what they see.

Skill Level:

Remembering – Students will have to remember parts of the story featuring the Black Madonna.

Understanding – Students will have to understand what the parts of the OPTIC organizer are.

Applying – Students will use OPTIC to dig deeper into the images.

Analyzing – Students will analyze the images they see for deeper meaning and significance.

Evaluating – Students will compare and contrast the two Madonnas and how the story might change if aspects about the Madonna changed.

Creating – Students will write a cohesive conclusion about the piece they are analyzing

Multiple Intelligence(s):

Language – Students are improving their linguistic intelligence by writing their closing paragraphs.

Interpersonal – Students are improving their interpersonal intelligence by discussing these images and ideas in partners.

Visual – Students will improve their visual intelligence by analyzing the images and learning how to read them closely.

Differentiating Instruction:

I can differentiate instruction by providing a walk through of what I am expecting from them. I can also pair high level students with with other high level students so they can feel challenged or allow students to pick partners, so they are working with people

Technology Integration:

We will use images from ads and art pieces found online.

Developmental Context:

Students would have to be able to be mature enough to discuss race without using racial slurs or taking comments personally. They would also have to know how to work in partners.

Timing:

This activity would be our either in the later half of The Secret Life of Bees or in the end.

Resources and Materials:

  • Computer/Projector

  • Images of ads and the two art pieces

  • Internet connection

  • Writer’s Notebooks/Loose leaf paper

  • OPTIC PowerPoint

  • Go Passes

Research Base:

“Cutting Through Advertising Clutter.” CBSNews. CBS Interactive, 11 Feb. 2009. Web. 18 Nov. 2013.

Henry, Matthew. “Advertising and Interpretive Analysis: Developing Reading, Thinking, and Writing Skills in the Composition Course.” Teaching English in the Two-Year College (2002): 355-66. Print.

Part 3: Instructional Procedures

Anticipatory Set:

Students will play a game where the whole class has one minute to name what each advertisement is selling. After we play our game, students will answer a few questions about the experience and what their eye was drawn toward.

Key Concept:

Students will understand how to analyze images and what messages are behind them.

Instructional Methods:

  1. Students will play a game where the whole class has one minute to name what each advertisement is selling. After we play our game, students will answer a few questions about the experience and what their eye was drawn toward.

  1. We will go over why we need to closely analyze images through our discussion of the game and introduction of OPTIC. Students should be writing down the different parts of OPTIC

  1. Lead students through an OPTIC exercise with Monsters University image.

  1. Ask students what some of the big images of the book are. After someone says the Black Madonna, tell students that we will be working with her and focusing on the image of divinity in the book.

  1. Students will work in pairs. One will analyze the Caucasian Madonna and the other will analyze the Black one. After they complete their OPTICs, they will compare notes and work together to figure out what the key differences are between the two and why they’re significant.

  1. When students finish, we will come back together and go through the OPTIC for both Madonnas and the similarities/differences. If we are short on time, we will just look at the overall differences and similarities.

  1. As closure, we will answer our final questions together to review OPTIC. Students will reach under their desk to find a small green card with a number on it. This is their pass to answer the question. Each student will answer the question that matches the number on the card.

Modeling:

I will show students my OPTIC example with the Monsters University image before they launch into their own OPTIC piece.

Check for Understanding:

I will be available to help during their work on the Madonnas and can answer their questions. When we share as a whole class, we can also discuss what they found and if they are a little off track, we can correct it.

Guided Practice:

In my modeling of OPTIC, I will show students what they need to do for OPTIC using an image of another deity. We will work through it together and then they will complete their own.

Independent Practice:

In their pairs, students will complete the OPTIC for one of the two Madonnas. Individually they complete their own Madonna OPTIC and then they look at their partner’s to make sure the OPTIC is done correctly.

Closure:

As closure, we will answer our final questions together to review OPTIC. Students will reach under their desk to find a small green card with a number on it. This is their pass to answer the question. Each student will answer the question that matches the number on the card.

Summative Assessment:

Students will complete an OPTIC organizer for one of the Madonnas and with their partner, they will compare and contrast the two, looking for close differences.

Name: _______________________________________

OPTIC

Overview:

Parts:

Title:

Interrelationships:

Conclusion:

-With Your Partner-

Differences between the Madonnas:

Similarities between the Madonnas:

Why the Black Madonna for Secret Life:

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