Staying true to my Paradigm?
Staying true to my Paradigm?
Relationships to Empirical Studies
*Dewey, J. (1906). The Child and the Curriculum. Chicago: The University Of Chicago Press.
*Nasir, N., McLaughlin, M., & Jones, A. (2009). What Does It Mean to Be African American? Constructions of Race and Academic Identity in an Urban Public High School. American Educational Research Journal, 46(1), 73–114 .
Tettegah, S.Y., et al
*Tettegah, S., Whang, E., Taylor, K., & Cash, T. (2008). Narratives, Virtual Environments and Identity Semiotics: an exploration of pre-service teachers’ cognitions . E-Learning, 5(1), 103-127.
Purpose and Background of Lesson
Students will reflect and apply their ideas about how they view themselves and how others view them in a ComicLife storyboard.
Elaborate/ Extensions and Links
After viewing other student’s comics, reflect and write on how your paradigm is different then others. How do you plan on staying true to yourself, and succeeding at the same time?
Extensions/ Links Other Insightful Educational Lesson Plans:
Engage/ Explore/ Explain
1. What is your paradigm? 2. How do you stay true to your background and your school success at the same time?
Students create an individual comic life that portrays, in 3 parts: #How society has portrayed them throughout their lives #How they have viewed themselves throughout their lives #Which one they feel they hold more true to and why
1. Integrated camera in their computers 2. Flash drive with digital pictures of their past 3. Internet (Google Images) 4. Jing 5. ComicLife (need to buy program)
* Decide on pictures of societal images and past pictures of your self that represent how others view you within the context of your culture, family, and friends. * Make a storyboard, (use 4 window comic frames minimum) describing scenarios and influences that you have had in your life from outside yourself (rely on your work you have done in this class about “paradigms”. You may want to use key words you remember from your AVID worksheets to search for Internet images). Be sure to include balloons and labels to describe the images you choose to represent this part of your life. * Next, make a connecting storyboard (4 window minimum) that reflects who you KNOW you are. Again, use images and ideas from previous AVID activities. * The last part of your storyboard should combine the previous 2 parts and explain which one you hold true to more and why. You want to also think about and pictorially represent how each part of your story effects your level of success and excellence.
After printing out your comic, class does a gallery walk to view all students’ comics. As students go from comic to comic, they write down the similarities and differences that they notice. Students organize their findings in a graphic organizer: