Megan Gotowko

December 14, 2013

Determining Themes of Political Cartoons

Objective /Learning Goals

Students will determine the theme of a political cartoon by: -Describing the picture. -Using descriptions and details to decide on the message of the cartoonist. CCLS: English Language Arts 6-12, 6th Grade, Reading Literature Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme of a text and how it is conveyed through particular details. Craft and Structure 4. Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Range of Reading and Level of Text Complexity 11. Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. To start, students will be asked to define the word theme. They will then use white boards to write down an example of theme that we have talked about in ELA or CRP. Students will share their ideas with the class. Their answers will be placed around the room. Students will look at various slides in a PowerPoint presentation to refresh their memories of the Great Depression era. The first slide contains a photograph of men standing in line in order to receive free coffee and doughnuts. The students will be asked two guiding questions so they can determine the mood of the slide. The next slide is a political cartoon that depicts men standing in line for free food. The same guiding questions will be asked. Students will need to understand the concepts of body language, environmental clues, and the definitions of typed words in order to use these concepts to determine the theme (in future slides). Their understanding will guide the next portion of the lesson. They will be assessed on their knowledge before moving on to the next section.

Direct Instruction

Anticipatory Set/ Introduction

Common Core Learning Standards

Megan Gotowko

December 14, 2013

The next slide will be used to allow the class to practice determine the cartoons theme. It is similar to the previous slides because it is a group of people that are standing in line outside an unemployment office. First, students will be asked to define parts of the text since it uses the expression United We Stand. As a class we will define the words, and then apply it to this particular cartoon. Next, the students will answer three guiding questions that have them focus on the environment, peoples expressions, and the words message. As students show their comfort with each guided question, they will be asked to answer next one to ensure they use these questions to understand the cartoons theme. Finally, students will see three possible theme choices. While using questioning and think aloud, the teacher will refer to answers from three guided questions to rule out the incorrect themes. Students will be called upon to support elimination of incorrect themes by using guided questions as support. The students will work with their pre-determined, small (two to three students) groups to determine the themes of two different cartoons. For the first cartoon, the theme is easy to identify because of its clear message and direct wording. The students will have three choices to choose from, and the guiding questions are written on their slide. The second cartoon does not provide choices, does not have a theme to choose from, and has wording that is not as clear. (There is a list of themes in the room from a previous lesson if students do require support.) Both cartoons require that the students write answers on an organizer to ensure they understand the cartoons central idea and theme, and provide evidence. As a class, we will view the two slides together. Students will be asked to identify the theme of the cartoons they did not yet see. Their peers will listen to their responses and will evaluate these responses. This will also allow the students to explain the theme to the classmates that have not seen their slide. During their explanation, they will be asked to use answers to guiding questions to ensure they explain their thinking. -Students will review definition and application of theme of a story. -Students will compare elements of different pictures and political cartoons to decide on a theme. -Some students will decide on a theme on their own, while others will select from a list of three possibilities. -Students will explain their thinking when they present their political cartoons theme.

Closure/Reflection

Culminating Task/Assessment

Guided and Independent/Group Practice

Modeled/Shared Instruction