Jessie's New Literacy Learning

1) YOUR CONCEPTUAL UNDERSTANDING:

My understanding of literacy has changed tremendously since beginning this class. Initially, I thought of literacy of basically encompassing one’s ability to read and write.  I placed high emphasis on the value of literacy, but again, only on the value of being able to read, comprehend, respond, compose, etc. However, from my research on emotional literacy, my ideas have transformed tremendously. In only focusing on one new literacy, I now understand how one’s ability to be “literate” in other avenues are just as valuable and necessary to a student’s learning and performance in school. For instance, in regards to emotional literacy, the ability to understand one’s own emotions as well as others is incredibly helpful in promoting student’s learning as a strong culture of acceptance and togetherness is formed, encouraging more positive learning environments.  The instance of bullying may be drastically reduced as well, helping to create a safe learning environment. Specifically, emotional literacy spans much farther than simple academics, stemming into one’s personal life and affecting their everyday endeavors. Many websites found via Edutopia t me realize the full potential of emotional literacy, as the prevalence of discussion of emotional literacy via educators on Twitter. It’s truly an integral topic in regards to education and helping students become well rounded individuals prepared not only to engage in academic learning, but to engage in society as effective citizens.

2) EFFECTIVE LITERACY INSTRUCTION:

I now understand that providing “effective literacy instruction” does not simply encompass teaching a student to read and write. From my research on emotional literacy, I now find myself compelled to argue that in fact, a child should be provided with ample opportunities to become literate in several avenues.  Emotional literacy could be especially crucial in reaching diverse learners, as creating a culture of understanding and acceptance is crucial to helping diverse learners feel safe and accepted, a crucial first step that must occur before academic learning can occur. If students do not feel part of their learning community, they are less likely to engage in the academic learning process.

I actually engaged with this type of literacy for my critical literature discussion. In working with Kindergarten students, a story was read that dealt with various emotions such as excitement, anger, and regret. Students were incredibly open to discussing the emotions present within the story and applying the emotional responses to their own life experiences.  Their final activity included drawing a picture of a time they felt one of the emotions the main character experienced in the story. While a form of technology was not used for this lesson, in perhaps a later grade level a similar lesson could be conducted in which students use a medium of technology that allows them to express the same type of goal, perhaps using Storyboard to make the experience into a story in which they can use their own experiences or create their own character. In general, helping students gain awareness of how one’s emotions, attitudes, and behaviors can affect every avenue of their life inside and outside of school is necessary for allowing students to reach their full potential.

3) LESSON PLAN: 

As discussed in the prior section, learning to identify and relate to various emotions is an important aspect of emotional literacy. While I began to discuss various options, in developing a integrated lesson for lower elementary students, I believe creating a Storyboard in response to the reading of a story would be appropriate.

  

• Target area and rationale: As discussed throughout this post, emotional literacy is crucial for helping students reach an understanding of self and others to foster a positive learning environment. This literacy is also beneficial in analyzing characters in various forms of literature, helping to integrate the overall lesson’s objectives. The technology used in this lesson will help further integrate, providing students with an opportunity to not only become literate in emotional awareness, character analysis, but also in technology use.

• List your objective(s):
• Students will be able to identify main character’s emotions as present throughout the narrative
• Students will be able to relate character’s emotions to occasions in their own life in which they have experienced similar emotions.
• Students will be able to engage in the process of emotional awareness and character analysis using a new form of technology.

• List the materials and supplies needed:
• Grade appropriate piece of literature that highlights a main character experiencing various emotions. (Ex: Lilly’s Purple Plastic Purse) (This material is open to teacher’s selection in accordance to grade and classroom culture as an array of narratives are available)
• Computers/Laptops for accessing technology resource: Glogster
• Outline of key events (use bullets)
• Teacher and students will engage in reading the story, paying careful attention to main character’s emotions
• Students will discuss (with guidance of teacher as needed) the emotions experienced by main character, relating emotional experiences to their own personal experiences
• Students will create a “glog” in which they highlight 3-5 (depending on grade level, could be less) different emotions, including a personal recollection of a time they experienced such emotions as well as how they responded. Visuals are expected to help students and viewers make stronger connections between the experience, emotion, and response.
• Closing summary
• Students will share their Glogs whether through class website or class wiki, and respond to a peer’s glog with any similarities or differences they found in regards to emotions experienced
• Ongoing assessment
• Students will be assessed throughout the lesson in regards to their participation in the class discussion, their identification of emotions in the glog, and their response to a peer’s glog.