Post by marci on Jul 15, 2010 11:50:51 GMT -5
Critical literacy to me, is the active participation of readers in the reading process, using their analitical skills to locate facts, make inferences and connect to the text in a way that allows them to see how the meaning of the text (the underlying message) is applicable to their everyday life.Readers constructs and reconstruct their understanding, taking a stance and revising it whenever necessary, questioning, critically examining the intended message and deciding whether they agree or not with the author.To me critical literacy also means being able to reflect, look at an issue at different perspectives, realising that nothing is simple or that there is no one solution to a problem and spring into action based on what was read. It is being able to read text, taking everthing into consideration inorder to better understand issues of power and equality.
Subject: Science
Topic: Plants
Subtopic: Non-flowering and flowering Plants
Grade: Grade Five (ten to eleven years)
Students will be asked to close their eyes. They will then listen as the teacher reveals the topic for the days lesson (Flowering and non flowering plants)
Students will then be asked what images come to mind when they think of flowering and non flowering plants.
Students will be asked to open their eyes and the teacher will call on a few students to talk about what they visualized. Students’ responses will be written on the board.
They will then engage in a brainstorming activity as a whole class. Students will be asked to make a note of what is being discussed, as writing helps to enhance comprehension and retention.
Students will then be asked to turn to page ‘x’ in their notebooks. They will be asked to survey the text by looking at the title, subheading and illustrations in the text. They will then make prediction, as to what the text entails’.
Students will be provided with some guiding questions to aid in their search for answers. E.g. what is a flowering plant? What are the differences between a flowering and a non- flowering plant? Where can flowering plants be found? Why can non-flowering plants be found almost any where? If there were no flowering plants what would happen to us?
The five W’s and H will be used to formulate their own questions.
Students will then read the text to evaluate predictions. They will take notes to confirm or revise predictions while reading the text.
Students will revisit the responses on the board. They will then go over the responses, checking to see whether or not, what they visualized is consistent with the image of flowering and non-flowering plants.
Students will also make corrections to the entries that they made in their learning logs, as they engage in a quick talk, to help highlight all the main points covered in the lesson.
Students will construct a concept map to represent the information in the text.
Subject: Science
Topic: Plants
Subtopic: Non-flowering and flowering Plants
Grade: Grade Five (ten to eleven years)
Students will be asked to close their eyes. They will then listen as the teacher reveals the topic for the days lesson (Flowering and non flowering plants)
Students will then be asked what images come to mind when they think of flowering and non flowering plants.
Students will be asked to open their eyes and the teacher will call on a few students to talk about what they visualized. Students’ responses will be written on the board.
They will then engage in a brainstorming activity as a whole class. Students will be asked to make a note of what is being discussed, as writing helps to enhance comprehension and retention.
Students will then be asked to turn to page ‘x’ in their notebooks. They will be asked to survey the text by looking at the title, subheading and illustrations in the text. They will then make prediction, as to what the text entails’.
Students will be provided with some guiding questions to aid in their search for answers. E.g. what is a flowering plant? What are the differences between a flowering and a non- flowering plant? Where can flowering plants be found? Why can non-flowering plants be found almost any where? If there were no flowering plants what would happen to us?
The five W’s and H will be used to formulate their own questions.
Students will then read the text to evaluate predictions. They will take notes to confirm or revise predictions while reading the text.
Students will revisit the responses on the board. They will then go over the responses, checking to see whether or not, what they visualized is consistent with the image of flowering and non-flowering plants.
Students will also make corrections to the entries that they made in their learning logs, as they engage in a quick talk, to help highlight all the main points covered in the lesson.
Students will construct a concept map to represent the information in the text.