Storyboards (Peer Reviews)
In this lesson, students finalize their storyboards with some peer advice from classmates. Students can also ask the teacher for help to revise their plans to sharpen their satire. Students begin to video-record their satires.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
Peer Review Preparation
- Give groups a couple of minutes to make sure their storyboards are ready.
Get together with your group in preparation for today’s peer review.
- Make sure your group’s storyboards are ready to be reviewed.
- Give students 15 minutes or so to offer one another suggestions. While they’re talking, you can work with other groups.
- At this point it may be helpful to reserve one-on-one teacher/student conference time if possible.
- One of the hardest things for students to do is create an engaging satire. Other students may be of real help here since they’re looking at the ideas from the outside.
Share your storyboards with another group, and consider their storyboards in return.
- Is it clear what’s being satirized? If not, what suggestions can you make?
- What do you like best about the storyboards?
- What’s one thing that could make it better?
- Is the satire entertaining or is there some other way it’s engaging? Remember, even Gordimer’s short story and “A Modest Proposal” had very imaginative elements.
- What’s one satirical strategy that could really add to this satire?
- It might be helpful here to use one group’s satire as a model; this works especially well if you can get a group to volunteer.
- Begin by asking the group to explain its plans and then to describe the constructive comments they liked.
- Ask the whole class to pitch in suggestions for how the comments might be implemented.
- Students can revise their own plans.
Take some time in your group to consider your peers’ comments.
- What comments do you agree with?
- How can you build your satire storyboards differently to incorporate the suggestions?
- Your feedback will be really important to students at this point.
- You can clarify for them how lucid their argument is and what might be changed to render it more powerful.
- SWD: Support students with disabilities to ensure that they fully participate in the recording.
- ELL: Be sure that students who come from cultures where critiquing is not regarded as something positive understand that in this country we appreciate clear and specific feedback, and we consider it an important element in improving ourselves and our work.
Continue working with your group.
- Begin to record your satirical video.
- Ask your teacher to schedule a conference with your group today or during the next lesson to review your video.
- Have each group conduct a verbal status report.
Select someone from your group to give a status report to the class about your satirical video.
- What has your group accomplished so far?
- What does your group have left to do?
- Read through the reflections your students submit to you to identify anyone who is struggling and needs additional support.
Write a response to the following.
- What’s your favorite part of your video at this point? What needs the most work?
Submit your reflection to your teacher.