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A Monster Calls: A Multimodal Novel Study

“Stories are wild creatures, the monster said. When you let them loose, who knows what havoc they might wreak?”

Learning Module

Abstract

The illustrated novel “A Monster Calls” has great potential for teaching multimodal literacy in the classroom. Combining it with videos of the film adaptation as well as the audiobook allows learners opportunities to compare and contrast different mediums of storytelling. Additionally, “A Monster Calls” is a strong mentor text for teaching character transformation analysis.

Keywords

Multimodal, Novel Study, Class Reads, Adversity, Social Issues, Grade 6, ELA, Humanities

Learner Content

During this module we will explore what it means to have the courage to overcome life’s challenges and how these experiences can change us. We will primarily be using the Carnegie Medal–winning novel A Monster Calls by Patrick Ness (Inspired by an idea from Siobhan Dowd, and Illustrated by Jim Kay) to learn how difficult it can sometimes be to face our biggest problems.

Figure 1. Book Cover for A Monster Calls from Amazon.

We will also be exploring multiple media forms, or mediums, and their impact on our experience of the story. How do each of these modes help us to understand what is happening or emotionally connect to the story? How does the use of different modes together impact our experience? We’ll learn how to compare and contrast these different printed and digital storytelling mediums.

Big Understandings: Why does this matter?

  • Characters can show us how to have the courage to face the tough stuff and overcome difficult problems in our own lives.
  • Our experiences change us (and characters).

Essential Questions: What questions will we explore?

  • What drives us to keep going in tough situations?
  • How do real people handle difficult situations in their lives?
  • How and why do mediums impact us differently?

Expectations for Posts:

All posts should be thoughtful and answer all questions asked. You will be graded on the strength of your ideas and evidence, not your grammar or spelling. 

All comments on others’ posts should be kind, specific, and helpful. Praise is welcome. Remember to disagree with an idea, not a person.

Written: Post these writings and images on the matching thread in our Google Classroom (will be made visible to you as each update is assigned). Each written post should be at least one paragraph long.

Flipgrid: Go to our Flipgrid classroom and find the matching “grid” with the corresponding prompt. As usual, you will have up to 90-seconds to share your answers through video.

To learn more about the skills we will be working on, see our learning module rubric here.

A Monster Calls Learning Module Rubric

Instructor Notes

Connection to Multiliteracies:

According to New Learning Online, the theory of multiliteracies consists of two types of language usage, defined as multimodal and multicontextual (Cope & Kalantzis, 2020). Throughout the learning module, learners are asked to undergo frequent synesthesia as they switch between written text, visual images, auditory recordings, and video recordings to achieve an experience of A Monster Calls through multiliteracies.

This learning module not only uses multimodality intentionally to teach conceptual knowledge, but the learning objectives actually focus on the usage of multimedia as well as advantages and disadvantages of different modes for storytelling. Finally, the peer-reviewed assessment is also multimodal, allowing learners to choose any mode they like to make their learning visible for the instructor and others.

Additionally, the subject matter develops multicontextual literacy skills as learners explore topics relating to identity, relationships, and social-emotional issues. Choosing a text which asks students to empathize with a character experiencing a difficult life change (grief), will help them build empathy to be exercised in their own lives.

My Experience:

While teaching English Language Arts, I developed this material as two separate units-- one based in survival adventure fiction and another in social issues nonfiction. Along with combining these two topics into one based on the theme of overcoming adversity, I have also changed this material to be compatible with a completely online, individual learning environment so as to be used for virtual learning needs. However, I include adaptations for the classroom setting as well.

Materials Needed

  • *Digital or physical copies of illustrated novel “A Monster Calls”
  • *Online access to film for “A Monster Calls"
  • Online access to YouTube
  • Online classroom forums (Google Classroom & Flipgrid used, but Edmodo, Schoology, Padlet etc. are alternative options)

*Please note that acquisition of copies of novel, either digital or physical, as well as the film version, should be found in library or purchased by school to avoid copyright infringement. 

Duration: Flexible, though ideally assign 2 Updates per week; project work may require 1-2 weeks including peer reviews

Best if learners already know…

  • Terminology of story mapping and elements: exposition, rising action, climax, resolution, conflict, theme, plot, protagonist/antagonist, etc.
  • Basic technology navigation skills like following hyperlinks, downloading pdfs, posting typed text, images, videos, etc.

Grade 6 ELA Standards:

CCSS RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

CCSS RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS RL 6.1. Use evidence from the story to support your ideas about meanings and elements of the narrative

CCSS SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

*Although Grade 6 Standards are assessed in this module, Grade 7 & Grade 8 ELA standards surrounding multimodal analysis, media integration, textual evidence, and story elements exist that make this module easily adaptable for those grade level curriculums as well.

A Monster Calls Learning Module Rubric

Additional Resources: Common Core English Language Standards

Update 1: Introduction

Learner Content

Learning Objective: To become familiar with the concepts of adversity and character transformation through definitions, brainstorming, visualization, and personal connections.

Key Vocabulary 1: Adversity means a difficult situation or event. In English, we often say that someone “faces adversity,” meaning they are experiencing a difficult challenge in their life. 

Task 1: Quote Visualization

Read all three quotes below (Figures 2-4) that describe adversity, then choose one:

Figures 2-4: Quotes relating to Adversity from Scattered Quotes, Quote Pixel, Boldomatic.

Re-read the quote that made the most sense to you. These quotes were posted with only words and no images. It’s your job to think of an image that you believe would work best as the background for your chosen quote. Take a few moments to think, then draw a rough sketch or take an original photograph to create your new background. Lastly, write a short caption explaining why your image matches the quote.

Task 2: Brainstorming

Take a few moments to generate a list of as many big life problems you can think of. What challenges or misfortunes do some people face in their lives? Draw, write, or type your ideas.

Key Vocabulary 2: To transform means to change in a big way. This change can sometimes be seen on the outside, like in Figure 2. But sometimes change cannot be seen, like learning new information or switching an opinion, but these would be small changes. A big change we cannot see might affect our whole personality or perspective of the world. When this happens to a character in a story it's called Character Transformation.

Figure 5. Invader Zim Werewolf Transformation from Deviant Art.

Make a Connection: Like people, characters go through different situations and face big life problems. And just like people, well-written characters are transformed or changed forever because of these experiences. As a result, characters at the end of stories are often completely different than they were when we met them at the start of the story.

Written Post: How do you usually handle problems in your own life? Describe a big problem you’ve faced before that you feel comfortable sharing. How do you think this experience changed you as a person?

[At the bottom of your post, upload photos or screenshots of your Task 1 & Task 2 work.]

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Introduces learners to the material through two simple multimodal tasks, both with choice involved.
  • The first involves synesthesia as they are asked to transfer written text into representational images explained with written language.
  • In contrast, the second task, a brainstorm, only asks that learners make their thinking visible as we elicit background knowledge they may already have about this issue.

CCSS RI 6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Adapting for Classroom Setting:

  • Resources: classroom supplies for sketching, drawing, etc., projector from computer to show quotes on board
  • After Task 1, group learners by chosen quote and ask them to present to one another. Using their caption as notes, they should practice metacognition by questioning and discussing how they all saw the same quote but each visualized different images.
  • For Task 2, ask learners to complete this task collaboratively in groups of 2-3 rather than individually and hang brainstorms along the walls for a quick end-of-class gallery walk.
  • Direct learners to record their written post in their ELA Notebook

Update 2: “A Monster Calls” Part 1

Learner Content

Learning Objective: To read the first part of “A Monster Calls” and introduce learners to the story’s protagonist.

Consider: Through this novel study, you will experience the story through four different mediums:

  • Reading written language in printed text
  • Viewing images of book illustrations and video
  • Hearing audio of music and sounds in audiobook and video
  • Listening to oral reading of text through audiobook

Pay attention to how each of these mediums affects you through interaction with your five senses and powerful imaginations.

Do: Read along and view the illustrations in your physical/digital copy of “A Monster Calls” as you listen to the audiobook of Chapters 1-8. Choose to listen to one of the options below, depending on which voice you prefer.

AudioBook Choice 1: Gary Trujillo, 2:00- 1:07:03 

Audiobook Choice 2: Joshua Downey, Parts 1-8

Once finished, watch this animated version of The First Tale.

Media embedded April 19, 2020

Figure 6. The First Tale clip from A Monster Calls film from Vimeo.

Flipgrid Video Post: How would you describe Conor as a character? Think of 3-5 words that you would use to tell someone about Conor right now in his life and explain why you chose them. Comment on at least two classmates’ video responses. 

Here is a great list of Character Traits if you're not sure where to start!

Character Traits List to Browse

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Introduces learners to the different mediums they will encounter, giving them language for metacognition & later discussions
  • Creates a multimodal experience of the novel being studied which greatly aids in comprehension
  • Asks students to think deeply about the protagonist at the beginning of the story

CCSS RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Adapting for Classroom Setting:

  • Resources: Elmo Projector for book Read aloud and illustrations, Projector from computer to for group video viewing
  • Add yourself reading the story aloud as a third option, allowing learners to pace independently with technology or with the group
  • With the Read aloud group, project the video to watch all together and discuss in Think-Pair-Share afterward:
  1. Who do you think is the hero in The First Tale? Explain.
  2. Who do you think is the villain in The First Tale? Explain.
  3. Why do you think the Monster told in The First Tale to Connor?

Update 3: “A Monster Calls” Part 2

Learner Content

Learning Objective: To read the second part of “A Monster Calls” and consider the impact of audio/oral meaning for storytelling.

Consider: The combination of our sense of hearing, understanding of language, and imaginations is a powerful thing. Let’s experiment with it!

Figure 7. Why Learning through Audio Works Retention of Information by Listening from RadioHub.

Do: Leave your physical/digital copy of the book closed. Continue to play the audiobook for Chapters 9-11, just listening. (Don’t worry, there are no illustrations to miss in these two chapters). Pay attention to what you hear through your ears and how your brain is responding. What sounds are there? How does the audiobook reader use their voice?

AudioBook Choice 1: Gary Trujillo, 1:07:03- 1:31:35

Audiobook Choice 2: Joshua Downey, Parts 9-11

Written Post: Describe the experience of just listening to the story. When you listen to the story being read aloud, what do you “see” and “hear” in your own mind? How does this compare to when you were reading along-- was this easier or more difficult for you to understand what was happening? Comment on at least one classmate's post.

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Asks learners to analyze the audio medium as well as think metacognitively about their preference for auditory learning

CCSS RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Adapting for Classroom Setting:

  • Resources: Elmo Projector for book Read aloud and illustrations
  • Add yourself reading the story aloud as a third option, allowing learners to pace independently with technology or with the group
  • With the Read aloud group, give clarifying and analyzing prompts
  • Direct learners to record their written post in their ELA Notebook

Additional Resource: Why Learning through Audio Works Retention of Information by Listening

Update 4: Character Transformation Map 1

Learner Content

Learning Objective: Learn definition of textual evidence and begin to analyze the character transformation of Conor through his experiences in the story.

Key Vocabulary: Textual evidence is something specific from the story that we use to support an idea or opinion we have about characters or what happens. Textual evidence can be descriptions, events, dialogue, actions, or anything else specific to prove your idea or opinion to someone else.

Consider: Conor begins the story one way but seeing the adversity he is facing with his mother's illness, we know he is probably going to be differentby the end. In order to fully understand a character’s transformation, we should take note of who they are and how they behave at the beginning, middle, and end of the story. Remember, we can see character traits through their thoughts, what they say (dialogue), and their actions.

Do: Print or make a digital copy of the “Character Transformation Map” graphic organizer below (Figure 8). Complete Box #1 for Conor, by not only writing in your chosen trait but then giving an example of a thought, piece of dialogue, or an action he takes that shows this. This example is your textual evidence! (See BIG Helping Hint below).

Figure 8. Image of Character Transformation Map from Courtney Murfield

Character Transformation Map PDF

Helping Hint: We already had a class brainstorm on this topic! Think back to our Update 2 Flipgrid Post. Each of us came up with 3-5 words to describe Conor’s character at the start of the story. Feel free to go back to this grid, review the answers (yours and others’), and choose one word that you think best describes Conor in the beginning to use for your Box #1.

Image Post & Comment: Share a screenshot or an uploaded photo of your work so far. Comment on at least one classmate’s post.

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Gives students the academic language to describe textual evidence (will have been previously exposed to concept before middle level)
  • Begins to build learner awareness and skills regarding character transformation by recording a description of the character at the beginning of the story

CCSS RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Adapting for Classroom Setting:

  • Resources: paper copies of the Character Transformation Map graphic organizer, Elmo Projector for book Read aloud and illustrations
  • Take more time to instruct learners on how to use the graphic organizer as needed using a separate model text or known story
  • Allow students to work collaboratively on their Character Transformation Map with a partner or group
  • Rather than posting, ask learners to show and discuss their work with another person in the room

Update 5: “A Monster Calls” Part 3

Learner Content

Learning Objective: To read the third part of “A Monster Calls” and consider the impact of visual meaning for storytelling.

Do: Read along and view the illustrations in your physical/digital copy of “A Monster Calls” as you listen to the audiobook of Chapters 12-15.

AudioBook Choice 1: Gary Trujillo, 1:31:35- 2:01:18

Audiobook Choice 2: Joshua Downey, Parts 12-15

After Chapter 15, watch this animated version of The Second Tale before moving on.

Media embedded April 19, 2020

Figure 9.The SecondTale clip from A Monster Calls film from Vimeo.

Written Post: Describe the experience of watching the video of The Second Tale. What is your brain doing or thinking about as you watch? Compare and contrast reading vs. watching The Second Tale. Which one did you prefer-- why? Comment on at least one classmate's post.

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Asks learners to analyze the video medium as well as think metacognitively about their preference for audio/visual learning

CCSS RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Adapting for Classroom Setting:

  • Resources: Elmo Projector for book Read aloud and illustrations, Projector from computer to for group video viewing
  • Add yourself reading the story aloud as a third option, allowing learners to pace independently with technology or with the group
  • With the Read aloud group, project the video to watch all together and discuss in Think-Pair-Share afterward: What do you think is the lesson of The Second Tale? Explain with evidence from the story.
  • Direct learners to record their written post in their ELA Notebook

Update 6: “A Monster Calls” Part 4

Learner Content

Learning Objective: To read the next part of “A Monster Calls” while considering the roles played by other characters in Conor’s life.

Do: Read along and view the illustrations in your physical/digital copy of “A Monster Calls” as you listen to the audiobook of Chapters 16-21.

AudioBook Choice 1: Gary Trujillo, 2:01:18- 2:36:50

Audiobook Choice 2: Joshua Downey, Parts 16-21

Figure 10. Illustration from "Chapter 21: No Tale" from The Guardian.

Flipgrid Video Post: Choose one of the other characters in the story-- Mum, Grandma, Dad, Lily, Miss Kwan. In a few sentences, summarize briefly what that character has done so far in the story. What do you think they could do differently to support Conor better? Comment on at least two classmates’ responses.

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Continues to build learner awareness and skills regarding character transformation by considering the role other characters play in the events transforming Conor

CCSS RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Adapting for Classroom Setting:

  • Resources: Elmo Projector for book Read aloud and illustrations
  • Add yourself reading the story aloud as a third option, allowing learners to pace independently with technology or with the group
  • With the Read aloud group, give clarifying and analyzing prompts

Update 7: Character Transformation Map 2

Learner Content

Learning Objective: To continue to analyze the transformation of Conor through his experiences in the story.

Consider: By now, we have really gotten to know Conor as a character. We’ve seen his relationships, his wants and needs, as well as his hopes and fears. In order to fully understand a character’s transformation, we should take note of who they are and how they behave at the beginning, middle and end of the story.

Do: Take out your physical copy or open your digital copy of the “Character Transformation Map” graphic organizer. Complete Box #2 for Conor. If you want, use the Character Traits list included in Update 4 to help you think of different options to describe Conor now.

Figure 8 (Repeated). Image of Character Transformation Map from Courtney Murfield

Image Post & Comment: Share a screenshot or an uploaded photo of your work so far. Comment on at least one classmate’s post.

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Continues to build learner awareness and skills regarding character transformation by recording a description of the character during the rising action of the plot

CCSS RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Adapting for Classroom Setting:

  • Resources: stored paper copies of the Character Transformation Map graphic organizer, Elmo Projector for book Read aloud and illustrations
  • Continue to support learners on how to use the graphic organizer as needed using a separate model text or known story
  • Allow students to work collaboratively on their Character Transformation Map with a partner or group
  • Rather than posting, ask learners to show and discuss their work with another person in the room

Update 8: “A Monster Calls” Part 5

Learner Content

Learning Objective: To read the next part of “A Monster Calls” and think critically about the importance of combining visual image and written text.

Consider: Images can be very powerful in communicating ideas and emotions. There's an old saying, "A picture is worth a thousand words." How can reading words, like a caption, about an image sometimes bring the image to life for us? Even further, how can combining words and images bring a story to life for us?

(Before you Read) Written Post : Flip to the illustration in Chapter 23, the Third Tale (can also be seen below). Imagine you know nothing about the creature or person in the image-- you've never even heard of A Monster Calls. What would you predict this is an image of? What clues can you use? How does this image make you feel?   

Figure 11. Illustration from "Chapter 23: The Third Tale" from Shelf Awareness.

Do: Read along and view the illustrations in your physical/digital copy of “A Monster Calls” as you listen to the audiobook of Chapters 22-25.

AudioBook Choice 1: Gary Trujillo, 2:36:50- 3:00:05

Audiobook Choice 2: Joshua Downey, Parts 22- 25

*Just for fun, go back and read your Written Post prediction for the Third Tale. How close was your prediction? What clues did you use to help you?

FlipGrid Video Post: Give your opinion on the book illustrator’s artistic choices for showing Conor’s story through illustrations-- color, style, shapes, etc. Explain your answer. How do these choices affect the way we understand the meaning of the story? Comment on at least two other classmates' posts. 

Bonus: If you're interested, here's a short interview with the illustrator, Jim Kay, about his work. [You are not required to watch this video; it's just for fun!]

Media embedded May 1, 2020

Figure 12. Interview with Illustrator Jim Kay from Vimeo.

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Asks learners to analyze the visual image medium as well as think metacognitively about their preference for visual learning
  • Directs learners to consider the impact of combining mediums-- visual and written language-- in creating meaning

CCSS RI 6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Adapting for Classroom Setting:

  • Resources: Elmo Projector for book Read aloud and illustrations
  • Add yourself reading the story aloud as a third option, allowing learners to pace independently with technology or with the group
  • With the Read aloud group, give clarifying and analyzing prompts
  • Direct learners to record their written post in their ELA Notebook

Update 9: “A Monster Calls” Part 6

Learner Content

Learning Objective: To read the final part of “A Monster Calls” to consider how Conor has changed throughout the novel.

Do: Read along and view the illustrations in your physical/digital copy of “A Monster Calls” as you listen to the audiobook of Chapters 26-32.

AudioBook Choice 1: Gary Trujillo, 3:00:07- 3:48:26

Audiobook Choice 2: Joshua Downey, Parts 26-32

Flipgrid Video Post: The Monster said that he came to hear Conor’s truth. What would you say was Conor’s truth? Explain your answer. Comment on at least one other classamate's flipgrid post. Figure 13 shows the 5 Stages of Grief-- feel free to use its vocabulary in your answer.

Figure 13. The Five Stages of Grief from Psych Central.

Instructor Notes

Purpose & Standards Practiced:

This update:

  • Continues to build learner awareness and skills regarding character transformation by considering the ending of Conor’s story
  • Exposes students to the language of the Five Stages of Grief, which will be helpful in their character analysis project

CCSS RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Adapting for Classroom Setting:

  • Resources: Elmo Projector for book Read aloud and illustrations
  • Add yourself reading the story aloud as a third option, allowing learners to pace independently with technology or with the group
  • With the Read aloud group, give clarifying and analyzing prompt

Update 10: “A Monster Calls” Film & Comparing Mediums Assessment

Learner Content

Learning Objective: To watch the film version of “A Monster Calls” in order to assess medium comparison learning.

Figure 14. Poster for A Monster Calls film release from Barnes & Noble.

*Do: Watch the full film version of “A Monster Calls.”

Written Post: What did you think of the film director’s choices in storytelling-- music, camera shots, special effects, actors, or anything you thought notable. Do you feel these choices effectively communicated the story in the audio/video medium? Why or why not? Comment on at least one other classmate’s answer.

Do: Complete the Google Form posted in Google Classroom titled "Comparing Mediums Assessment" so we can see how much you’ve learned from “A Monster Calls” about the different mediums of storytelling. Please let your instructor know right away if you have any questions!

Instructor Notes

Link to Google Form "Comparing Mediums Assessment"

Purpose & Standards Assessed:

CCSS RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Adapting for Classroom Setting:

  • Resources: Projector from computer to watch film together
  • Direct learners to record their written post in their ELA Notebook

*Digital copy of film should be acquired through your library or purchased to avoid copyright infringement. It is currently available for rent through Amazon Prime Video.

Applying our Learning: Multimodal Character Analysis

Learner Content

Learning Objective: To finish analyzing the transformation of Conor through his experiences in the story.

Do: Take out/Open your Character Transformation Map for Conor. Reflect on the end of the story and complete the last two boxes for him on the right hand side. Use this as reference and inspiration for your project.

Do: Create a multimodal Work, either physically* or digitally, which represents his transformation as a character throughout the story “A Monster Calls.” Then create a Commentary, either digitally recorded (video or audio) or typed, which explains your Work. This Commentary should somehow describe Conor’s transformation from the beginning to end of the story, note which events cause this transformation, and explain how your Work shows these elements. Your Commentary should also include evidence from the story to prove your analysis of Conor's transformation.

*Note that all physical artwork/media will need to be photographed or video recorded and uploaded to Google Classroom.

Here is the rubric by which your peers will review your work.

Peer Review Checklist for Multimodal Character Analysis

 

Instructor Notes

Purpose & Standards Assessed:

*See overall Module Rubric posted in Overview & Learning Outcomes

CCSS RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Adapting for Classroom Setting:

  • Resources: Provide technological and artistic supplies for learners to use in creating their Multimodal Character Analysis

Peer Review & Share: Multimodal Character Analysis [with Rubric PDF]

Learner Content

Learning Objective: To give feedback which will help in revising our multimedia personal narrative stories for presentation.

Do: Complete peer reviews for two of your fellow classmate’s Work. You will be sent anonymous Works to give feedback on. Make sure to give feedback that is helpful, specific, and kind on both the Work itself as well as its Commentary.

The Peer Review Checklist can be viewed digitally below. You will find two separate digital copies of this rubric in your Google Classroom under "Assignments." After editing each copy with feedback for the two different projects, turn in the "Assignment" and your instructor will get the feedback to the appropriate receiver.

Do: Once you have received your own Peer feedback, make revisions on your Work and Commentary as needed.

Do: Submit evidence of your Work and Commentary to be published.

Peer Review Checklist for Multimodal Character Analysis

 

Instructor Notes

Purpose of Peer Reviews:

  • Creates a larger audience for learner Work, which includes peers, so as to positively impact the quality
  • Exposes learners to differing perspectives on possibilities for considering the character of Conor’s transformation
  • Exposes learners to differing methods and learning preferences of other learners in making their learning visible
  • Gives students positive and constructive feedback from their peers in how to revise their Work

Adapting for Classroom Setting:

  • Resources: Provide students with paper copies of the peer review rubric to complete
  • Note: In a classroom setting, it will be next to impossible to create circumstances for anonymity for peer reviews. This means the instructor should take time to coach/remind students of friendly peer review protocols and norms.

Wrapping Up: Reflection & Evaluation

Learner Content

Learning Objective: To reflect on our learning from our learning module and evaluate the effectiveness of the activities involved throughout.

Do: Complete the Google Form posted in Google Classroom titled "Self Reflection & Feedback Survey." This not only helps you to understand how your thinking has changed (about the unit Big Ideas, Essential Questions, and yourself) by completing this module, but also aids your instructor in ways the module can be improved.

Instructor Notes

Link to Google Form "Self Reflection & Feedback Survey"

This Survey...

  • Brings back the Big Ideas and Essential Questions from the beginning of the module for students to re-consider and connect with what they've learned from the story
  • Helps students to think deeply about what they will be “taking away” from the learning module as well as how it can be transferred to other areas of their life
  • Instructor feedback opportunities are absolutely essential in not only improving the specific learning module, but also aiding instructors in meeting learner needs within upcoming learning modules

Adapting for Classroom Setting:

  • Create Reflection & Feedback stations in your classroom with split paper copies of Google Form questions so as to allow learners to easily switch their mindset from self-reflection to feedback for the instructor

References

Amazon. (2015). A Monster Calls Book Cover [Image]. Retrieved April 16, 2020 from https://www.amazon.com/Monster-Calls-Inspired-idea-Siobhan/dp/0763660655

Barnes & Noble. (2017, March 28). A Monster Calls Film Poster [Image]. Retrieved April 16, 2020 from https://www.barnesandnoble.com/w/dvd-a-monster-calls-sigourney-weaver/27512513

Boldomatic. (2015). C.S. Lewis Quote [Image]. Retrieved April 16, 2020 from https://boldomatic.com/p/IlBbZw/hardships-often-prepare-ordinary-people-for-an-extraordinary-destiny

Cope, W., & Kalantzis, M. (2020). Multiliteracies. In New Learning Online. Retrieved from https://newlearningonline.com/multiliteracies

Deviant Art. (2013, October 21). Invader Zim Werewolf Transformation [Image]. Retrieved April 28, 2020 from https://www.deviantart.com/windwo1f/art/Zim-Werewolf-Transformation-408749864

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