In my book Personalized Reading (ISTE, 2018) I write about supporting reluctant readers with visual texts as an entryway for close reading practice. Reluctant readers can may be struggling readers or they might be simply students who have had negative experiences with reading.
If Readicide as Kelly Gallagher (2010) coined the term – to kill the love of reading – in his book by the same name should not be a right of passage for young people when the wealth of wonderful words is infinite. Seven years after Gallagher’s text, many students would agree that schools are killing the love of reading the way teachers are teaching text. Still, many students post graduation boast of never reading a book throughout their secondary school career. reluctant readers need aren’tto be hooked on the first page of the a book. If they are not, they are quick to abandon a bookit like I was. Motivation and choice is are the key with reluctant readers. To help them, we educators must stop inadvertently committing “readicide” (Gallagher, 2010) and focus on what Steven Wolk (2009) describes as a “living curriculum,” a place where students and teachers use books and other resources and experience to drive classroom inquiry. One of our goals as educators is developing critical thinking, stamina, and life life-long readers among our students.
Personalized Reading describes, “To accomplish these goals for teaching reading takes all forms and activities to tap into all the diverse readers in our classrooms, we must look up from the printed page and tap into all forms of text. Since we live in a visually rich environment, teachers can use visual texts—photographs, movies, and animated shorts— to first pique a reluctant reader’s interests, Using animated shorts, photographs, and movies, enables students to build visual literacy, and to practice the skills strategies of what proficient readers do. Images and movies serve as a bridge for to print texts when it comes to reluctant readers. Once students are reading, honing in on the “during reading” skills of making predictions and inferences helps keeps students active as readers. Students also need practice discerning the important parts of what they read in order to more effectively write or create responses to their reading.”
This year I am instituting Movie Mondays to practice these close reading skills using short feature film. At the beginning of the week students watch a short film: TED Talk, animation, documentary and then we discuss, write, and reflect on the story presented in the visual texts. Using graphic organizers and scaffolded notes help to guide students viewing/reading of these texts.
Below are a few of the movies we are starting off with and the follow up questions to guide student’s close reading.
Take note of the beginning of the film. What is the setting? What things do you observe in the setting that are important to Zuri? – What does the director’s plant in the beginning of the scene that provide details for the character and plot?
How does Zuri’s Dad feel about trying to get her hair to look like she wants? How do you know this is how he feels, even though there is no dialogue?
In the “battle” scene, why do you think Zuri’s hair becomes a character? How does this “fantasy” or personification help to emphasize his character and reactions?
The act of braiding means bringing things, like hair parts, together in order to unify them. What are three parts of the film that seem like they are weaving together components of the relationship for the family?
Hair love first seems like a light hearted film about a father helping his daughter with her hair but then suddenly shows there are deeper meanings in this short. How does the film tug on the viewer’s heartstrings? What does the director do to get an emotional response from the viewers?
How doe the color choices impact the film’s deeper messages? (You might want to research the meaning of the color choices in the film)
What elements of irony exist in the story? How do they serve to move the story forward and how do they assist in illuminating the story’s theme?
As students are listening to Gillette’s TED Talk they can take notes and pull out a central idea from his speech. Students are asked to find specific evidence that supports the central idea selected. This graphic organizer can be used as a note catcher and help students track Gillette’s presentation.
Films are a text and the way we teach them in our class should be taught in a way that mirror the way we teach close reading and critical thinking. Just as print text is layered with words, images, inferences, and evidence, so is film. When teaching with videos as or printed text, teacher and author, Kristin Ziemke (2016) calls on teachers to model and scaffold to support your students so that they can, as teacher and author Kristin Ziemke (2016) says, “interact, respond, and think to read the world differently.” If students are to develop deep understanding of texts, teachers need to model close reading skills to film too.