Name: Matthew Chaney Lesson Topic: Graffiti Discussion of “Dead Poet’s Society”

Content Area/Grade Level(s): Visual Thinking Concept(s): Group Discussions/Critical film analysis

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within the
current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of this
lesson to students.

This lesson takes place in the fifth week of a Visual Thinking class in a very diverse elective course at Albemarle High School.
The class is focused on critical film-viewing/analysis. Each week, we learn about a specific existing critical lens (like critical
race theory, socio-economic, or gender theory), watch movies with the critical perspective in mind, take notes while
viewing to connect the film to the theory, have discussions on this, and ultimately create two film critiques by the end of
the 9-week quarter.

The class is made up of 24 10th, 11th, and 12th graders. Student ability-level and motivation also varies drastically.

This lesson takes place after we have already discussed the psychoanalytic critical lens and watched the movie “The Dead
Poet’s Society.” The objective is now to facilitate discussion based on student notes/student responses to questions from a
graphic organizer which guided students to make psychoanalytic critiques of the film, citing specific evidence.

While we have had group discussions in the past in the class, they have mostly been facilitated by the teacher directly
asking questions of the entire group. This will be the first time that students will have the opportunity to work in small
groups to have a discussion in this class.
Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson
VSOL 11.1 c) Demonstrate the ability to work collaboratively with diverse teams; d) Respond thoughtfully and tactfully to
diverse perspectives, summarizing points of agreement and disagreement; e) Use a variety of strategies to listen actively
and speak using appropriate discussion rules with awareness of verbal and nonverbal cues
VSOL 11.4 f) Critique how authors use key literary elements to contribute to meaning including character development,
theme, conflict, and history, and culture.
Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…
EXPLORE the following Essential Questions(s): UNDERSTAND THAT:
ES1: How can I best contribute to discussions to help my U1: Small group conversation can be used to develop deeper
classmates develop a better understanding of a film? understanding of a film
ES2: How can critical theory be used to better understand a U2: Critical theories used to analyze literature (such as
film? psychoanalytic theory) can also be applied to film to gain a
better understanding of the text
KNOW: BE ABLE TO (DO):
K1: Strategies for having a thoughtful, considerate D1 (Apply): Students will be able to actively listen and
conversation about film respond to their peers when discussing literature
K2: How to tactfully express disagreement with peers D2 (Apply): Students will be able to follow classroom norms
K3: The mechanics of a graffiti discussion, and their individual for expressing disagreement with their peers
role within one (see handout below for details) D3 (Apply): Students will be able to lead their own discussion
K4: Specific vocabulary related to psychoanalytic criticism, with minimal support from the instructor
including: 1) Id, 2) Ego, 3) Superego, 4) Low Self-Esteem, 5) D4 (Analyze): Critically analyze a film through a
Insecure Sense of Self psychoanalytic lens and make assertions
K5: Previously learned critical lenses (Such as: Critical Race D5 (Analyze): Support their psychoanalytic assertions about a
Theory, Gender, Aesthetic, Reader Response) film with specific evidence from it
K6: The difference between evidence and assertions and how
these are used to analyze a text/film

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Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.

Diagnostic Formative Summative

Method of assessment: Method of assessment: Small group discussion Method of assessment:

Aligned with which Learning Description of assessment: Aligned with which Learning
Target(s): I will walk from group to group during discussions to Target(s):
observe and take notes on what students are talking
Criteria for assessment: about, to make comments, and to point them in the right Criteria for assessment:››
direction if they are getting off track or if anyone is
How data will be used: disobeying the norms. I will also assess whether students How data will be used:
are using the strategies they just learned about how to
have a productive conversation and the mechanics of a
graffiti discussion.

Aligned with which Learning Target(s):

U1-2; K1-6; D1-5

Criteria for assessment:

-Students use strategies to have a productive
conversation on the topic of “Dead Poet’s Society.”
-Students follow directions and have a successful graffiti
discussion
-Students stay on topic during their discussion of the film
-Students are respectful of one another’s perspectives
and actively listen while others are talking
-Students are able to have a conversation about the film
with minimal aid from the instructor
-Students make assertions using the psychoanalytic
terms we learned prior to watching the film, supported
by evidence from the film

How data will be used:

I will provide feedback after the lesson to let students
know their strengths and to point out areas for
improvement. This can inform future discussion-based
lessons.
_____________________________________

Method of assessment:
Large group talk-out

Description of assessment:
After every group has had a chance to work together to
answer every question, they will reflect for a moment on
other classmates’ answers to the question they started
with (on the graffiti board they started with). As they
reflect with their groups, they will prepare a summary or
a bullet-point list of what they thought was the most
important points made in answer to the question. When
it’s their turn, the group will report to the class on what
they said. Again, I will roam around the room, taking
notes during discussion, and during whole class
reporting. After every group has gone, I will take an
informal poll to see if students liked doing a graffiti
discussion/if they’d like to do it again, taking note of
strong likes or dislikes.

Aligned with which Learning Target(s):

U1-2; K1-4, 6; D1-3

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 Criteria for assessment:
-Students use strategies they’ve learned to have a
productive conversation on summarizing the best
responses to their assigned question
-Students properly follow directions in assigning at least
one of their members to report out to the larger group
-Students stay on topic
-Students successfully report on important responses to
their assigned question.
-Students use psychoanalytic vocabulary when
summarizing the big ideas from their question.

How data will be used:

I will have a better understanding of how well students
learned to have a productive discussion, how well
students learned and were comfortable with the graffiti
technique, and I will have a better understanding of how
well students understood the film. Based on this
information, I can plan future lessons: either avoiding
graffiti discussion or doing more; I can learn whether or
not I need to reteach how to have a productive
discussion/graffiti tactics, and if we need to discuss
“Dead Poet’s Society” more extensively.

_____________________________________

Method of assessment: Exit slip

Description of assessment: Students will answer a two-

question exit slip which reads:

1.) Explain why it is important to listen to others

and be respectful when having a group
discussion with classmates about the readings
we do for class.
2.) Describe two strategies to help your group
have the most productive conversation
possible.

Aligned with which Learning Target(s):

U1, K1-2, D1-3

Criteria for Assessment: Students will explain that it’s

important to respect others and their opinions during
group discussions so that everyone has a chance to
contribute. More contributions means a wider variety of
opinions which leads to a more meaningful and in-depth
conversation about the text we’re reading.

How data will be used:

I’ll use the information from the exit slips to determine
how much to review discussion strategies before the
next group discussion activity.
Proactive Planning for Learning Differences: – What planned supports have you included to make the content accessible for all learners (i.e.,
groups of students and/or specific students) and to build upon learners’ diversity? Be sure any modifications are explicitly explained in the procedures/steps
outlined below.
-Information is explained verbally, on the PowerPoint, and on the instructions handout (message abundancy)
-After explaining the instructions, I will walk around the room to assist and step in where needed
-By working in groups to answer the questions, students will also be working within the zone of proximal development, as
the more advanced students can share new ideas with the students who may not have understood the text as well.

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Procedures/Steps in the Lesson (Cooperative Learning Models): This lesson should follow the Graffiti, Jigsaw, or Structured Academic
Controversy model. Please reference and follow the appropriate steps for your selected model as outlined and described in the Estes & Mintz chapter,
“Cooperative Learning Models.” Be sure to think about what students will be doing during each step, in addition to what you are doing. Scripting and/or
estimated time frames may or may not be included, but the plan should be clear and explicit enough that another person would be able to teach from it.
Step 1: Welcome/announcements/overview (5 minutes)
A. As students enter, I will point out that they have arranged seats just for the day and point them in the
direction of where they should sit: Hello _________, good to see you. Could you grab a seat over there
please? The first PowerPoint will list where everyone is to sit, and I will also have signs on the tables where
they are supposed to sit. Today we’re doing something a little different that I’ll explain once we get started,
but for now, we’ll be working in assigned groups.
B. As the morning announcements happen, I’ll pass out the handout with instructions and tips for having
productive conversations: Hey guys, ignore this for a moment while they go over the announcements, and I’ll
explain it once they’re over.
C. Go over the second slide, which is a list of what’s scheduled to happen: Today we’re going to do a new
form of discussion that we haven’t done before to review what we observed and noted in “Dead Poet’s
Society.” Before we do that, I’m going to go over this list of tips for how to have a productive conversation
and the directions for how to have a graffiti chat. Then we’re going to have the chat in our groups, review
what we spoke about, and then do a quick reflection on the graffiti activity. Sound good? Any questions?
Step 2: How to have a productive conversation (7 minutes)
A. Go over the following list: Everyone look at the side of your handout entitled “Tips for having a productive
conversation.” Can anyone read the first item on the list aloud for me? Call on person and have them read
this. Ask checking for understanding questions like, “Ali, can you explain what you think that would look
like?” or “Addy, give me an example of that.”
a. Within your group, everyone should get a chance to talk once before anyone else talks a second time
b. Don’t hesitate to express your opinion, even if it’s different from someone else’s
c. While you may not agree with everything your group members say, you should respect them enough
to actively listen (ears open, eyes on them, listening) until they are done
d. It’s o.k. if it gets quiet for a moment, sometimes you and your group need that time to think
e. While it’s o.k. to change the topic, focus on listening to your peers and responding to what they said
by either 1) agreeing and stating supporting details, 2) disagreeing respectfully and offering refuting
information, 3) making connections to other readings or information on the topic, or 4) asking leading
questions to push the discussion ahead in a different direction (only after acknowledging your peer’s
comments first). Does anybody have anything they’d like to add to this list? Any questions or
clarifications I can make?

Step 3: Review classroom discussion norms (5 minutes):

A. And as a reminder, whenever we have large group conversations in this class we want to make sure to adhere
to the following norms. Can anyone explain why we need to do this? Wait for a response; looking for
something along the lines of: “It’s important to respect others and their opinions during group discussions
so that everyone has a chance to contribute. More contributions mean a wider variety of opinions which leads
to a more meaningful and in-depth conversation about the text we’re reading.” Keep pushing students until
they get something close to this, but don’t drag it out too long before filling in with the appropriate
details.
B. O.k. Can someone read the list at the bottom of the discussion tips page to make sure everyone understands
the norms? Give someone an opportunity to volunteer, and call on them.
1. Criticize ideas, not people
2. Don’t take it personally if someone disagrees
3. Focus on learning, not debating
4. Avoid blame, speculation, inflammatory language, and put-downs
5. Avoid assumptions about others
C. Interrupt the reading to cold call on someone in the class to explain what criticizing ideas, not people
means, what not taking it personally if someone disagrees means, what focusing on learning, not
debating means, what avoiding blame, speculation, and put-downs means, and why to avoid making
assumptions about others is important: Noah, can you explain what we mean when we say “criticize ideas,
not people?” Do the same with all five norms before continuing to the next step.

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Step 4: Graffiti Discussion Instructions (5 minutes)
A. Once you’ve gone over all the tips, pass out the 5 large post-its with the discussion questions written on
them, face down so students can’t read them, along with Sharpe markers: I’m passing out something
important for what we’re about to do, but do not turn it over until I say so. Have students turn the handout
over look at the side that says “Graffiti discussion instructions”: Alright, if everybody is good with that, flip
your paper over to the other side which says “Graffiti Discussion Instructions” at the top. Go over this list,
this time, explaining yourself.
a. So, what we’re going to do today, is a type of discussion called a graffiti discussion. The whole point of
the activity is to give everyone an opportunity to discuss and build off of each other’s ideas in response
to the questions we answered in our graphic organizers about the “Dead Poet’s Society” before circling
back around with your group to summarize and report the results to the class.
b. The way this will work is I will pass out a large sheet of paper to each group with a question at the top.
When I say go, your group will flip the paper over, read the question and come up with a response.
c. Each group member should have a say: Remember the tip about allowing everyone to speak once before
anyone speaks a second time. This goes for writing too, so be careful to include a variety of opinions
within your group.
d. Remember, there are no wrong answers with these, as long as you can support your statements with
evidence, so don’t be afraid to take risks
e. Your group will have four minutes per question before having to move on to discuss the next question.
When the four minutes is up, you will pass your sheet in a clockwise direction to the group that is directly
adjacent to you, at which point the timer will start again and you’ll read and begin responding to the
next question.
f. You’ll keep going like this until every group has seen every sheet, at which point we’ll go over additional
directions. Check for understanding: Michael, can you explain to me what we’re doing first? Liana, what
comes after that? Mateo, what then? Lindsay, what’s last? O.k. Let me get my timer ready. You may
begin. Hit start on Google Timer on Powerpoint.

Step 5: Graffiti Discussion takes place (20 minutes)

A. Display tips on the overhead projector/PowerPoint slide
B. Tell the class that they should feel free to take out their graphic organizer and use it/add to it as they have
their discussions: Please feel free to use your graphic organizers to aid your discussions!
C. As the groups discuss and write down their responses, walk amongst them and take note of what they
say, if they stay on task, whether or not they use the tips you discussed, and offer suggestions if they
seem to have gone a minute or more without saying or writing anything about the subject. If their having
conversations about other things, remind them to get back on topic
D. Once time is up, after 4 minutes, announce it: Time is up! Time to rotate the sheet like we discussed! Help to
make sure students know how and where to pass the sheet on to the next group. Repeat until every
group has seen and had a chance to reply to every sheet.
E. After the sheet returns to the home-base group move on to the Summary step.

Step 6: Summary (8 minutes)

A. Explain the summary step: Now that everybody has had a chance to reflect and answer every question, I
want you to read and reflect on what your classmates wrote about the question you were originally assigned.
B. Then, with your group, draft a statement of bullet point list either summarizing the responses you see on the
sheet, or listing the most important points that were made.
C. While you’re working on drafting this, decide within your group who will be the speaker who explains your
summary/most important points to the class—you can have multiple speakers if that’s easier, but it’s up to
your group to choose at least one speaker to represent you
D. After five minutes, we’ll have group speakers take turns to explain what they wrote to the whole class.
Ready? Go. Set timer for 5 minutes.
E. While the groups discuss, I will continue to wander around the room, listening, prompting, and taking
notes to record students’ responses and understanding of directions, of discussion tactics, and of the
graffiti discussion tactic.

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Step 7: Share out (10 minutes)
A. When it’s time, have groups take turns to share their summaries with the class
B. Take notes on what the groups share/how they share it
C. After each group goes, clap for the group and say thank you: Thanks group 3 for being willing to share, well
done. I really liked __________ about your lesson, etc.
Once every group has gone, change the PowerPoint slide to show instructions for the informal reflection
Step 8: Informal Reflection (2 minutes)
A. O.k., with a show of hands, and I need everybody to participate in this or we won’t continue on, give me
either a thumbs up if you approve of what I’m saying, a thumb in-between (shows what this looks
like…thumb facing horizontal axis) if you’re indifferent, or a thumbs down if you dislike what I’m talking
about.
B. So, if you enjoyed this style of having a conversation, the graffiti discussion give me a thumbs up, if you
disliked it and don’t want to do it again, thumbs down, and if you don’t care thumbs in the middle. I should
see every person’s thumb. Count hands to see who liked the activity, who didn’t.
C. Great. O.k. Thumbs up if you felt that your group did a good job abiding by the discussion tips we discussed
earlier, thumbs down if you think your group could use some improvement, and thumb middle if your group
fell somewhere in between.
D. Record student responses for future reference.
Step 9: Exit Slip (5 minutes)
A. Pass out exit slips.
B. Guys, before we get out the door, let’s take a minute to reflect on our own about the assignment we just did,
so we can internalize what we learned about having a discussion.
C. The questions are as follows:
1. Explain why it is important to listen to others and be respectful when having a group discussion with
classmates about the readings we do for class.
2. Describe two strategies to help your group have the most productive conversation possible: Take
about five minutes, and be sure to pass these along to me as you leave the room at the bell. Thanks,
great work today, and I’m looking forward to seeing you on Thursday
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.
-Graffiti lesson PowerPoint: https://bit.ly/334kexC

-Handout (Tips for having a productive conversation/Graffiti discussion instructions):

https://bit.ly/2odyYeA

-Giant Post-Its (explaining questions and layout…the attached document is an example of what these should look like):
https://bit.ly/31NL9NP

-Copy of Graphic Organizer:

https://docs.google.com/document/d/1I3X6XfyPDuQ3IV2nq1zel3uqDn2IOlKq8-D9h1pRsEU/edit

-Sharpe pens/Markers