EDUC5281 Written Unit 4

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CONSIDRATIONS WHILE CHOOSING A TEXT FOR HIGHSCHOOL ABSTRACT ARTS CLASS
Author : Anonymous
Department of Education, University of The People
EDUC 5281 : Advanced Practices SEC Literature
Instructor : Dr Kristin Jones
February 27, 2024

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Mr. Stevens teaches high school art. His classes are mixed, consisting
of students in different grades and at varied reading levels. He also has some
students who are in the special education and English Language Learner
programs. Mr. Stevens is about to begin a unit on abstract art. He wants to
introduce a few nonfiction texts to his students and incorporate technology
since each student has a laptop.
Looking at the above scenario. Mr Stevens has to plan and do a lot of brainstorming
in order to select the appropriate abstract arts text book for his class. Abstract arts is a kind of
arts where color is used to draw and paint things that have no visual reality in the world.
Colors, forms and getural marks are used to achieve this. In this write up, I will present some
considerations that Mr Stevens can look into before choosing a nonfiction fiction text for his
abstract art class based on the classroom situation. I will also look at how he can incorporate
technology into the lesson.
One consideration that Mr. Stevens can look into is to choose a book that has real
life situations. Such a book is a non fiction book. In this case, I will propose a book that is
tracing the history and development of abstract art and its uses. When students are dealing
with a text that has real life situations, they easily engage with the material. An example of
such a book can be a book like Abstract Art: A Global History by Pepe Karmel
Secondly, Mr. Stevens can choose a text that has language strength that is okay for
highschool. If the vocabulary is too basic, it may be boring for high school students. If the
vocabulary is too difficult for the students, they may be discouraged from studying the text.
Mr Stevens can introduce students to difficult words that are found in the text before the
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learners start reading the text. If this is done, it will ease understanding ( Einstein, 2003). Mr
Stevens can also encourage the learners to try to make out meanings of words from context as
they are reading (Elgort et al., 2023)
The chosen book should be a book that contains material for diverse learners. For
example, Mr stevens can choose a book that contains pictures, and material to read. It can be
read allowed in class. If this is done, all types of learners like visual, audio, kinesthetic and
reading and writing learners will easily understand and be engaged in the lesson. Mr Stevens
can use the KWL grid (Ceramic, 2009).Here students students will write down what they
know about about the history of abstract art. In the next column, they write down what they
wish to know. In the last column, they write down what they learned.
If Mr. Stevens has to use technology in class, he can select a nonfiction text that
has a soft copy that can be downloaded from the internet. All learners will have easy access to
the text if that is the case. Mr Stevens can also check if there are any videos online where the
book has been analysed. Students can be directed to watch such videos or to read online
reviews about the book. This will help them understand the book better. Also if there are
different online resources of the book online, they will foster the understsnding of different
types of learners. Students can use technology to research more on the topic. Online
discussion forums can be created where students can share their views concerning the book.
Online assessment tools can be created by Mr Stevens which will help students to track their
progress as the lesson is going on. Students can use semantic maps to track their progress as
they are reading the text ( Cox, 2019).

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References
Ceranic, H. (2009). English teacher’s handbook
Cox, J. (2019, October 15). Teaching Strategies: 5 Ideas for Instructing
Vocabulary. TeachHUB. https://www.teachhub.com/teaching-strategies/2019/10/teaching-
strategies-5-ideas-for-instructing-vocabulary/
Elgort, I., Beliaeva, N., & Boers, F. (2020). Contextual word learning in the first and second
language: Definition placement and inference error effects on declarative and nondeclarative
knowledge. Studies in Second Language Acquisition, 42(1), 7-
32. https://doi.org/10.1017/S0272263119000561
Einstein, C. (2003). Activating comprehension: Non-fiction in the classroom

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CONSIDRATIONS WHILE CHOOSING A TEXT FOR HIGHSCHOOL ABSTRACT ARTS CLASS

Department of Education, University of The People

EDUC 5281 : Advanced Practices SEC Literature

Instructor : Dr Kristin Jones

February 27, 2024

technology into the lesson.

they are reading (Elgort et al., 2023)

they are reading the text ( Cox, 2019).

Ceranic, H. (2009). English teacher’s handbook

Cox, J. (2019, October 15). Teaching Strategies: 5 Ideas for Instructing

Vocabulary. TeachHUB. https://www.teachhub.com/teaching-strategies/2019/10/teaching-

knowledge. Studies in Second Language Acquisition, 42(1), 7-

Einstein, C. (2003). Activating comprehension: Non-fiction in the classroom

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