DRAW 1-2-3

This is a reading, drawing, critical thinking and writing activity.  It begins with whatever reading you have students doing.  After using other CI activities to establish meaning, read and discuss the story, you may want to us DRAW 1-2-3 to deepen the activity.

Instructions to students:

After you completely understand the story, prepare the following on a clean sheet of paper.

  1. Draw ONE scene that represents what fascinates you the most about the story.
  2. Include TWO talking bubbles or thought bubbles.  The content of those bubbles MUST be copied directly from the story.  
  3. Write a THREE sentence caption under your drawing.  The THREE sentences must be taken directly from the story and combined in a way that they give some insight or cause some thought about your drawing.

Options for the teacher:

  1. Take the finished products and select the 2-3 that are the most intriguing and put them on the screen in the next class period of segment of your class.  Create a conversation around each picture, almost like a movie talk but with this still picture that includes two bubbles and a caption of three sentences.  How did the creator change or enhance the story by choosing this picture, these bubbles, these sentences.  Of course, you could do more than 2-3.  You could spend days doing these if they are compelling enough.
  2. Or, give every student in the room someone else’s DRAW 1-2-3.  Give them a few minutes to read and think about it, and then partner with another students where they each describe the picture they have been given.  This could also be done with each student describing his/her own to another student.
  3. Have each student holding her/his own and have students move through the room in pop-corn reading style only they are describing their own DRAW 1-2-3 to each other in L2.
  4. End any of these activities with a timed or free write in which they summarize the original story and write about a fascinating take on the story they encountered in a DRAW 1-2-3, their own or another’s.
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