Example Revised Lesson Based on Analysis

The following is a revised lesson based on the earlier analysis to see how existing text-based lessons can be adapted to be more multiliteracies oriented. 

Key terms marked with an * are defined in the Literacies Glossary.

PART I: Contextualize Your Lesson

For your reference, the context for the interpretive reading lesson is provided again below. Note two new learning objectives and additional cultural content have been added (in yellow) to address the shortcomings identified in the analysis of the original textbook lesson plan.

Table showing additions to lesson context after analysis. See link for text version.
See text version.

PART II: Analyze Your Lesson

In this section you will analyze the activities from the textbook lesson using the information from Part I and your understanding of the Knowledge Processes* of multiliteracies pedagogy. First read through the revised lesson, then answer the questions in the table. At the bottom of the table, follow the directions to compare your analysis against that of the Literacies in Language Education project leaders.

  • ACTIVITY 1: Students compare facts (e.g., size, population, climate, transportation, cultural activities, etc.) about Montreal and home city based on instructor- provided information.
  • ACTIVITY 2: Students read title and brief summary of the blog entry (provided in the textbook) and predict its content and organization.
  • ACTIVITY 3: Students read and complete a text matrix to identify (1) information related to chapter vocabulary themes (the city, transportation, entertainment, shopping), (2) whether that information was presented in the blog post or comments, and (3) words from the text that support their answers.
  • ACTIVITY 4: Students reread blog comments and classify them as positive, negative, or neutral.
  • ACTIVITY 5: Students use expressions of necessity to write suggestions for non-residents on what to do, where to go, or how to behave in Montreal to overcome negative comments.
  • ACTIVITY 6: Students discuss (in English) possible explanations for differing views of Montreal, speculate about insider and outsider opinions of their home city, and compare the two cities.
  • ACTIVITY 7: Students brainstorm questions to ask people about their home city for a similar blog post.
  • ACTIVITY 8: Students write a blog entry, including the comments they received.

Context Analysis 

Enter the number of the corresponding learning objective(s), language form(s), and cultural content (see Part I) that are the specific focus of each activity. If no learning objectives, language forms, or cultural content are targeted by an activity, leave that box blank.

Your Response
Table with questions and checkboxes. See link in caption for text version.
See text version.
Project Leader Response
Table showing answers. See link for text version.
See text version.

Knowledge Processes Analysis

Indicate which knowledge process each activity corresponds to by checking the appropriate box in the table. Note that some activities may correspond to more than one knowledge process.

Your Response
Table with questions and checkboxes. See link for text version.
See text version.
Project Leader Response
Table showing questions and answers. See link for text version.
See text version.

PART III: Evaluate Your Lesson

In this section, reflect on the revised lesson and the changes made based on its analysis.

Question 1

Consider your answer to this question: How does the revised lesson improve upon the shortcoming identified in the analysis of the original textbook lesson?

When ready, click to reveal the suggested response.

Project Leader Response

The revised lesson moves beyond a near exclusive focus on talking about things to do in the city to include a number of other learning objectives, including two new ones that were created to focus the lesson on both language-oriented and textual interpretation goals. In addition, the revised lesson expands the original lesson’s language focus to address not only vocabulary, but also the subjunctive and question formation. Through the revised lesson’s conceptualizing activities, students connect these forms to the meanings they express in the reading and in the final applying activity. Finally, the revised lesson features more intentional scaffolding, such as additional pre-reading activities that prepare students for the content they will read in the blog; revised while-reading activities that move from global to detailed comprehension to support more in-depth analysis of the text and an understanding of how language forms are used within it; and new post-reading activities that provide linguistic support to help students write their own blog post.

Question 2

Consider your answer to this question: How does the revised lesson better reflect the knowledge processes framework of multiliteracies pedagogy (experiencing, conceptualizing, analyzing, applying)?

When ready, click to reveal the suggested response.

Suggested Response

Because the lesson now includes activities representing all four knowledge processes, it more effectively develops students’ foreign language literacies by ensuring that they work with the blog post to express their thoughts and opinions (Activities 1, 2, 3, 6); understand how language forms are used to express ideas (Activities 3, 5); interpret the importance and consequences of ideas in the text (Activities 4, 6); and use language and new knowledge in creative ways (Activities 5, 8). As was the case with the original textbook lesson, the revised lesson includes a number of experiencing activities; however, unlike the original textbook lesson, the revised lesson’s experiencing activities are complimented by conceptualizing, analyzing, and applying activities. It is important to note that these activities are not organized sequentially, but rather move from one knowledge process to another in an order that appropriately scaffolds the lesson, and that some activities target more than one knowledge process (Activities 3, 5, 7).