Objectives :
1. Students interpret literature on their own and with other students

2. Students deliver planned and impromptu oral presentations, defending their interpretations of literature

3. Students listen and speak effectively and tolerantly, using criteria to evaluate and respond to a variety of other speakers' verbal and nonverbal messages.

4. Students do authentic writing for an academic context.

5. Students respect others' various interpretations of  literature.

Procedure (in four stages):
1. Whole class reading: Pairs sign up and take responsibility for scheduled readings of vignettes.

2. Initial written responses: As students prepare, they keep individual notes about anything that comes to their mind which could help explain the use and juxtaposition of images (for example, personal stories, experiences, or questions). This should be modeled by the teacher (on OHP) with the first vignette.
    Upon completion of the initial reading and notes taking, students take ten minutes to write a response essay with their interpretation of the vignette, answering these prompts:
    What themes do they see?
    How are these spoken to or represented with images?
    Can they relate these to their own experience or knowledge?

3. Discussion of responses: At this stage, students relate to the whole group their responses, and are encouraged to see other interpretive and critical points of view.  After the initial instruction and modeling of this activity, the teacher's role is to act primarily as a guide and facilitator.  While the teacher roves and reviews initial student notes, s/he will jot down what students identify as main themes to assist them in the discussion process and then summarize.  As pairs lead the class in discussion of the images and main themes, students must respond to each other to learn.  Students need to be prepared to defend their views and yet be open-minded enough to see that there can be a variety of valid interpretations.

4. Development of final response essays: This last stage involves the students revising their initial interpretation of two vignettes, allowing students to develop their final statement on the work. They may choose to leave their views essentially the same as their initial response, or they can incorporate those shared by other students. This self-reflective process will also serve for self-assessment. Students will schedule conferences with the teacher for assistance.

This strategy/activity can work because:
    Students are exposed to various interpretations
    Students are encouraged to compare their ideas with others.
    Students reflect on and self-assess their interpretations and others.
    Students are challenged to interpret a work on their own instead of depending on teacher

Possible ways to modify/accommodate:
    Use image "Sketch-to-Stretch" instead of writing (for visual learners).
    Work in groups to show and compare contrasting or opposing views (debate format?).
    Do written dialogs, students conversing with students, classes with classes.
    Write short reviews which simply recall information and respond, instead of more demanding analysis and evaluation essays.