Structure Review

Structure Review

Theme Feedback Analysis

Opening

Your teacher will provide your group with feedback on ways to improve your exhibit’s theme. A good theme is almost like a thesis in that it provides a strong, specific sense of purpose that unifies all the other elements of the exhibit.

Meet briefly to discuss the feedback and ways to address it. Answer these questions.

  • What else can you do to improve your theme’s sense of purpose and significance?
  • What images, phrases, and objects can you use to keep your audience continually aware of your exhibit’s purpose and significance?

Open Notebook

American Stories Hooks

Work Time

Your teacher will guide you as you return to the American Stories exhibit to look at more examples of artifacts that act as hooks.

  • Choose the artifact your group believes does the best job of hooking an audience into a particular time period and its culture.
  • Prepare to share your artifact and impressions.
  • Designate one group member who will do the sharing.

Share your artifact with the class and explain why it works well as a hook for its particular time period and culture.

Artifact Review

Work Time

Review your own exhibit’s artifacts and placards and consider your hook.

As a group, write a paragraph about your hook artifact to share with your teacher. Use the following questions to guide your writing.

  • Do you have at least one hook artifact? What is it?
  • What can you do to make your hook artifact more interesting?
  • What can you do to help your hook artifact connect to other aspects of the exhibit?
  • What did you learn from the American Stories exhibit that you can use to improve your own exhibit?

Open Notebook

African Voices Exhibit

Work Time

Now view the History section of the African Voices exhibit. Your teacher will guide you as you look at more examples of strong storytelling principles.

  • As a group, choose one example of strong storytelling and cohesion.
  • Prepare to share your example.
  • Designate one group member who will do the sharing. (It should be a different group member than the one who shared your group’s example of a hook artifact.)

Share your example with the class and explain how it supports cohesion and strong storytelling.

Storytelling Analysis

Closing

Next, write a paragraph together that explains how your group has used strong storytelling principles to improve your exhibit.

Use these questions to guide your work.

  • How are you going to introduce your exhibit to your audience?
  • What are the beginning, middle, and end of the story being told within your exhibit?
  • What storytelling techniques does your exhibit use to sequence events so that they build on one another to create a coherent whole?
  • What does your exhibit do to sum up its purpose and leave the audience considering the important issues that it raises?

Open Notebook

When you finish, share the paragraph with your teacher.

Storytelling Reflection

Homework

Write about the ways your personal research has contributed to your group’s exhibit.

Use the questions below to guide your writing.

  • What artifacts, placard, or storytelling elements have information or perspectives from your research?
  • Where do you give credit to the authors whose work you used?

Open Notebook

After you finish, share your reflection with your teacher.

Continue to work on any aspect of your exhibit that is best accomplished outside of class.

Reminder: your second article will be due in Lesson 23, and a revised artifact and placard will be due in Lesson 25.