Spark Post Pun
Students will be able to create a visual pun with a message using the online creation tool Spark Post from Adobe Spark.
- Display the Good Book graphic. Distribute large index cards to each student and give them three minutes to write their answers to the following questions:
- What ideas do you have about the graphic?
- What is something you wonder about the graphic?
- What is the message from the creator?
- Choose volunteers to share their ideas aloud from their index cards and allow other students to add to the responses.
- Remind students that an IdiomIs a phrase one cannot understand by knowing the meaning of each of its words because it does not make sense literally. Reiterate that a PunIs a play on words that uses words or phrases, such as idioms, and changes them to create a message. Then, define a Visual punAs a pun with a visual to help inform people about the pun's meaning or message.
- Remind the class of how the key terms can relate to each other. (Tip: View the What is a Visual Pun? webpage for additional information.)
- Students should understand that the Good Book graphic uses the background of the beach to evoke an image of getting tied-up with a book. The beach evokes the idea of a tide and the idiom Tied-upIs converted to a pun in the context of the visual. The word TiedChanges to Tide.
Explicit Instruction/Teacher modeling(10 minutes)
- Model for students how to sign in to the creation tool Spark Post page, and convert your pre-chosen pun into a visual pun. Think aloud the whole process and make corrections to the visual to show students how to make adjustments as they create their own visuals.
- Think aloud about the message you want them to gather from the visual. (Tip: Visual puns that are persuasive in nature may be easier for students to create.)
- After you've spent 5–6 minutes creating the pun visual, display the Evaluate Creative Products in Partnerships worksheet. List your goal for the product (i.e. your created visual pun). (Tip: Your goal should mention the message you want people to understand from the visual.)
- Solicit feedback from students on your visual pun while you write their responses. Make adjustments to the visual pun based on their feedback.
Guided practise(20 minutes)
- Pair students with mixed abilities to work on creating their own visual pun with Spark Post. Remind them that they'll use their puns from the Pun Visual lesson, or provide a list of puns to allow them to choose one they're familiar with.
- Have students work in partnerships while they create their own visual. Their partner should help with formatting and provide feedback on how it looks.
- Tell students to think about the goal of their visual pun and make sure it's in line with the goal they've set.
Independent working time(8 minutes)
- Ask students to revise and finish their visual pun based on their partner's feedback.
- Circulate the room and offer feedback or tips on using the technology.
- Pair students with sympathetic partners who understand puns and idioms and who are willing to share their ideas with struggling students.
- Allow them to share their ideas with other students who can offer suggestions or brainstorm with them.
- Provide a list of idioms that lean towards sharing an opinion (e.g. give the benefit of the doubt, on the ball, off one's rocker). Ask students to choose from those idioms to convert into a pun for their visual pun.
- Conduct a teacher-led group to discuss their goal for their visual pun as they'll be assessed based on their attainment of the goal.
- Assign students who understand how to use Spark Post well to be teacher helpers that can assist other students with their graphic creation.
- Allow students to choose which tool (i.e. Spark Video, Spark Post, or Spark Page) they want to use to create a visual for their pun. Have them create a rubric with a partner and allow them to grade each other's digital creations.
- Distribute a copy of the Evaluate Creative Products in Partnerships worksheet and have the same assigned partners complete it together. Allow them five minutes to complete the worksheet. Then ask them to share their responses with each other.
- Circulate the classroom and provide feedback or address student concerns about their visual puns as they complete their evaluations.
- Allow students time to adjust their visual pun if extra time remains.
Review and closing(7 minutes)
- Have students share their visual puns with a group of 5–6 students so that all students can share their creations. Ask volunteers to share some of the difficulties and successes they had creating their visual puns.
- Ask students to brainstorm aloud other ways and subjects in which they can use Spark Post to visually share ideas.
- Remind students that visually creating a message will allow people to gather information in a different format and is useful depending on the desired message.