Chapter 5

After reading chapter 4 on how to incorporate drama into the classroom, I wondered what to do with those students who still refuse to engage in reading. Chapter 5 then discusses visually seeing what you are reading in relation to the three students Tommy, Walter, and Kae. I was quite relieved that Wilhelm is showing different perspectives of different students who may be reluctant to participate into drama and reading. Other students may be more visual when they read as well. Wilhelm gives very good indications of what to expect as a teacher, as well as how to approach certain situations with students who may learn differently.
I think the different strategies he uses will be useful in a classroom where there a visual learning students like Tommy, Walter, and Kae. The symbolic story representations seem to be something that most students could enjoy especially if they enjoy drawing. This strategy still keeps the focus of the story with the student and allows them to express their thoughts through drawing and describing which would dramatize their perspectives well.
I also like the idea of doing collages. This type of activity will allow students to explore their stories and create images to represent and illustrate characters, themes, symbols, and characteristics of their book. Picture Mapping is also a great way for students to explore their book too. This activity allows choice for the student to construct a drawing that suits them.
Since every student learns differently, it is good to have different learning options that accommodate everyone. To compromise both parties (reading and drama, visual learners) the teacher can use both and negotiate with the students in order to ensure that they fully participate and get the full experience of their book.