books/magazines
with illustrations or paintings of famous people related articles
to the photographs, with corresponding numbers to match to the
correct photograph
Activities
/ Procedures
1.
Introduction - Post the featured photograph and write the questions
on the chalk- board. Then, allow students about five to ten
minutes to respond to the picture by answering the following
questions (to be written on the board prior to class):
--Who
is in the photograph?
--When and where was the picture taken?
--What happened just before this picture was taken?
--What does the subject look like?
--What is the subject doing?
--What is the subject thinking?
--What does the subject hear?
--What does the subject smell?
--What does the subject physically feel (touch)?
--Who is taking the photograph?
--What happened just after this picture was taken?
Ask
students to share what they have written. Discuss how and why
students came up with different stories from the same photograph?
What qualities make photography an effective story-telling tool?
Tier
one: Focuses on comprehension- The student understands the meaning,
translation, interpretation of instructions and problems. Demonstrates
the ability to state/answer a problem in their own words.
2. Place all of the photographs from the newspapers on a large
table or in another area so students can easily select a photograph.
Since we are providing more photographs than students, all students
should be able to select a photograph of interest to them. Then,
tell each student to look carefully at the photograph they have
selected and its caption, and to jot down their answers to the
questions on the board (those answered in the initial exercise).
Encourage students to write as many descriptions and ideas as
they can for each question.
Tier
Two: Focuses on application, analysis, synthesis, and evaluation.
Application – Students use a concept in a new situation
or unprompted use of an abstract.
Analysis – Students separate material or concepts into
component parts so that its organizational structure may be
understood.
Synthesis – Students build a structure or pattern from
diverse elements. They put together parts of a whole, with emphasis
on creating a new meaning or structure.
Evaluation – Students make judgements about the value of
ideas or materials.
3.
Distribute the newspaper articles to the students with the related
photograph. Then, without reading the article, each student
writes a descriptive narrative from the point of view of the
subject or photographer of the photograph he or she selected.
Students then read the article that relates to their picture
and write a brief analysis of how the photograph expands upon
the news story presented in the article.
Students should share their work in a future class.
Tier
Three: Focuses on knowledge, application, analysis, synthesis,
and evaluation.
Knowledge - Students must recall data to perform the chosen
task.
Application – Students use a concept in a new situation
or unprompted use of an abstract.
Analysis – Students separate material or concepts into
component parts so that its organizational structure may be
understood.
Synthesis – Students build a structure or pattern from
diverse elements. They put together parts of a whole, with emphasis
on creating a new meaning or structure.
Evaluation – Students make judgements about the value of
ideas or materials.
Assessment
Students
will be evaluated based on initial writing exercise, participation
in class discussions, prewriting work on interpreting a news
photograph, and class assignment.
Initial
writing exercise: Students will be graded on a ten-point scale
based on the thoroughness of their answers to each question.
10=
In depth thought and explanation of the question.
5= Answered each question.
Participation: Willingness to participate and share findings.
Pre-writing work: Completion of pre-writing task.
Class assignment: Students will be graded on a 25-point scale.
25= Excellent work.
20= Completed the assignment and followed instructions. Showed
creativity.
15= Completed the assignment and followed instructions.
10= Completed the assignment.
5= Incomplete assignment.
Standard
Visual
Arts Standard 4- Understands the visual arts in relation to
history and cultures. Benchmarks: Knows a variety of historical
and cultural contexts regarding characteristics and purposes
of works of art; Understands relationships among works of art
in terms of history, aesthetics, and culture.
Language Arts Standard 1- Demonstrates competence in the general
skills and strategies of the writing process. Benchmarks: Uses
a variety of prewriting strategies; Uses a variety of strategies
to draft and revise written work; Uses a variety of strategies
to edit and publish written work; Writes fictional, biographical,
autobiographical, and observational narrative compositions;
Writes descriptive compositions.
Language Arts Standard 2- Demonstrates competence in the stylistic
and rhetorical aspects of writing. Benchmarks: Uses descriptive
language that clarifies and enhances ideas; organizes ideas
to achieve cohesion in writing; Uses a variety of techniques
to convey a personal style and voice.
Language Arts Standard 8- Demonstrates competence in speaking
and listening as tools for learning. Benchmark: Makes informed
judgments about non-print media
