2 Writing Through The Lens: Creating Camera Narratives
2.4 Lesson Plan #2

The Single Photo Short Story

Lesson Plan #2

Lesson Plan Title: You Tell The Story I Tell The Story

Concept / Topic To Teach: Point of view – two ways of “seeing” a story - the photographer/writer’s and the viewer/reader’s and the importance of clarity for a shared story.

General Goal(s): Students will practice making a photo which imparts enough contextual information that their partners will be able to “tell” the story the photographer intended.

Specific Objectives:

• Students will story map the information they hope to capture in their photos

• Students will use the vocabulary and concepts established in the last lesson to guide their work as well as incorporate and apply the new vocabulary

• Students will use a process of self editing to clarify their images

• Students will use a partner to establish how successful they have been in transmitting the story they wanted to tell through the photo

• Students will write a companion text for the photo

Required Materials:

• Cameras

• Computers (to download photos) preferably with printers

• Notebooks

Anticipatory Set (Lead-In):

• Ample opportunity to practice with the cameras and become familiar with the functions in a variety of settings

• Review of vocabulary

• New vocabulary

Literary – story map, plot, composition

Photographic – close up, long shot, focus, lighting, flash, composition

Step-By-Step Procedures:

• Students will be partnered according to teacher’s consideration of most effective pairs

• Students will construct their individual story /image plan or map, including all the important story elements which need to be told. As they write, discuss with the class the need to keep in mind that this is a single photo story so the details need to be simple and clear. They are “telling” a moment, not a novel, so too many details will confuse and distract the viewer. the teacher could include some examples, which illustrate a simple story.

• e.g. Subject is sitting at her desk in the picture foreground holding a paper with a grade on the top. She is looking at the paper with an angry expression. Around her are props from her recreational life (volleyball on lap, open magazine on desk, food snack on magazine). In the desks immediately beside her are classmates smiling at their papers and with their notebooks, texts and pencil cases sitting on their desks, neatly at the ready. The teacher, in consultation with the students, establishes the message of the photo and what are the picture cues which advise the readers’ conclusions

• When the maps are done, without telling the story to their partners, students will arrange their partners in the composition for the story shot. The photographer is free to include simple props and/or other minor characters. Remind them all to be mindful of the narrative potential of lighting, facial expression, setting, type of shot, and overall composition

• When each partner has completed a picture to their satisfaction (this should include ready access to the computers to review and edit their shots, re-shooting as necessary) they will come together for a post shoot discussion. This time, without input from the photographer, the partner tells the story she feels she is looking at. The photographer jots down the points as they are dictated, again without comment or input.

• When each partner has given her point of view about the details of the other’s picture story, the photographer shares her original story map. She then seeks input as to how the photo could be improved if she feels the viewer/reader missed key elements or read things she hadn’t intended. Remember that so long as all the key elements have been read correctly, minor observations not intended by the photographer but acknowledged by the partners as present might be left in as a happy accidents, if not, then ……

• Students will re-shoot the image if the story elements need further clarification. The idea is that the “teller” recognizes the need to be aware of her audience and to tell the story she really wants read.

• Partners have a final conference to review changes

• The photographer becomes writer and provides the companion text for the photo. If there is a printer, the final copies with photos will be handed in for marking.

Plan For Independent Practice:

• Students will take the cameras home and practice a number of compositions using home subjects and storylines. Continue to encourage preplanning and mapping before the shots are taken to encourage an organized, clear composition.

• Use the same sharing technique with family members to seek input on the success of the photo’s story clarity.

• Choose one photo for a companion text to be written and submitted for evaluation

Assessment Based On Objectives:

• Does the student use story mapping as an effective preparation and organizational tool?

• Does the student use the established vocabulary to guide the process?

• Was the process of editing apparent in both the photographic and written product?

• Did the editing process happen as a result of both self-reflection during the process and collaborative discussion with the partner afterward?

• Was the concept of point-of-view understood as a controllable element by the student?

• Was the text an effective reflection of the intent of the photo?

• Were the sentences varied and interesting?

• Were grammar conventions used properly?

Story Maps sites

www.educationoasis.com/curriculum/GO/character_story.htm

http://enchantedlearning.com/graphicorganizers/storymap/

www.educationoasis.com/curriculum/GO/character_story.htm

http://www.readwritethink.org/classroom-resources/student-interactives/story-30008.html