1 Writing Through The Lens: Overview

Writing Through The Lens: Creating Camera Narratives

A project aimed at increasing student interest in writing and story-telling was launched in four district schools in the Spring of 2010. Digital cameras were provided for these four pilot classes for teachers to use with their students to enhance the writing program. Several interesting projects were begun including the introduction of “Flat Stanley” to Fort Severn. The project will continue during the 2010-2011 school year and will lead to a collection of student writing and photographs which will be showcased in the Spring of 2011.

To further support teachers in this initiative, the document “Writing Through the Lens: Creating Camera Narratives” was prepared for Kwayaciiwin by Kim Sweeney. This document is a set of 10 lessons which can assist teachers in making effective use of the cameras.

2 Writing Through The Lens: Creating Camera Narratives

Writing through the Lens

Creating Camera Narratives

A Multi-Level Unit on Language Literacy Using Digital Cameras

written for the Kwayaciiwin First Nation Student Success Program

by

Kim Sweeney, Curriculum Consultant, July 2010

First Nation Student Success Program (FNSSP)

Kwayaciiwin Education Resource Centre

P.O.Box 1328

43 Queen Street

P8T 1B8

(807) 737-7373

kwayaciiwin.com

2.1 Kwayaciiwin Curriculum

This unit was developed using the expectations of the Kwayaciiwin Curriculum with specific attention to the English Literacy Development document

KWAYACIIWIN CURRICULUM

English Literacy Development

(ELD) page 9

Ten Tips for Teaching English using Balanced Literacy

1. Oral Language- listening to understand, speaking to communicate, reflecting on oral

communication, skills and strategies

2. Media Literacy- understanding, creating, and reflecting on media literacy; forms, conventions and techniques

3. Read Aloud (daily)- whole class, rich literature, support writing forms, model think alouds, fiction/non-fiction

4. Shared Reading/ Shared Writing-

(a) enlarged text, charts, poems, reread daily, strategy teaching, modeling, decoding prompts

(b) teacher and student compose, teacher “holds pen”, interactive- student “holds pen”

5. Guided Reading/ Guided Writing (daily)-

(a) 4-6 students per group, flexible groupings, 15-20 minutes

(b) to review a recently taught skill in small groups

6. Reading Conferences- allows teacher to gather assessments

7. Independent Reading/ Independent Writing

(a) self-select books, browsing bins, read around the room, Home Reading program/ personal

book bags

(b) student self-selected topics

8. Word Study- high frequency words, word families, word parts (chunking), alphabet,

letter/sound

9. Modeled Writing- teacher as writer, topics include what students know about, recount

10. Writing Conferences- allows teacher to gather assessments

Share and Celebrate the successes of your students!

2.2 Literacy and the Digital Camera

Literacy and the Digital Camera

If a Picture is Worth a Thousand Words, Let’s Get Started!

Rationale:

What is a “Photo Essay” and how can it function as part of a literacy program?

A photo essay is a collection of images organized to “story” a progression of narrative events, emotions, and/or concept ideas. In other words, the photo essay uses the same story telling techniques as a written essay but translates these as visual images. As part of a literacy program at the elementary level, the photo essay can provide a highly engaging and accessible initiating framework for the development of reading and writing skills. The photos would act as the creative writing trigger or jumping off point. .

Our children are products of a world in which much of their learned input comes from visual information delivered through media sources - film, television, video and computer screen. They are sophisticated decoders of these visual cues, subtexts, and image driven plot lines. Those skills however, do not necessarily translate to the classroom where much of a student’s day focuses around their facility with written language and they may well be reluctant readers and writers.

Providing a student with his or her own digital camera to record teacher assisted story ideas is stage one in the process of personal storytelling. The camera quite literally gives immediate vision to the student’s “narrative voice” or “point of view”. In addition, unlike the more labour intensive process of editing in a written narrative, the student begins the process of self-editing with his choice of image. This kind of control and feedback is a confidence builder as well as a seductive incentive toward his buying into stage two which is the writing of companion text to his organized visual narrative.

Story telling takes practice but your students don’t need to be strong readers or writers to produce powerful photo essays. All they need is a bit of photographic technique, some creativity and sense of direction, and a sincere commitment to their task. Once they begin telling stories in pictures they will have a powerful tool to assist in comprehensive expressive literacy.

The birth of every story supposes two things; one – that there will be a teller of the tale and two - that there will be a listener. Literacy requires two more; that the teller will be the writer and the listener will be the reader and that the student will be comfortable in both roles.

Getting Ready

Maybe the easiest way to start is with -

The Single Photo Short Story

A photograph has the ability to convey emotion, mood, narrative, ideas and messages – all of which are important elements in story telling.

Thinking photographically then, a short story might be only one, or maybe two images.

These student images should attempt to capture the essence of what will become the accompanying written story.

Short story photos are probably shots that leave the viewer of the photograph with questions about what they are looking at. These single image stories can be very powerful because of what they don’t include in the shot as much as what they do include and allow a student a safe and consistent starting point from which to elaborate in written form.

Here are some considerations to discuss with your students before beginning their stories:

Introduce Relationship – When telling a story with only a single image think about including more than one person in the shot – when you do this you introduce ‘relationship’ into a photo, which will conjure up all types of thoughts in the viewers or readers of your shots.

Having said that, sometimes also carefully framing a second person OUT of your shot can add to the story you’re trying to tell. For instance leaving evidence in the shot of a second unseen person can add questions to the viewers’ minds (i.e. a shot of a person alone at a table with two cups of coffee in front of them – or a shot of someone talking animatedly to an unseen person). Unseen elements of a photo can add a lot.

Also think about

Context – what’s going on around your subject? What’s in the background? What do the other elements of the photo say about your subject and what’s going on in their lives?

Once your students are comfortable with the camera and have had ample opportunity to practice single photo storytelling you and they will be ready to move on to -

The Multiple Image Story

A common mistake that a new photographer often makes is that he thinks he needs to put every possible element of the story into each photograph that he takes. This leads to photos that can be cluttered, have too many focal points and which therefore confuse the viewer or reader of the photo. This of course directly correlates to the beginning writer who loses his way in the plot line and becomes lost and frustrated in the telling of unimportant or extraneous details.

One way to avoid this confusion and yet to still tell a good story with images is for the student to take a series of images instead of a single shot. What he is doing here is a step towards shooting a “personal movie” with his shots or in the terms of literacy, telling his story in a clear, concise, coherent way.

A series of photo shots used to tell a story can be anything from two or three images arranged in a frame through to hundreds of shots arranged in a photo album. A multiple image story that many of us will be familiar with is vacation pictures. Other multiple shot stories might include weddings, parties, pow wows, school events, hunting trips or holiday activities.

Structure

Good stories don’t just happen. They take planning and structure. Before your students start photographing their stories they need to consider what types of shots they might need to tell it.

Basic stories will usually include the components of introduction, plot/body and conclusion:

1. Introduction – shots that put the rest of the images into context. These shots introduce important characters that will follow, give information about the place (setting) where the story is happening, set the tone that the story will be told in (serious, humorous, mysterious, instructive, descriptive) and introduce the themes that the story will touch on (love, celebration, victory, discovery, loss, adventure…)

Introductory shots need to lead viewers into the body of the story. If you think about a good novel, it’s often the first few paragraphs that determine whether you will read the book or not – the same is true with visual stories. Introductory shots should give the viewer a reason to go deeper into the story and provide the student writer with the framework upon which he will expand his story.

So in a travel album – these shots might show the travelers packing, could include a macro shot of a map of the destination or of the tickets, the packed car etc.

2. Plot – good stories are more than just empty words. They explore ideas, feelings and experiences of the photographer/writer on a deeper level. Plot shots will probably make up the majority of the photographic story. They show what happens but also explore the themes and point of view, which will ultimately be translated, into words. To continue the trip example, these pictures might show landmarks visited, special group shots, funny events.

3. Conclusion – good storytellers are quite intentional about the way they end their stories. Last impressions count and it’s worth assisting your students to consider what lasting images they want to leave with the viewer of their photos and ultimately the reader of their stories.

Following our travel story example, concluding shots could be anything from the clichéd sunset shot through to airport shots, unpacking shots, plane shots, some shots from the last meal at the destination, signs to the airport etc etc.

Editing

Photographic story telling requires editing in the same way that written storytelling does and is a critical skill in literacy.

In the photo essay, editing happens on a number of levels and ranges from the editing of single photos (cropping, sharpening, enhancing of colors etc) through to the editing and presentation of the overall series of shots, which will become the story framework.

When the student presents his images as a series it is important that he learns to be selective with the shots he includes (and leaves out). In this way he learns not to overwhelm his reader/viewer (or himself!) but selects the best ones and arranges them in a way that best tells the story. Sometimes in the editing process the chronological order becomes less important because the story and the themes within it are more dominant.

2.3 Lesson plan #1

Using The Camera To Tell A Story

The Single Photo Short Story

Lesson plan #1

Lesson Plan Title: Who? What? When? Where? Why?

Concept / Topic To Teach: Learning to “read” a photo

General Goal(s): Students will become familiar with how to look at a photo and analyze what information the photographer is giving the viewer.

Specific Objectives:

• Students will be introduced to the vocabulary required to fulfill the tasks

• Students will analyze photos for their story content and interpret what they are seeing based on discussion and personal judgment using the established vocabulary

• Students will develop social skills and respect for the opinions of others through shared observations

• Students will practice the concept of individual point of view as well as shared perspective

• Students will record their conclusions through supported, organized observations

• Students will provide written consolidation of skills

Required Materials:

• Shared access to photo images – smartboard/ computer lab/ opaque projector

• A series of photos (5) for analyzing (use a search engine such as Google images) http://www.google.ca/imghp?hl=en&tab=wi

http://photobucket.com/findstuff/

http://www.flickr.com/

http://picasa.google.com/mac/

to find families, sports, children, teenagers, tourists). These images should include enough information that consensus on most of the 5 W’s can be reached.

• Notebooks

Anticipatory Set (Lead-In):

Students should be familiar with the words they will need to use in order to analyze and hypothesize effectively

• Vocabulary – characters, setting. mood, theme, conflict, point of view shot, frame, subject foreground, middle ground, background

Step-By-Step Procedures:

• Record the vocabulary on the board or chart paper and have students do the same in their notebooks

• Discuss and define the terms using a common photo and their dictionaries as reference

• Encourage group discussion, brainstorming why and when we take pictures (record all answers)

• Using these responses, discuss how a picture tells a story (use the common photo again)

• we see the subjects (characters)

• we see the location (setting –time, place)

• we see key objects and/or clothing details

• we see the mood (happy, sad, excited, angry, shy)

• we often see the occasion or the reason for the photo

• we see the photographer’s relationship or point of view toward the subject (admiring, loving, curious, afraid)

• In small groups, look at your first photo. Have students discuss and record together what story cues they can discern using the vocabulary established (point form)

• As a full group, come back to share, defend and justify the small group responses and record the points upon which the class has reached consensus

• In three to five sentences, collaboratively write the story of the picture

• Treat the second photo the same way

• For the final three pictures have the students work on their own points and simple story paragraphs

• Have students choose one paragraph to self edit and submit for assessment

Plan For Independent Practice:

• Discuss a family photo with family member(s) at home attempting to answer all 5 W’s and using the learned vocabulary

• Students will bring the picture to class with a written paragraph that tells its story

Assessment Based On Objectives:

• Does the student use the established vocabulary with a sense of understanding in relation to the photo?

• Does the student see the correlation between photo and story?

• Does the student share observations and encourage others in small and large group setting?

• Is the student able to draw more subtle inferences (the why of the story) from cues and subtext in the photo?

• Is the written paragraph a clear, concise, coherent telling of the photo content?

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

2.5 Lesson plan #3

The Single Photo Short Story

Lesson plan #3

Lesson Plan Title: Getting To Know Me In My Pictures -Who? What? When? Where? Why?

Concept / Topic To Teach: establishing the writer/photographer’s personal point-of-view through response photos

General Goal(s): Students will respond in photos to a series of 5W questions

Specific Objectives:

• Choose appropriate images to communicate meaning accurately and engage the

interest of their audience

• Write brief text to explain a picture or photograph

• Communicate ideas, opinions and information in a clear, coherent manner using

simple but appropriate organizational patterns for photos and text

• Communicate ideas about personal experiences and/or familiar stories and experiment

with personal voice in their finished work by responding to questions posed in an

individual and unique way

Required Materials:

• list of questions

• cameras

• computers

Anticipatory Set (Lead-In):

This lesson would work well as an introductory exercise at the start of the school year. It assumes the cameras have been distributed and that the preliminary concepts and vocabulary are familiar. The lesson provides for skill building in written, oral and visual communication with the student and his/her interests and ideas as the focus. It is a non-threatening exercise academically as there is no right or wrong answer for any of the questions.

Step-By-Step Procedures:

(all steps refer to the list of 5W questions on page 3 of this lesson)

• Distribute questions and reflect on the idea of point-of-view, reminding students that a photo is created through the photographer’s eye but read by the viewer as well. It is important to make the photo say clearly and simply what you want to tell/show the viewer.

• Discuss each question briefly without imposing a solution but clarifying language and discussing some general ideas or directions students might take.

• Assign or have students choose a partner to assist in #1 the self-portrait. Remind them that any of the questions can be answered by including other people in the composition as long as they keep themselves as the focus.

• Download photos to their files on computer and attach a brief written explanation for each photo which helps to clarify their ideas. You may choose to spread this activity over a number of days and include an oral sharing/discussion period after 3-5 questions. This will re-direct and focus students as well as reinforcing the concept of individual point-of-view as they share their photos.

• Compose the good copy with explanations and print for display in the classroom or hallway.

Assessment Based On Objectives:

• Do the images answer the questions posed with personalized response?

• Has the student made an attempt to engage his/her audience by expressing personal opinion in a creative way?

• Do the written explanations help to clarify and extend?

• Is the final presentation edited and free of grammar errors?

• Is the final presentation planned and organized using a simple coherent pattern?

5W Questions

1. Who do people see when they look at me? (have a partner take this picture for you and try to show your personality)

2. Who are the important people in my life? (this could be a group picture or a number of individuals)

3. What are 3 activities I love to do? (action shots/ even other photos of you in action or objects which represent the activity)

4. What was an important event in my life? (think of a creative way to show this day or time)

5. When am I most afraid? (try to show why as part of the composition)

6. When do I feel happiest? (there is no right or wrong way to express this. It could a photo of you with your friends, of you fishing at a favorite spot, of you listening to music – just try to be in the moment!)

7. Where are 2 of my favorite places? (these could be places you have been to or places you think are special. They can be very tiny like a secret hide-out or medium-size like a hockey rink or pretty big like a city or a province or even a country)

8. Where is someplace I hope to visit one day? (this one might be related to #8 or completely unrelated like outer-space or deep in the ocean or the top of Mt. Everest)

9. Why do people fight? (you can import images for this one or have classmates act out actions for you or think of symbols to represent what you are thinking)

10. Why do people drink or do drugs? (this will be kind of tricky to show in a photo but write down your answers and then talk to your teacher, parents or friends about how you might show that in a photo if you are having a hard time on your own-remember there is not only one right answer!)

3 Camera Stories Overview

Camera Stories Overview

Single Frame Consolidation and Overview

Students have now established a basic working vocabulary to use with their photo stories and experimented with the ideas of how to tell a story visually with a single photo and with words in a companion written story. They have discussed and had the opportunity to explore the idea of expressing point-of-view through the camera lens and on paper, and have practiced the literacy skills inherent in oral and written communication. A significant focus of these introductory lessons is a collaborative teacher and peer editing process aimed at paying attention to coherence and clarity in expression. This devilish pair of ‘C’s is a constant test for even practiced writers.

Perhaps most importantly, they should also have had ample opportunity to practice and have fun with the camera as they explore its technical and documentary possibilities. Often the best learning happens when we are curious, excited and self-directed.

You too will have had opportunity to assess and evaluate the progress of your students to see where skills need more development and if more time needs to be spent working on single frame storytelling before moving on to multiple photo narratives.

Photo Series

Now comes elaboration - telling the story through a series of photographs that expands on the ideas of narrative. Here we move into a more comprehensive idea of plot: recognizing and addressing the idea that plot is not just a series of unrelated incidents but rather a series of significant events and particular people which are dependant on each other in a certain time and place. The people or characters define these events through what they do, say, think or feel. There is consequence to action and therefore relationships or connections to be made.

Students should now be ready to add to their understanding of simple plot by looking at traditional plot structure. A simplified pyramid version establishes the parts of plot as introduction, rising action, climax, falling action and conclusion/ resolution.

This will become their new vocabulary and the focus of the next series of photo stories will be to consciously structure the segments of their narratives in these sections. Because traditional plot structure falls into 5 neat areas, the next group of photo stories will be shot in a series of 5, with one shot assigned to each of the 5 parts.

For older students, this format also nicely dovetails their early essay writing lessons within the language arts curriculum. Most teachers will follow the 5-paragraph pattern of introduction, 3 support body paragraphs and a concluding paragraph regardless of whether the intent of the essay is to describe, persuade, compare, explain or in this case to narrate.

As a segue into this expanded story telling, students will begin with an exercise that requires them to study comic strips as simplified stories.

3.1 Lesson Plan # 4&5

The Multiple Photo Short Story

Lesson Plan # 4&5

Lesson Plan Title: Beginning, Middle, End - Unscrambling the Story using comic strips to understand simple plot

Concept / Topic To Teach: understanding sequence and relationship

General Goal(s): Students will focus on understanding “story” as a series of related, coherent events told by a controlling narrator and create a pattern story using a cartoon strip as a model.

Specific Objectives:

Lesson 3

• Students will be introduced to the vocabulary required to understand and carry out the tasks.

• Students will study the cartoon strip frames as pieces of a coherent written and visual narrative

• Students will describe what is happening in the story based on the story elements both visual and written.

• Students will re-organize the cartoon frames into the most coherent sequence based on story cues

• Students will justify their sequence by describing the story cues using their previously acquired and new vocabulary

• Students will use transitional words to assist them in describing and organizing the cartoon frames by referring to the details of time/place and consequence (see new vocab)

Lesson 4

• Students will write a story modeled on their final cartoon strip from lesson 3 and which incorporates the specific objectives laid out in that lesson.

• Students will also incorporate dialogue from the cartoon strip

Required Materials:

• A collection of simple cartoon strips preferably 5-7 frames (coloured comics insert from weekend newspaper, copies of online cartoons for kids, copies of school library cartoon collections). You will need at least 2 strips for each child plus the 3 strips which you have copied as a class set for the group exercise.

• Glue sticks

• Scissors

• Paper strips to hold the finished sequences

Anticipatory Set (Lead-In):

• Vocabulary review

• Story Elements - character, setting, conflict, mood, point-of-view

• Picture references - subject, foreground, background

• New vocabulary

• • cartoon, frame, sequence, dialogue balloon

  • transitional words

    • Time/Place - first, then, after, meanwhile, before, suddenly, at last, finally, under, behind, beside, on

    • Consequence – because, since, so, so that, then, but

Step-By-Step Procedures:

Lesson 3

• Introduce the new vocabulary using class or online dictionaries for simple definitions. Discuss how we use transition words to show relationships in spoken and written speech.

  • First we had our breakfast, then we went to school.

  • My eyes are above my nose but beneath my eyebrows.

  • I stayed home from school yesterday because I was sick so I missed picture day.

• Review lesson #1 – the cues we use to “read” a picture

• Pass out the 3 copied cartoon strips to each student (all students should be viewing the same strips)

• Discuss how we read the stories of 2 of the cartoon strips together as a class, making reference to the key character(s), placement of figures and objects in the frame, expression on face(s)

(esp. eyes), body position, attire, setting, significant objects, actions and of course the text within the dialogue balloon.

• In case students don’t know, point out that dialogue is direct speech delivered by a character. In a cartoon it is indicated by placing the speech inside a balloon with the tail pointing at the speaker. A thought or dream is shown, by placing the dialogue or image inside a cloud balloon which again points at the dreamer or thinker.

• As you are discussing details together, be sure to use transition words to clarify and show relationships. Remind students that there are a lot more transition words than the little list you have given them because there are so many words that help to connect ideas and actions. They don’t need to know them all; they just need to connect their important details when they are telling a story.

• Now have students cut these 2 strips apart, numbering the backs of the squares so the proper sequence can be checked at the end of the exercise. Shuffle the squares and without checking the backs, re-order the strips using the cues previously discussed. Have students check to see that their order is correct and emphasize that sequence is a process decided and controlled by the writer or photographer or cartoonist in order to make the story as clear and sensible as possible.

• Do not discuss the 3^rd strip but have students number the frames on the back then cut them apart. Shuffle the frames and then using all the cues and story details re-order this final strip. Have students write a brief explanation of their choices using transition words wherever possible. Glue down the final sequence when they know it is correct.

• Discuss the 3^rd strip together when students seem to be done, noting the details they observed and the relationships they saw.

• Now, distribute the collection of cartoon strips not yet used, having each student choose one for themselves. Have them study it, number it and cut it apart. Then assign a partner to each student, and have them exchange shuffled strip squares with each other.

• Using the process already established have students re-order the strips sequentially to their satisfaction without checking the backs or gluing down. Then have them come together as partners to discuss the sequence, giving their justification orally to the partner. Have students check to see if the sequence is correct, clarify if a re-ordering is necessary and glue down the strip in proper sequence.

Plan For Independent Practice:

• Have each student choose a strip to take home. Number and cut it before leaving. With a partner at home, re-order the sequence discussing the written and visual cues and details. Check for accuracy, glue down and write out the justification by referring to each square as it relates to the new vocabulary. Wherever possible use relationship or transition words to clarify details. You may have them do this in point form or full sentences

for example

• The main character is Garfield the cat in the first frame. He is laying on his carpet and it is a close-up shot. Garfield is looking toward two mice who are standing by his face and smiling at him. He doesn’t seem very interested because his eyes are half closed, but he is looking back at them.

• In the next frame one of the mice shows Garfield his little guitar and he tells Garfield that they are going to sing him a song they wrote about him. Garfield does not even move or show any change except his pupils move to look at us instead of the mice. It is kind of like he is saying “ this I have to see ” but his mood is bored because his eyes are still half closed .

Assessment Based On Objectives:

• Does the student understand sequence as an ordered series of related events?

• Does the student use transition words to show relationship?

• Does the student refer to story elements and picture references to clarify details?

• Does the student take part in oral discussion?

• Does the student describe the cartoon frames in written form with appropriate elaboration and use of grammar conventions?

Lesson 4

Have students use their written justification and their cartoon strips to write a simple story. Remind students to focus on having a beginning, a middle and an end to their stories with one paragraph for the first frame (the introduction) at least 3 paragraphs for the middle (again, using the cartoon frames as reference) and one paragraph (last frame or two) for an ending. You are looking for a clear, sequential flow to the plot line with use of transition words to show relationship and time passage. Depending on the abilities of the writers some of the paragraphs will be longer and more complex than others but the measure of success here is that the stories are sequential and coherent.

Students should have a clear point-of-view/narrator. It is probably easier for them to use 3^rd person narrative but they could choose to be one of the central characters.

This is a good opportunity to reinforce the use of quotation marks for dialogue. Remind them of how the cartoon strip puts only the actual words spoken or thought inside the dialogue bubble. It is exactly the same in a written story except we put quotation marks at the beginning and end of the direct speech.

Assessment Based On Objectives:

• Does the student understand sequence as an ordered series of related events?

• Does the student use transition words to show relationship

• Has the student referred to story elements and picture references in the cartoon strip to clarify and elaborate the details of her story?

• Are dialogue and use of quotations used appropriately?

3.2 Lesson Plan # 6 & 7

The Multiple Photo Short Story

Lesson Plan # 6 & 7

Lesson Plan Title: Having Fun With HeyMilly - Your Own Beginning Middle and End

Concept / Topic To Teach: 5 Frame Storytelling using HeyMilly Wiki website

http://heymilly.wikispaces.com/5+Frame+Storytelling

this website provides a set of excellent student exemplars of 5 frame storytelling as well as an opportunity to submit their own work in a public forum.

Lesson # 6

General Goal(s): students will focus on creating a coherent 5 frame picture story of their own using the pattern of beginning, middle and end established in lesson #3.

Specific Objectives:

• Students will be introduced to their new vocabulary.

• Students will clarify the parts of a story.

• Students will identify those parts in a series of online student exemplars from the heymilly site.

• Students will storyboard their own 5 frame sequence according to the parts of a story and their own details of time/place and consequence.

• Students will shoot their story using feedback and editing from the storyboard process.

• If teacher desires students can post the finished products to the heymilly site.

• Students will write the companion story to their 5 frame photo essay.

Required Materials:

• Access to computer lab

• Cameras

• Paper and markers/pencils for storyboards

Anticipatory Set (Lead-In):

• Vocabulary review

  • Introduction body conclusion, characters, setting, conflict

  • Sequence, transition words

• New vocabulary

• rising action, climax, falling action, conclusion

Step-By-Step Procedures:

• Discuss new vocabulary by providing a chart that shows the parts of a story on an action pyramid eg.

  • Intro - characters and setting

  • Rising action - main conflict/problem, minor complications

  • Climax - highest point of action, resolution (solving) of problem

  • Falling action – final details tie up loose ends

  • Conclusion – lesson learned/message

• Students add this chart into their Camera Literacy notes (vocab)

• In the computer lab go to the heymilly site (address at top of lesson) and look at student exemplars

• Teacher follows the lesson format established on the home page. Note that this lesson plan was made for 7-8 yr olds but could work as effectively with 10-12 yr olds.

• Note the focus here is on predicting sequence by picture cues and consequence in the same way that they used prediction with their cartoon strips.

• When you are confident your students have studied, enjoyed and discussed the exemplars and are ready, follow the instructions for storyboarding their own stories.

Lesson #7

Is simply the follow-up companion story which students will by now have come to associate as the final part of the process. Heymilly suggests follow up writing using one of the 5 frame stories already provided on the site . This would be an excellent enrichment assignment and provide a valuable validating link between the student’s work and the work of other young photo essayists.

Plan For Independent Practice:

• Plan a storyboard based on some aspect of your home or family using ideas or themes touched upon in class.

• Shoot the 5 frame sequence remembering to consider each of the 5 parts of the story pyramid.

• Bring the story back to class for oral sharing.

Assessment Based On Objectives:

• Have students integrated the vocabulary in oral discussion and in storyboard planning?

• Are students making the appropriate connections between picture frames to illustrate coherence in plot line?

• Do students use transitional devices/words to show consequence and sequence in action?

• Do students use an editing process to strengthen visual and written work?

Extensions:

There are many links and extensions at the heymillywikispaces.com site which you may or may not choose to take advantage of but regardless of your choice, the concept of picture as a powerful link to literacy is an overriding theme and provides a community of like-minded individuals for you and your students.

4 Teachings of the Seven Grandfathers

Teachings of the Seven Grandfathers

Bravery, Honesty, Humility, Love, Respect, Truth and Wisdom

This theme has the potential to be developed into many diverse lesson plans which span the curriculum. Indeed the 7 Grandfathers may already be reflected in your strategic planning for values education. If so, the students will be familiar with the concepts and principles embraced by these teachings. As such they offer countless opportunities for storytelling.

Resource Sites:

http://heroworkshop.wordpress.com/2006/10/03/the-seven-grandfathers/

http://www.fourdirectionsteachings.com/transcripts/ojibwe.html

www.iamakindman.ca/IAKMKids/sevengrandfather.html

http://www.faculty.de.gcsu.edu/~mmagouli/ttnarr.htm

4.1 Lesson Plan #8

The Multiple Photo Short Story

Lesson Plan #8

Lesson Plan Title: The 7 Grandfathers Visit Me

Concept / Topic To Teach: Recognizing the Lessons of the Grandfathers in Our Daily Lives

General Goal(s):

Students will appraise their lives and illustrate through word and image one instance of recognition of each grandfather in their lives.

Specific Objectives:

• Students will share and compare orally how their daily lives are touched by each principle.

• Students will demonstrate understanding of the principles by providing photo examples from their lives.

• Students will defend their photographic choices with a clear, simple, written explanation.

• Through research in library, classroom or internet sources students will find a quote which reflects their feelings.

• Through example students will recognize, record and articulate how their lives are enriched by the Grandfather Teachings.

Required Materials:

• Cameras

• Computers and printers

Anticipatory Set (Lead-In):

Students will have had ample opportunity to become familiar with the 7 teachings as reality in their lives. They will have their own list with explanations/definitions and the examples from the last lesson. Their increasing facility with how to tell a picture story effectively should be reinforced with reminders to consider the type of shot, the person(s) in the picture, the objects included or excluded, the expressions and gestures, the lighting etc.

Step-By-Step Procedures:

• Group sharing of instances large or small where wisdom, love, respect, bravery, honesty, humility and truth played a role in their lives or the lives of family members.

• Students will storyboard their ideas with attention to picture details

eg.( Teaching–Love - close up shot, Mom hugging Dad, smiles on their faces)

• Students will shoot their examples. They should be encouraged to be part of the photo if they wish and in that case give clear directions to someone else (using their storyboards) as to how they want the photo shot.

• Images will be downloaded into the computers.

• Students will write the explanations of how the teaching is at work in their photos.

• Students will gather the appropriate quotes and incorporate them into the overall compositions using a pleasing font style, colour and artistic presentation.

• Students will pay special attention to correct grammar and spelling as well as giving credit to the author of the quote.

Plan For Independent Practice:

A portion of this project will be shot at home or independently in a setting of their choice. Encourage discussion with family members.

Assessment Based On Objectives:

• Did oral discussion reflect understanding and self-reflection?

• Are the photos personal and selective?

• Are the photos effective in the telling of a small moment?

• Do the explanations show appraisal and understanding of how the photo relates to the teaching?

• Are the quotes effective companion pieces and do they reflect insight in extending the teaching?

• Is grammar and spelling controlled and proficient?

• Is the finished piece visually effective with artistic considerations?

4.2 Lesson Plan #9

The Multiple Photo Short Story

Lesson Plan #9

Lesson Plan Title: The 7 Grandfathers Visit Me

Concept / Topic To Teach: Recognizing the Lessons of the Grandfathers in Our Daily Lives

General Goal(s):

Students will appraise their lives and illustrate through word and image one instance of recognition of each grandfather in their lives.

Specific Objectives:

• Students will share and compare orally how their daily lives are touched by each principle.

• Students will demonstrate understanding of the principles by providing photo examples from their lives.

• Students will defend their photographic choices with a clear, simple, written explanation.

• Through research in library, classroom or internet sources students will find a quote which reflects their feelings.

• Through example students will recognize, record and articulate how their lives are enriched by the Grandfather Teachings.

Required Materials:

• Cameras

• Computers and printers

Anticipatory Set (Lead-In):

Students will have had ample opportunity to become familiar with the 7 teachings as reality in their lives. They will have their own list with explanations/definitions and the examples from the last lesson. Their increasing facility with how to tell a picture story effectively should be reinforced with reminders to consider the type of shot, the person(s) in the picture, the objects included or excluded, the expressions and gestures, the lighting etc.

Step-By-Step Procedures:

• Group sharing of instances large or small where wisdom, love, respect, bravery, honesty, humility and truth played a role in their lives or the lives of family members.

• Students will storyboard their ideas with attention to picture details

eg.( Teaching–Love - close up shot, Mom hugging Dad, smiles on their faces)

• Students will shoot their examples. They should be encouraged to be part of the photo if they wish and in that case give clear directions to someone else (using their storyboards) as to how they want the photo shot.

• Images will be downloaded into the computers.

• Students will write the explanations of how the teaching is at work in their photos.

• Students will gather the appropriate quotes and incorporate them into the overall compositions using a pleasing font style, colour and artistic presentation.

• Students will pay special attention to correct grammar and spelling as well as giving credit to the author of the quote.

Plan For Independent Practice:

A portion of this project will be shot at home or independently in a setting of their choice. Encourage discussion with family members.

Assessment Based On Objectives:

• Did oral discussion reflect understanding and self-reflection?

• Are the photos personal and selective?

• Are the photos effective in the telling of a small moment?

• Do the explanations show appraisal and understanding of how the photo relates to the teaching?

• Are the quotes effective companion pieces and do they reflect insight in extending the teaching?

• Is grammar and spelling controlled and proficient?

• Is the finished piece visually effective with artistic considerations?

5 Storyboards

Storyboards

Storyboards are a great way to evaluate student's understanding of important events in a novel, film or as in this case, a photo series. The students enjoy the artistic aspect as well!

1. Distribute a piece of 8 ½ x11”paper to each student or group.

2. Have the students fold the paper as many times as you direct, to create "cells" for each action event (probably 6-8 squares).

3. Direct students to think of the main topic or happening they wish to capture. Have them look at their cells and imagine what would be happening in each square. It helps if students first list these events on a sheet of paper in chronological order to clarify sequence and details. This will avoid confusion later and reinforces the idea of pre-planning and editing.

4. Students will then draw a series of thumbnail sketches, in chronological order, into the appropriate cells, labeling each with a sentence explaining details to be included. This can be done directly on the paper, or they may use small pieces of plain white paper or sticky tabs, which are then glued or stuck into each cell on the paper.)

5. Display the storyboards in the hallway for other students to see. It can become a book report in pictures or in this case a record of the pre-planning process!

Sequence

A sequence is a series of individual events that are put in a proper order. It is a road map of events or steps to follow. Examples include:

alphabetical and numerical order; a recipe, assembly instructions, a table of contents, a class list, a production flow chart, block diagram, and a story board

Before any recipe, cartoon, commercial, or TV show is made, the chef, cartoonist, photographer or film-maker needs to know the proper sequence or order in which to put things.

Storyboards

A storyboard is a special type of sequence. It provides a visual description of the shots, in their proper order or sequence.

6 Online RESOURCES For Camera lessons

Online RESOURCES For Camera lessons

1. Smithsonian collection-Every picture has a story

http://www.smithsonianeducation.org/images/educators/lesson_plan/every_picture/every_picture.pdf

2 Photo Essay lesson plan http://www.hctc.commnet.edu/artmuseum/anseladams/lessonplans/lesson_photohistory.html

3.Photo analysis worksheet

http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf

4.Storyboard template

http://www.archives.gov/education/lessons/worksheets/photo_analysis_worksheet.pdf

5. A Picture’s Worth a Thousand Words: From Image to Detailed Narrative

http://www.readwritethink.org/classroom-resources/lesson-plans/picture-worth-thousand-words-116.html

6.Teaching with cartoon strips

http://www.teachingenglish.org.uk/try/activities/activities-using-comic-strips

7 Comics in the Classroom as an Introduction to Narrative Structure

http://198.104.156.44/lessons/lesson_view.asp?id=223

8. 7 Grandfather Teachings

http://heroworkshop.wordpress.com/2006/10/03/the-seven-grandfathers/

http://www.fourdirectionsteachings.com/transcripts/ojibwe.html

www.iamakindman.ca/IAKMKids/sevengrandfather.html

http://www.faculty.de.gcsu.edu/~mmagouli/ttnarr.htm

7 Teaching Aboriginal Students English as a Second Language

The Following PowerPoint contains lessons for teaching Aboriginal Children English as a Second Language.  It is an amazing resource and provides helpful lessons for teachers to get them started on the quest to bring culture and community into the classroom and tying into literacy as well.

Thanks so much to Anne Andreassen in Poplar Hill for sending this package.

powerpointpresentation