Trinity University Digital Cmmns @ Trinity Understanding by Design: Cmplete Cllectin Understanding by Design 9-11-2009 Phtgraphic Eye: Capturing the Mment thrugh Persnal Narrative [8th-9th grade] Amy Andersn Trinity University Fllw this and additinal wrks at: http://digitalcmmns.trinity.edu/educ_understandings Part f the Junir High, Intermediate, Middle Schl Educatin and Teaching Cmmns, and the Secndary Educatin and Teaching Cmmns Repsitry Citatin Andersn, Amy, "Phtgraphic Eye: Capturing the Mment thrugh Persnal Narrative [8th-9th grade]" (2009). Understanding by Design: Cmplete Cllectin. 113. http://digitalcmmns.trinity.edu/educ_understandings/113 This Instructinal Material is brught t yu fr free and pen access by the Understanding by Design at Digital Cmmns @ Trinity. Fr mre infrmatin abut this unie, please cntact the authr(s):. Fr infrmatin abut the series, including permissins, please cntact the administratr: jcstanz@trinity.edu.
UNDERSTANDING BY DESIGN Unit Cver Page Unit Title: Phtgraphic Eye: Capturing the Mment thrugh Persnal Narrative Grade Level: 8 / 9 Subject/Tpic Area(s): English Language Arts Designed By: Amy Andersn Time Frame: 5 weeks, 90 minute perids, AB scheduling Schl District: Pineywds Cmmunity Academy Schl: Pineywds Cmmunity Academy Schl Address and Phne: 602 Suth Raguet St Lufkin, TX 75904 (936) 634-5515 Brief Summary f Unit (Including curricular cntext and unit gals): Students will explre the cnnectins between the writing prcess, art and memry. Thrugh the lens f phtgraphy and art, they will refine and publish a mment in time persnal narrative. This unit was created fr the beginning f the schl year, and serves the dual purpse f reviewing the writing prcess and helping students create meaningful cnnectins with each ther. Learning culminates as students prduce and present a literary magazine celebrating their wrk.
Unit: Phtgraphic Eye: Capturing the Mment thrugh Persnal Narrative Grade: 8 th / 9 th Stage 1: Desired Results Understandings Students will understand that Gd writers, like phtgraphers, capture a mment. We capture the mments in ur lives fr many reasns: t define ur cultures and identities, t create scial change, t persuade thers, etc. Writers ften use a single mment t represent smething greater. Writing is a prcess. Essential Questins Why d we strive t capture mments in time? Hw d writers and artists use captured mments? Hw can we use ur persnal experiences t make an impact? Wh are we as writers? What d we want ur audience t gain frm ur writing? Knwledge Students will knw The steps f the writing prcess Traits f gd writing The definitin f literary magazine Mre abut their fellw classmates Mre abut themselves Skills Students will be able t 18A: generate ideas and plans fr writing by using prewriting strategies such as brainstrming, graphic rganizers, ntes, and lgs. 18C: revise selected drafts by adding, elabrating, deleting, cmbining, and rearranging text. 18G: refine selected pieces frequently t "publish" fr general and specific audiences. 19D: analyze published examples as mdels fr writing. Stage 2: Assessment Evidence Perfrmance Task: As a class: Yur gal is t create a literary magazine centered n the idea f capturing the mment thrugh the cmbinatin f images and wrds. As a class, yu must cme up with a title fr ur literary magazine, a cver design, a cver page, a table f cntents, and an explanatin f what ur magazine is abut that answers the essential questins f the unit. As an individual: Yur gal is t capture a specific mment frm yur life cmbining text and image. While yu will nt be required t publish yur entire persnal narrative in ur literary magazine, yu have t include sme wrk in the magazine. If yu are squeamish abut sharing yur writing, yu can submit yur image and wrd clud instead. Other evidence: Develping a Negative Students will create an image in class that depicts the mment they chse t write abut. Image Grammar Jurnal Assignment In rder t help students capture the mment, we will be discussing the five basic brushstrkes frm Harry Nden s Image Grammar: Using Grammatical Structure t Create Writing.
Stage 3: Learning Activities Day 1: What is a Literary Magazine? Materials: cpies f different literary magazines (frm a variety f surces: high schls, universities, independent publishers), pieces f butcher paper with ne f the questins frm the wrksheet at the tp f each. Essential Questins: Hw can we use ur persnal experiences t make an impact? What is a Literary Magazine? Activity Put students int pairs, and give each pair a cpy f a different literary magazine and a literary magazine explratin wrksheet. Ask pairs t wrk tgether t cme up sme ntes abut their magazine that they can write n the butcher papers t share with the class. As the grups finish, have students d a gallery walk; as they lk at the wrk f their peers, they will cme up with three traits that literary magazines seem t share. One partner frm each pair will share their three traits with the rest f the grup. As a class, students will cme up with a list f traits and write them n a piece f pster bard t hang in the rm fr the duratin f the unit. Assigning the Perfrmance Task Surprise! Tell students that they are ging t be creating a literary magazine which will represent their high schl fr psterity. All the chices they make will have an impact utside f their classrm. They will be respnsible fr creating everything, frm psters advertising ur magazine t submissin frms. I will chse the theme fr the first issue, but at the end f the unit, they will get t chse the theme fr ur next issue. Hand-ut the Capturing the Mment: Literary Magazine Assignment Sheet and discuss timeline. Exit Slip: Hw can we cllectively use ur persnal experiences t make an impact n ur new schl cmmunity? Day 2: Review f the Writing Prcess Materials: phtgraphy equipment / negatives / prints in different stages f creatin, art cards (pick nes ut that tell a stry) Essential Questins: Wh are we as writers? What d we want ur audience t gain frm ur writing? Fcusing in n ur Wrk Lay art cards n a table fr students t pick up as they walk in. Tell them t chse the card that tells the mst interesting stry. After students have picked a card, give them each a Fcusing in n ur Wrk wrksheet. Ask them t study the image and draw the part f the image that draws their
fcus. Have students trade their images with a partner and repeat the same activity. Ask students t share sme f the ways that artists create fcus in their wrk and then brainstrm a few ways writers create fcus. Review f the Writing Prcess Pass arund the fllwing and talk abut the writing prcess while students take ntes n a graphic rganizer (culd use duble-entry ntes, Crnell ntes, etc). If yu are nt a phtgrapher, yu culd either leave this step ut r give students a different visual / tactile experience t help them remember the writing prcess (cking and sme scientific prcesses wuld wrk well). Negatives / Negative Prfs This is the brainstrming / prewriting stage; in this stage, yu are chsing yur subject and deciding what yu want t fcus n. Uncrpped, Underdevelped Image This is the drafting stage; in this stage, yu are getting smething dwn n paper. Yu draft is imperfect, but it has ptential. Different Crps / Levels f Expsure This is the revising / editing stage. In this stage, yu are figuring ut what t leave in, what t take ut; yu are mving things arund and develping yur writing with details. By nw, yu shuld be aware f yur audience and what yu want them t gain frm yur writing. Final Phtgraph This is the final draft stage. T thers, this stage may lk like a single step, but we knw the sweat, bld and tears that were needed t create ur baby, ur masterpiece, ur legacy. Remind students that this prcess als applies t creating a publicatin, like ur literary magazine. Hand-ut the Develping a Negative Wrksheet. Tell them this is their negative: the stage when they are chsing where they want t put their fcus. If there is time, they can start n this assignment tday. Exit Slip: What d yu, as an individual, want t d with yur writing? D yu want t persuade peple t d smething, d yu want t shw them mre abut yurself, r d yu just want a way t get things ut f yur head? Day 3: Examples f Gd Writing ( 16 Pictures f My Father ) Materials: cpies f Marin Winik s 16 Pictures f My Father frm her bk, Telling Essential Questins: Why d we strive t capture mments in time? Hw d writers and artists use captured mments? Begin Image Grammar Jurnal Explain that using image grammar, we are ging t be expanding ur writing palette the
next few weeks. The first f Nden s Five Basic Brush Strkes that we will cver is Adding an Abslute Brush Strke. These brush strkes will help us capture ur mments with mre sphisticatin. The activity fr this part f the unit will be cpied frm pages 3-5 f Image Grammar: Activity Bk. Pictures f Read excerpts f 16 Pictures f My Father tgether as a class. After students finish reading have them d a chalk talk with sme f the essential questins f the unit: Why d yu think Winik strives t capture mments in time? Hw des Winik use captured mments? Using Winik s wrk as an example, have students write fur t five pictures under the title: Pictures f. 1 One f these must include an abslute brush strke. Cntinue wrk n Develping a Negative Activity Exit Slip: Why d yu think peple want t capture the mments f their life? Give sme examples f hw peple capture these mments? Day 4: Buffer Day ( Develping a Negative wrk day + peer feedback unless they create these at hme) Day 5: Examples f Gd Writing ( On Keeping a Ntebk ) Materials: examples f student narratives (shuld have bth strng examples and weaker examples), cpies f Jan Didin s On Keeping a Ntebk frm Sluching Twards Bethlehem. Essential Questins: Why d we strive t capture mments in time? Hw d writers and artists use captured mments? What d we want ur audience t gain frm ur writing? Cntinue with Image Grammar Jurnal Prvide examples fr Adding an Appsitive Brush Strke. The activities fr this part f the lessn are n pages 6-7 f Image Grammar: Activity Bk. On Keeping a Ntebk and Audience Read an excerpt f Jan Didin s On Keeping a Ntebk as a class. Cntinue the Chalk Talk frm yesterday. Tday, students will be fcusing n the differences between Winik s and Didin s mtivatin fr capturing mments. 1 Activity develped by Jeff Andersn, authr f Mechanically Inclined: Building Grammar, Usage, and Style int Writer s Wrkshp (Stenhuse, 2005).
Why des Didin capture mments in time? Hw des Didin use these captured mments? After the Chalk Talk, ask students hw the audience fr Winik s 16 Pictures f My Father differs frm Didin s ntebks? Persnal Narrative Examples: Editrial Chices In grups f three, students will critique sme sample student mment in time narratives. Give students a few narratives and have them critique using a 6 traits rubric. Each grup will pick the strngest narrative their grup received, read it t the class, and then explain why they picked it. Ask students if they had t chse between all the narratives read t the class, which wuld they publish in ur literary jurnal. Exit Slip: Why d we write persnal narratives? D we write them fr urselves, fr smene else, r sme cmbinatin f bth? Day 6: First Drafts f Narratives Materials: lts f paper Essential Questins: Wh are we as writers? Cntinue with Image Grammar Jurnal Prvide examples fr Adding an Adjective. The activities fr this part f the lessn are n pages 7-8 f Image Grammar: Activity Bk. Drafting Narratives Give students the rest f the class perid t write the first draft f their persnal narratives. Be available t cnference with each student as they cme t a place where they wuld like sme help. Exit Slip: Rate yur cnfidence abut yur persnal narrative assignment. Rating a 1 means I made n prgress, I have n idea what I m ding ; rating a 10 means That was the best thing I ve ever written, I lve it. Cmments are als welcme. Day 7: Revising Narratives Materials: persnal narratives with prblems that need revisin n transparency (can use examples frm last year, r create purpsefully rugh persnal narratives) Essential Questins: Wh are we as writers? Cntinue with Image Grammar Jurnal Prvide examples fr Adding an Adjective. The activities fr this part f the lessn are n pages 9-10 f Image Grammar: Activity Bk. Revising Persnal Narratives
Put students int grups f fur and give each grup examples f persnal narratives that are deliberating disrganized; I think this wuld wrk best with examples frm the paragraphless, stream-f-cnsciusness style f persnal narrative. Tell students t pretend that sme students want feedback n their persnal narratives befre submitting them t the literary magazine. Have them write their changes in rganizatin with an exp marker t shw the student which revisins wuld make their wrk mst ready fr publicatin. They will present their changes t the class, practicing warm and cl feedback as if the student wh wrte the narrative was in the rm. Next, have students clck their wn narratives within their grups, using warm and cl feedback and a prtcl f yur chice. Exit Slip: Rate yur cnfidence abut yur persnal narrative assignment. Rating a 1 means I made n prgress, I have n idea what I m ding ; rating a 10 means That was the best thing I ve ever written, I lve it. Cmments are als welcme. Day 8: Revising Narratives (cntinued) Materials: Laptp Cart Essential Questins: Hw can we use ur persnal experiences t make an impact? Wh are we as writers? Turn-In Image Grammar Jurnal / Jurnal Checklist Secnd Drafts Students will use their peer revisins frm Day 7 t wrk n creating a typed secnd draft f their persnal narratives. If students finish early, they may begin wrking n the layut fr publicatin f their wrk. Exit Slip: Rate yur cnfidence abut yur persnal narrative assignment. Rating a 1 means I made n prgress, I have n idea what I m ding ; rating a 10 means That was the best thing I ve ever written, I lve it. Cmments are als welcme. Day 9: Final Drafts Materials: Laptp Cart Essential Questins: Hw d writers and artists use captured mments? Hw can we use ur persnal experiences t make an impact? Plishing Teach students hw t use Wrdle.rg. Students will make wrd cluds frm their persnal narratives; they can use these fr submissin in lieu f using their entire persnal narrative, r just use them t see their wrd chice graphically represented.
Students will als have sme time t finalize their drafts and artwrk. Publicatin / Layut Split student up int fcus grups. Give each grup f students several sample student publicatins and have them answer the fllwing questins n butcher paper: Which publicatin did yu like the best? What did yu like abut the publicatin? Hw culd we emulate parts f this publicatin with the resurces we have available? Have students chse grups fr tmrrw (by ranking them n a nte card): Cver design cmmittee: This cmmittee is respnsible fr cming up with a presentatin t help students decide n a cver. The cver design cmmittee will create a chice f at least tw cver designs fr the students t vte n. Their cver may be cmpletely riginal r include artwrk frm ther classmates. Layut and graphic design cmmittee: This cmmittee is respnsible fr cming up with a presentatin t help students decide n the fnts and final layut f the magazine. The layut and graphic design cmmittee will create a chice f at least tw fnt schemes and tw sample page layuts fr the students t vte n. Editrial cmmittee: This cmmittee is respnsible fr writing the cver blurb and rganizing table f cntents, cver page and bis. Public relatins cmmittee: This cmmittee is respnsible fr creating a plan t advertise ur literary magazine and cming up with prmtinal materials. If fundraising is needed fr publicatin, this cmmittee will als be in charge f creating a plan. On the last day befre publicatin, this cmmittee will becme the party planning cmmittee. Other: I nly have abut 15 students in each f my classes, s yu may need t change the rles fr a larger class size s that grups dn t get unmanageable. Exit Slip: Think f a title fr ur literary magazine. We will vte n this next class. If yu can t think f ne befre the end f class, think f ne tnight and hand in yur nte card next class. Day 10: Publicatin Materials: Mre stuff that yu culd ever imagine Essential Questins: Hw can we use ur persnal experiences t make an impact? What d we want ur audience t gain frm ur writing? Bis Shw students a few examples f writer bis fr literary magazines (especially the funny nes). Have each student write a bi fr themselves t be included in the literary magazine
Day 11: Publicatin Put students int grups and have them cmplete the tasks utlined in Day 9. Materials: Mre stuff that yu culd ever imagine Essential Questins: Hw can we use ur persnal experiences t make an impact? What d we want ur audience t gain frm ur writing? Students will present their wrk frm Day 10 and receive feedback Using this feedback, students will cntinue t wrk n their literary magazine tasks and reprt back t the grup at the end f the day. Day 12 (maybe later): Publicatin Party Materials: Fd? Décr? Essential Questins: Hw can we use ur persnal experiences t make an impact? What d we want ur audience t gain frm ur writing? Students will have sme way t celebrate their success as a staff! Give students extra credit fr presenting their wrk t the class. If yu are binding the magazine yurself, this is a great time t get sme extra help.
Name: Pd: Fcusing in n ur Wrk Lk carefully at the image yu have chsen tday. What d yu fcus n when yu lk at the image? D yu fcus n smene s face, smething that is happening in the backgrund, r smething else? Draw a quick sketch f the first thing yu fcus n in this bx: Hw did the artist get yu t fcus n that part f the image? Switch cards with yur neighbr withut lking at his / her paper What draws yur fcus in this new image? Hw did the artist get yu t fcus n that part f the image? Hw d writers draw ur attentin t certain parts f a memry r experience?
Develping a Negative Assignment Sheet T help yu develp ideas fr yur snapsht persnal narrative, yu will be creating an image that shws yur mment in a thughtful way. Think f this as the negative fr yur final prduct; it s the raw material that yu will use t inspire what yur later wrk. Guidelines: Yu can create yur image using the medium / material f yur chice. Yur image must thughtfully represent yur mment. Yur image must be rughly 8 x 10 (a little smaller than a sheet f cpy paper). Yu must get yur ideas apprved, and turn in the bttm f this assignment sheet tday. Yur image is due Name: Develping a Negative: Planning Sheet Descriptin f the mment I want t capture What is the significance f this mment? What made it imprtant? The materials I want t use t capture this mment
Capturing the Mment: Literary Magazine Assignment Sheet As a Class Yu will be creating the first issue f the PCA literary magazine; the theme f this issue will be capturing the mment. A literary magazine is a magazine dedicated t literature in the widest sense. Literary magazines ften have sme fcus, but can incrprate petry, shrt fictin, art and ther wrk all behind the same cver. Smetimes referred t as little magazines, literary magazines are usually indie (r independent) publicatins. Many schls and universities prduce literary magazines t shwcase the wrk f their students. T create a successful literary magazine, yu will need t cme up with the fllwing as a class: A title fr ur schl literary magazine A cver design A cver page An index A descriptin f what ur magazine is all abut that answers ur essential questins As Individuals Yu will be creating writing and artwrk t g in the first issue f the PCA literary magazine. Yur gal is t capture a specific mment frm yur life cmbining image and text. Requirements: Yu will write a mment in time persnal narrative (shuld be rughly ne page in length). Yu will carefully revise / edit yur narrative fr publicatin (specifics utlined in rubric). Yu will publish yur image and either yur entire persnal narrative r a wrd clud (created n www.wrdle.rg) versin f yur persnal narrative. Yu wrk must be submitted fr publicatin n:
Name(s):, Literary Magazine Explratin As yu and yur partner lk at yur literary magazine, discuss these questins (and jt dwn sme ntes t write n the crrespnding butcher paper). Wh publishes yur literary magazine (hint: lk at the inside cver and first few pages)? Why d yu think peple create literary magazines? What is the purpse f yur literary magazine? What kind f things des yur literary magazine include? Hw is yur literary magazine different frm nrmal magazines? Write dwn three cmmn traits f literary magazines (frm the butcher papers): 1. 2. 3.
Name: Individual Prject Rubric Exceeds Expectatins Appraches Expectatins Fails Ideas / Cntent This paper is clear and fcus ed. It hlds the reader's attentin. Relevant anecdtes and details enrich the central theme. The writer is beginning The paper has n t define the tpic, even clear sense f thugh develpment is purpse r central still basic r general. th eme. Organizatin The rganizatinal structure f this paper enhances and shwcases the central idea r theme f the paper; includes a satisfying intr and cnclusin. The rganizatinal structure is strng enugh t mve the reader thrugh the text withut t much cnfusin. The writing lacks a clear sense f directin. Vice The writer f this paper speaks directly t the reader in a manner that is individual, cmpelling, engaging, and shws respect fr the audience. The writer seems sincere, but nt fully engaged r invlved. The result is pleasant r even persnable, but nt cmpelling. The writer seems uninvlved with the tpic and the audience. Sentence Fluency The writing has an easy flw, rhythm and cadence. Sentences are well built. The text hums alng with a steady beat, but tends t be mre pleasant r businesslike than musical. The reader has t practice quite a bit in rder t give this paper a fair interpretive reading. Art Wrk Artwrk integrates seamlessly with narrative. The wrk is successful bth as a stand-alne piece and a cmpnent f the writing prcess. Artwrk attempts t capture the mment, but lack f artistic skill r chice f media prevents the wrk frm fully integrating with the text. Artwrk attempts t capture the mment, but lack f effrt prevents the wrk frm fully integrating with the text.