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Analyzing Photographs and Developing the Cartoon: Connecting Concepts and "The Things They Carried"

  • Preview of OPTIC Handout (Modified).docx - page 1
  • Preview of Coming Home.jpg
  • Preview of OPTIC Rubric.docx - page 1
  • Preview of SCAMS Cartoon.docx - page 1
  • Preview of SCAMS Rubric.docx - page 1
  • Preview of Social Commentary Cartoon.docx - page 1
  • Preview of Non-Print Student A.pdf - page 1
  • Preview of Killing Joke Panels.jpg
Subject English Language Arts — Reading Standards for Informational Text, Writing
Grade Level Grades 9-12
Resource Type Activity, Article, Handout
Standards Alignment
State-specific
License

Attribution Non-commercial ShareAlike

CC (BY-NC-SA)

Description
Resources
Standards
Reviews

This lesson is actually the next phase in scaffolding from my lesson on close reading and annotating the opening of Edgar Allan Poe's "Fall of the House of Usher". We ask students to read and annotate and respond to a prompt based on a specific reading all of the time. With this lesson, I'm after pushing the critical thinking and transference of these skills: Can students "read" a photograph, a non-print text? Can they annotate the photograph? Can they decipher a major concept or central theme / idea the photographer meant to capture? Can students take this same concept or theme and develop their own product (a cartoon or visual) without simply reproducing the photograph? Can they transfer an idea to a unique and personal product of their own?

So that's quite a heavy lift for students, but extremely useful and individually creative by lesson's end. The first task is to read a photograph, in this case a photograph from the Vietnam era that is the context for our novel, The Things They Carried, by Tim O'Brien. For this, we use the OPTIC method where a small group of students choose a photograph and complete the OPTIC handout. They finalize a theme(s) or concept(s) the photographer meant to communicate. They individually take that concept and craft their own cartoons to present to the class.

*Note: I find it helpful in the midst of this lesson to look at samples of cartoon panels as a class, looking at how professionals produce their visual stories. Using the SCAMS method here helps read cartoons, and guides students in creating their own. 

 

Resources

Files
Handout
February 13, 2020
0.1 MB
Article
February 10, 2020
0.3 MB
OPTIC Rubric.docx
February 13, 2020
0.1 MB
Handout
February 13, 2020
0.2 MB
February 13, 2020
0.1 MB
Activity
February 13, 2020
0.1 MB
Non-Print Student A.pdf
February 13, 2020
0.6 MB
Article
February 10, 2020
0.2 MB

Standards

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Reviews

5.0
1 Review
I like this lesson. I like
I like this lesson. I like the visual literacy aspect. The samples are also helpful.
lhuntley_1776409
October 25, 2018