Page 122 - ELA_CA_HighSchool_Sampler_Flipbook

22 SpringBoard® English Language Arts Senior English
ACTIVITY 1.6
continued
Different Ways of Seeing the World
Analyzing Visuals/Art/Photographs Using the OPTIC Strategy
Brief Description of OPTIC Steps
Literal, Detailed Observations
Interpretation of Observations
Overview: Write down a few notes describing the visual and its subject.
Parts: Examine the parts of the visual by reading all labels, images, and symbols, noting any additonal details that seem important.
Title/Text: Read the title and any text within the visual. Read all labels and consider how they add to your interpretation.
Interrelationships: Use the title as your theory and the parts of the visual as your clues to detect and identify the interrelationships in the visual/art.
Conclusions: Draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in one or two sentences.
INDEPENDENT
READING LINK
Read and Discuss
Choose a key scene or character perspective from your independent reading that reveals an emerging motif or theme. Discuss
the scene with your peers, highlighting the evidence
in the text that illustrates the theme or motif you have identified.
Check Your Understanding
Which words from the previous page could you move to the Teach category? Which words would you still categorize with Q or H?
Writing to Sources: Explanatory Text
Write a brief essay that presents an interpretation of the photo’s mise en scène. Be sure to:
• Provide a concise thesis statement that presents your interpretation.
• Cite specific details from the image to support your interpretation.
• Use precise language of photography to describe the image and your interpretation.
ASSESS
ADAPT
ACTIVITY 1.6 continued
3 Connect with Reader Response Criticism by pointing out that individuals often read and interpret texts differently because they bring different personal experiences to the text. Ask students what personal connections they might have made that could have influenced their perceptions of the photograph.
4 Lead students in a group discussion, asking them to incorporate the language of photography as they share their interpretations.
5 Use think-pair-share to examine how students’ initial perceptions might have changed after participating in the class discussion. Ask students to explain what contributed to the shift.
6 Have students recategorize the photography vocabulary to check their understanding.
7 Direct students to work individually to generate a concise interpretive statement about the photograph in response to the writing prompt.
8 Have students respond to the Independent Reading Link in a discussion with their peers.
Check that students are comfortable with the meanings of the photography vocabulary from the activity. Look over their responses to the writing prompt to make sure their descriptions use the language of photography properly and understand the OPTIC strategy.
If students are struggling with analyzing the photograph, have them use the OPTIC strategy on a print advertisement. If time allows, let students examine additional photographs critically.
COMMON CORE STATE STANDARDS
22 SpringBoard® English Language Arts Senior English
Additional Standards Addressed:
10/2/15 11:08 PM
9781457304682_TCB_SE_G12_U1_B1.indd 22
W.11–12.2b; W.11–12.2d; W.11–12.4; W.11–12.10
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.