Photojournalism

= = ||=  || evidence when writing or speaking to support conclusions drawn from the text. || * Read and evaluate the quality of captions in professional and student publications; search for information in the written text as well as the photo as its own text. and ideas. || * Use photo spreads/stories/essays to discover, interpret, and analyze "main idea" of a news story. Summarize the main idea through photos alone. ||
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING = ||= **Photojournalism Activity/Lesson**
 * **Key Ideas and Details** ||  ||
 * 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
 * Write captions which draw on inferences of what is occurring in the photo. ||
 * 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details

(e.g., a section, chapter, scene, or stanza) relate to each other and the whole. || * Examine, evaluate, and create photo stories in which photos are used as story-telling devices. Choose the order and sequence of photos based on how they relate to one another and how they progress the story. ||
 * **Craft and Structure** ||  ||
 * 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text
 * 6. Assess how point of view or purpose shapes the content and style of a text. || * Discuss, complete, and compare various shooting assignments at the same location for various purposes and audiences e.g. photos of a football game for the yearbook vs. photos of a football game from the student section to put in your personal photo album. What shots are necessary for both? Who is the audience and what is the purpose for each? ||
 * **Integration of Knowledge and Ideas** ||  ||
 * 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. || * Study and write captions that support the newsworthiness of given photos, combining a few words with powerful images in order to tell a story.[[file:CaptionWriting.key]] ||
 * 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. || * View, compare, and contrast various photo collections compiled for the same subject, topic, or event, but for different audiences and purposes (e.g. post-game photos of MSU-UM football game taken for The State News' readers versus those taken for The Michigan Daily's readers). Evaluate their respective strategies. ||

organization, development, and style are appropriate to task, purpose, and audience. || * Complete a research assignment on one or more respected photojournalists in order to get a closer look at life in that profession; share findings in the form of a visual presentation (such as a PowerPoint) with the class. || of presentations. ||  || set clear goals and deadlines, and establish individual roles as needed. || * Work collaboratively in small groups on photo shooting assignments, arranging as groups scheduled times to shoot photos, aiding in using proper manual settings in order to enhance photos, and discussing quality photo ideas. || reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. || * Examine and evaluate various altered photos; evaluate the veracity of the truth they set out to perpetuate and the ethical responsibilities of the photographers and publications that tamper with and print those photos, respectively. and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. || * Examine and evaluate various altered photos; evaluate the veracity of the truth they set out to perpetuate and the ethical responsibilities of the photographers and publications that tamper with and print those photos, respectively. media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. ||  || assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. ||  || and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. ||  || interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ||   || of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.) ||  || writing. ||   || choices for meaning or style, and to comprehend more fully when reading or listening. ||   || analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. ||   || reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression ||   || usage when writing or speaking. ||   || over time, and is sometimes contested. ||   || Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. ||  || punctuation, and spelling when writing. ||  || different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ||  || for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. ||  || phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. ||  || word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ||   || meanings or parts of speech (e.g., conceive, conception, conceivable). ||   || glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. ||  || (e.g., by checking the inferred meaning in context or in a dictionary). ||  || nuances in word meanings. ||  || their role in the text. ||  || phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ||  || use strategies to improve expression in conventional language. ||  || redundancy. ||  ||
 * **Presentation of Knowledge and Ideas** ||  ||
 * 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
 * **Presentation of Knowledge and Ideas** ||  ||
 * 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
 * 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
 * =Speaking and Listening Standards= ||  ||
 * **Comprehension and Collaboration** ||  ||
 * b. Work with peers to promote civil, democratic discussions and decisionmaking,
 * b. Work with peers to promote civil, democratic discussions and decisionmaking,
 * c. Propel conversations by posing and responding to questions that probe
 * Discuss and debate the role of photographers and their photos in helping to shape the "truth" that a readership accepts. ||
 * d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
 * Discuss and debate the role of photographers and their photos in helping to shape the "truth" that a readership accepts. ||
 * 2. Integrate multiple sources of information presented in diverse formats and
 * 2. Integrate multiple sources of information presented in diverse formats and
 * 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
 * **Presentation of Knowledge and Ideas** ||  ||
 * 4. Present information, findings, and supporting evidence, conveying a clear
 * 4. Present information, findings, and supporting evidence, conveying a clear
 * 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
 * 6. Adapt speech to a variety of contexts and tasks, demonstrating a command
 * = COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR LANGUAGE = ||  ||
 * **Conventions of Standard English** ||  ||
 * 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ||  ||
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
 * 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
 * **Knowledge of Language** ||  ||
 * 3. Apply knowledge of language to understand how language functions in different contexts, to make effective
 * 3. Apply knowledge of language to understand how language functions in different contexts, to make effective
 * **Vocabulary Acquisition and Use** ||  ||
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues,
 * 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ||  ||
 * 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
 * =Language Standards= ||  ||
 * **Conventions of Standard English** ||  ||
 * 1. Demonstrate command of the conventions of standard English grammar and
 * 1. Demonstrate command of the conventions of standard English grammar and
 * a. Apply the understanding that usage is a matter of convention, can change
 * b. Resolve issues of complex or contested usage, consulting references (e.g.,
 * 2. Demonstrate command of the conventions of standard English capitalization,
 * 2. Demonstrate command of the conventions of standard English capitalization,
 * a. Observe hyphenation conventions. ||  ||
 * b. Spell correctly. ||  ||
 * **Knowledge of Language** ||  ||
 * 3. Apply knowledge of language to understand how language functions in
 * 3. Apply knowledge of language to understand how language functions in
 * a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
 * **Vocabulary Acquisition and Use** ||  ||
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and
 * 4. Determine or clarify the meaning of unknown and multiple-meaning words and
 * a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a
 * b. Identify and correctly use patterns of word changes that indicate different
 * c. Consult general and specialized reference materials (e.g., dictionaries,
 * d. Verify the preliminary determination of the meaning of a word or phrase
 * 5. Demonstrate understanding of figurative language, word relationships, and
 * 5. Demonstrate understanding of figurative language, word relationships, and
 * a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze
 * b. Analyze nuances in the meaning of words with similar denotations. ||  ||
 * 6. Acquire and use accurately general academic and domain-specific words and
 * 6. Acquire and use accurately general academic and domain-specific words and
 * = LANGUAGE PROGRESSIVE SKILLS BY GRADE = ||  ||
 * Subject-verb agreement ||  ||
 * Pronoun-antecedent agreement ||  ||
 * Choose words and phrases for effect ||  ||
 * Use complete sentences, recognizing and correcting inappropriate fragments or run-ons ||  ||
 * Correctly use frequently confused words (to/too/two, their/they're/there) ||  ||
 * Choose punctuation for effect ||  ||
 * Recognize and correct inappropriate shifts in verb tense ||  ||
 * Recognize and correct inappropriate shifts in pronoun number and person ||  ||
 * Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). ||  ||
 * Recognize variations from standard English in their own and others’ writing and speaking, and identify and
 * Recognize variations from standard English in their own and others’ writing and speaking, and identify and
 * Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. ||  ||
 * Vary sentence patterns for meaning, reader/listener interest, and style.‡ ||  ||
 * Maintain consistency in style and tone. ||  ||
 * Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. ||  ||
 * Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
 * Recognize and correct inappropriate shifts in verb voice and mood. ||  ||
 * Use parallel structure. ||  ||