PHOTO PORTRAIT ASSIGNMENT

The Task: Part One

From the family picture you have chosen, select one person whose story you wish to discover. After doing the preliminary planning (as per the daily outline sheet) you are to interview the person or

someone in your family who can uncover their stories for them. As part of the interview you are to find out an interesting story about your chosen person’s life that you will write as a recount.

Part Two Once you have completed the interview process fill in your Museum Exhibit Data Sheet To ensure that you have all the information you require. You will then complete the written report of the story behind the photo. Plan your Museum Exhibit using a storyboard approach and complete your exhibit of the other areas of study.

Assessment Throughout the preparation for this assignment and as you progress through it you will be assessed using observational methods and through discussion with your teacher. The Rubric for Information Skills will be used to assess you on this assignment. You will be given feedback as you progress through the process and you will have the chance to improve on your work as you go along. All notes and planning documents must be kept in your assignment folder and you should be prepared to show them at any time. After you complete your Museum Exhibit you will be assessed by your peers and complete a final self assessment. Final Products 1. Written story that you uncover from the interview 2. Museum Exhibit Daily Outline Follow this to access all worksheets and planning materials

Remember! If you want to be successful follow the 4 keys

Organisation Getting Along Persistence Confidence

Daily Planning Outline Photo Portrait Assignment

Activity Outcomes Day 1. Making Observations. a) Show action picture on overhead. Make observations as a class using senses. b) Gather facts outside during walk around school. I see… I feel… I hear… I smell… I taste… Come back inside and share together. Add to own list. Make up a chart of observable facts .Worksheet 1 Day 2. Making Inferences. a) Revisit action picture. As a class, make inferences based on prior knowledge/ best guess/observations already made. Probably… I think… It might… b) Go back outside and now make inferences about what was observed in previous activity. Share and add inferences to class chart. Worksheet 2

• Observe historical photos and draw inferences (ICP Processing and Translating)

• Use observation and inference to write an explanation of an event (ICP Processing and Translating)

• Listen and respond to others’ ideas (English-Listening)

• Add to own ideas after discussion (English-Speaking)

• Place data in graphic organizers according to selected criteria (ICP Processing and Translating)

• Identify that information resources may be accessed in different visual forms (English-Viewing)

• Interpret events in terms of

what might have happened (ICP Processing and Translating)

• Group data in categories

according to appropriate criteria. (ICP Processing and Translating)

Day 3 Asking good questions. Using the stimulus of a news picture students write questions as a group of 3. Share questions with the class and categorise them according to students’ categories. Discuss other categories already known from literacy work.

• Prepare and present accurate summaries of group discussions (English- Speaking)

• Write questions, whose

answers would enable you to understand events pictured.(ICP Planning)

• Communicate orally and in writing (English-Speaking/writing)

• Adjust own behaviour to fit the dynamics of various groups and situations (ICP Planning)

Day 4

Activity Outcomes Day 4. What’s The Story? (SKRex) In pairs children access the SchoolKit Rex activity and complete the observations/inferences/questions From the news pictures. Using the above information write a story that might explain the events in the story. Day 5. a) What’s The Story? (2) Pairs share their story interpretations with each other and comment on what were facts and what were inferences. Discuss exemplary examples and what should be avoided. b) PowerPoint Family Tree (SKRex) (ongoing) Students prepare information for presentation, includes scanning pictures and adding voices to introduce family members.

• Describe events that

have occurred at particular places in the community (Time, Continuity & Change)

• Select information from a photograph to describe events (Time, Continuity & Change)

Day 6 Genealogy versus photo-story a) Discuss this example http://library.thinkquest.org/C001313/get1.htm b)Students take own photo and complete the What I Thought worksheet. Save it into your file. Email it as an attachment to your teacher. joyce.paula@stdominics.wa.edu.au

• Recognise and discuss the importance of oral traditions in past and present cultures. (Culture)

• Research the lives of

people from other times (Time, Continuity & Change)

Day 7 Starting with a Question Use the Outline grid to insert your family picture from your file. Complete the Observations/Inferences/Questions section. Save it in your file. Email it as an attachment to your teacher.

• Investigate the beliefs and social organization of a selected group (Culture)

Day 8 Final Presentation Discussion Introduce the students to the Museum Exhibit (SK Rex) and Museum Exhibit Data Sheet. Discuss requirements for final presentation and Information Skills Rubric for ICT component.

• Describe the respective roles of men and women in a particular group (Culture)

• Identify ways in which

cultural events serve to maintain family identity (Culture)

• Take notes (English-Writing)

Day 9 Interviewing Preparation a) Go through the Guide to Interviewing with the students. b) Direct children to the Photo Portrait Assignment Task and go through it together. c) Students begin to write Interview Questions to uncover the stories behind their photo. Use the Museum Exhibit Data Sheet as a guide to uncovering the information you want.

• Prepare summaries (English-Writing)

• Identify time periods through image (English-Viewing)

• Use a story board as an organizational strategy of main ideas related to a topic

Day 10 (and ongoing) Storyboard Students use one of the following examples of storyboards to plan their Museum Exhibit. The story board must be handed in as part of the assignment. (ICP Processing and

Translating) • Use planning aids to

organize ideas prior to writing (English-Writing)

Example 1 Example 2 Students then go to the SchoolKit Rex program Virtual Museum to complete their assignment. Remind them to save work regularly.

Final product to be submitted online through MyClasses eLF

• Operate a computer

using a prepared instructional and reference program (T&E Technology Skills)

• Prepare a presentation

that requires a creative solution to a problem (ICP Applying and Communicating Findings)

• Determine whether or

not information is pertinent to a topic (ICP Processing and Translating)

Day 11 (and ongoing)

• Recount in sequence several aspects of a personal event (English-Writing)

a) Go through recount framework with students:

• Although I already knew that… • I have learnt some new facts… • I also learnt that… • Another fact I learnt…

• However the most interesting fact I learnt was… Story Recount Students plan and write their story using the rubric as a guide to success. Story Recount Rubric

• Extract significant

ideas from supporting detail (English-Reading)

PHOTO STUDY

ACTIVITY 1: Making Observations During our walk around the school, observe what is around you and make notes of your observations in the boxes below. Try to observe things that are not immediately obvious. Be prepared to share your observations in class.

I can taste…

I smell… I hear…

I feel…

I see…..

PHOTO STUDY Activity 2: Making Inferences Walk back around the school following the route you took during the last activity. Look again at the observations you made and now make your ‘best guesses’ about them. Use the boxes below to record your ideas.

I think…

It might….. Probably…

What I Thought & What I Have Found

Fill in as much as you can of the "What I Thought" side now and as you take your photo through the steps of the Photo Portrait Assignment fill in any new answers or changes on the "What I Have Found" side.

1. What are the names of any person or persons in the photo?

What I Thought

___________________________________

What I Have Found

___________________________________

2. If you do have names then do you have any genealogy available about them?

What I Thought

___________________________________

What I Have Found

___________________________________

3. Where was the photo taken? Do you know the country, state, city, and street address?

What I Thought

___________________________________

What I Have Found

___________________________________

4. Where was the photo taken, country, state, city, and street address?

What I Thought

___________________________________

What I Have Found

___________________________________

5.What event, if any, is taking place? Possible events include a wedding, birthday, vacation, first day of school, new car, or a field trip.

What I Thought

___________________________________

What I Have Found

___________________________________

6. What type of photograph is it? Possibilities include black and white, color, tintype, etc.

What I Thought

___________________________________

What I Have Found

___________________________________

7. What identifying marks are on the photograph? What is the photo's condition?

What I Thought

___________________________________

What I Have Found

___________________________________

8. Do you know the photographer's name or business?

What I Thought

___________________________________

What I Have Found

___________________________________

9. Who may hold this photograph's story? Include contact information such as address and phone number.

What I Thought

___________________________________

What I Have Found

___________________________________

10. What other clues have you found by magnifying the photo?

What I Thought

___________________________________

What I Have Found

___________________________________

This is the printable Photo - Story Kit worksheet #2 of the 5 that are designed to be used with the web site "The UnWritten" /C001313/

What I Thought & What I Have Found

Fill in as much as you can of the "What I Thought" side now and as you take your photo through the steps of the Photo Portrait Assignment fill in any new answers or changes on the "What I Have Found" side.

1. What are the names of any person or persons in the photo?

What I Thought

___________________________________

What I Have Found

___________________________________

2. If you do have names then do you have any genealogy available about them?

What I Thought

___________________________________

What I Have Found

___________________________________

3. Where was the photo taken? Do you know the country, state, city, and street address?

What I Thought

___________________________________

What I Have Found

___________________________________

4. Where was the photo taken, country, state, city, and street address?

What I Thought

___________________________________

What I Have Found

___________________________________

5.What event, if any, is taking place? Possible events include a wedding, birthday, vacation, first day of school, new car, or a field trip.

What I Thought

___________________________________

What I Have Found

___________________________________

6. What type of photograph is it? Possibilities include black and white, color, tintype, etc.

What I Thought

___________________________________

What I Have Found

___________________________________

7. What identifying marks are on the photograph? What is the photo's condition?

What I Thought

___________________________________

What I Have Found

___________________________________

8. Do you know the photographer's name or business?

What I Thought

___________________________________

What I Have Found

___________________________________

9. Who may hold this photograph's story? Include contact information such as address and phone number.

What I Thought

___________________________________

What I Have Found

___________________________________

10. What other clues have you found by magnifying the photo?

What I Thought

___________________________________

What I Have Found

___________________________________

This is the printable Photo - Story Kit worksheet #2 of the 5 that are designed to be used with the web site "The UnWritten" /C001313/

Museum Exhibit Data Sheet

Person Studying

Historical Timeline

Date Description of Event Illustrations, photos, etc.

Geography

Location of area where the person being studied lived, travelled, explored, etc.:

Mountains, rivers, lakes, etc.:

Climate:

Society/Culture Famous Person:

Significant World Event:

Community Events:

Worship:

Games:

Traditions:

Songs:

Roles of Men & Women

Artefacts (Items of the time that inform us about what was happening. Example: maps, carvings, etc.)

Artefact What does it tell about the person?

I will put in my box… The colour of a bottlebrush tree. The shine of a golden key in the sun. The sparkle of a blue crystal. I will put in my box… A stripe of tiger’s fur The shell of a turtle’s back The happiness of when I met Emma and Thalia. I will put in my box… The sadness of coming fourth in the sports carnival race. The smell of a lavender plant in a dark forest. The colour of the whitest teeth that you could ever imagine My Magic Box is made out of … Stars with blue cellophane and pieces of a turtle’s shell. Wood painted bright blue and little blue crystals. Bright coloured pebbles. In my box I shall… Feel the fur of a bottlebrush tree. Brush the whitest teeth whiter. Touch the fur of the vicious tiger. By Tahlia G