Phase II
Note to viewer: Click on image for full view of picture, as well as slideshow effect.
Photo Sequence
![Picture](/uploads/2/6/5/1/26517659/8686347_orig.png)
Reflection and Potential Instructional Activity
This project was based on events that occurred two years ago at my school. This is my original work. As I read the literature assigned and worked through this process there were many ways I saw how sequencing images could support students in the K-12 learning environment. The following English Language Art standard states:
ELACC7RL2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. The students will be required to understand the difference between theme and main idea.
Photos sequenced could help students to begin discussing a theme or main idea by looking at photos and finding visual elements (tone, mood, sensory details, connotative images or colors, characters, setting, etc.). Students will learn how both visual and literal elements are present when identifying visual elements. Teachers can ask students to practice summarizing text using facts and identify the theme (tone, mood, sensory details, connotative images or colors, characters, setting, etc.). Again, the repetition supports students’ understanding of visual and literal elements which supports reading comprehension.
Based on Georgia Standard SS8H3, a specific instructional activity to help students understand the different roles women played during the Revolutionary War, would be having photos sequenced to display a young woman at a tent hospital needing treatment for a wound. Often women disguised themselves as males so that they could fight during the war.
The photo sequence could flow as follows:
(a) woman dressed as soldier arrives wounded at a tent hospital; (b) doctor attends to woman, however, sees that she is not a man/soldier; (c) woman leaves hospital; (d) woman is walking in forest; (e) woman leans and sits down against tree; (f) woman puts stick of wood in between teeth; (g) woman takes needle and thread to stitch wound; (g) woman is grimacing in pain.
Georgia Standard SS8H3:
The student will analyze the role of Georgia in the American Revolution.
a. Explain the immediate and long-term causes of the American Revolution and their impact on Georgia; include the French and Indian War (Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence.
b. Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah.
Educational Benefits
The educational benefits of providing images in sequence is that we are teaching our students to be visual and print literate. Approximately 83% American students take pictures with their cell phones. Phones and cameras are more available and inexpensive to own. Photography is how our students relate and communicate with each other. Facebook, Instagram, Pinterest and many other photo-sharing websites are available to our students (Baker, 2012). Students retain information visually, and are able to transfer visual analysis to literary analysis (Robertson, 2006).
References
Baker, F. (2012). Visual LIteracy. Retrieved June 10, 2015, from http://market5.net/c/chapter-3-visual-literacy-iste-international-society-e11433.html
English Language Arts Georgia Standards of Excellence (GSE) 6-8. (2015). Retrieved June 9, 2015 from https://www.georgiastandards.org/Common-Core/Pages/ELA-6-8.aspx
Grade Eight Georgia Studies. (August 1, 2012). Retrieved June 9, 2015 from https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/Gr8-Social-Studies-Standard.pdf
Robertson, K. (2006). Visual Thinking Strategies for Improved Comprehension | ELL Topics from A-Z | Colorín Colorado. Retrieved June 10, 2015, from http://www.colorincolorado.org/article/13279/
This project was based on events that occurred two years ago at my school. This is my original work. As I read the literature assigned and worked through this process there were many ways I saw how sequencing images could support students in the K-12 learning environment. The following English Language Art standard states:
ELACC7RL2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. The students will be required to understand the difference between theme and main idea.
Photos sequenced could help students to begin discussing a theme or main idea by looking at photos and finding visual elements (tone, mood, sensory details, connotative images or colors, characters, setting, etc.). Students will learn how both visual and literal elements are present when identifying visual elements. Teachers can ask students to practice summarizing text using facts and identify the theme (tone, mood, sensory details, connotative images or colors, characters, setting, etc.). Again, the repetition supports students’ understanding of visual and literal elements which supports reading comprehension.
Based on Georgia Standard SS8H3, a specific instructional activity to help students understand the different roles women played during the Revolutionary War, would be having photos sequenced to display a young woman at a tent hospital needing treatment for a wound. Often women disguised themselves as males so that they could fight during the war.
The photo sequence could flow as follows:
(a) woman dressed as soldier arrives wounded at a tent hospital; (b) doctor attends to woman, however, sees that she is not a man/soldier; (c) woman leaves hospital; (d) woman is walking in forest; (e) woman leans and sits down against tree; (f) woman puts stick of wood in between teeth; (g) woman takes needle and thread to stitch wound; (g) woman is grimacing in pain.
Georgia Standard SS8H3:
The student will analyze the role of Georgia in the American Revolution.
a. Explain the immediate and long-term causes of the American Revolution and their impact on Georgia; include the French and Indian War (Seven Years War), Proclamation of 1763, Stamp Act, Intolerable Acts, and the Declaration of Independence.
b. Analyze the significance of people and events in Georgia on the Revolutionary War; include Loyalists, patriots, Elijah Clarke, Austin Dabney, Nancy Hart, Button Gwinnett, Lyman Hall, George Walton, Battle of Kettle Creek, and siege of Savannah.
Educational Benefits
The educational benefits of providing images in sequence is that we are teaching our students to be visual and print literate. Approximately 83% American students take pictures with their cell phones. Phones and cameras are more available and inexpensive to own. Photography is how our students relate and communicate with each other. Facebook, Instagram, Pinterest and many other photo-sharing websites are available to our students (Baker, 2012). Students retain information visually, and are able to transfer visual analysis to literary analysis (Robertson, 2006).
References
Baker, F. (2012). Visual LIteracy. Retrieved June 10, 2015, from http://market5.net/c/chapter-3-visual-literacy-iste-international-society-e11433.html
English Language Arts Georgia Standards of Excellence (GSE) 6-8. (2015). Retrieved June 9, 2015 from https://www.georgiastandards.org/Common-Core/Pages/ELA-6-8.aspx
Grade Eight Georgia Studies. (August 1, 2012). Retrieved June 9, 2015 from https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/Gr8-Social-Studies-Standard.pdf
Robertson, K. (2006). Visual Thinking Strategies for Improved Comprehension | ELL Topics from A-Z | Colorín Colorado. Retrieved June 10, 2015, from http://www.colorincolorado.org/article/13279/