How We See Ourselves
Title of Project: How We See Ourselves: A Photojournalism Project
Schools and Teachers
North Shore High School Teachers: Julia Soare Kim
ENL Proficiency Level | ENL Program | Standards | Technology
Emerging, Expanding, Commanding | Stand-Alone, Integrated ENL/ELA, Integrated ENL/SS, Integrated ENL/Math, Integrated ENL/Science | 9-10R1; 9-10R2; 9-10W2 | WeVideo, Book Creator
Assessments
Formative: Teacher checklists , student checklists, student self-assessment, peer editing, discussion
Summative: Multimedia presentations
Description
Students decided what untold story in the community they wanted to tell. From there, the plan was to interview at least one member of the community and create a photo essay to share the story with the community at ENL Family Night.
Content
I can use photojournalism techniques to explore, understand, and explain an issue or untold story in my community. I can integrate information from primary and secondary sources to tell a story and explain an issue.
Language
I can create my own open-ended interview questions and ask them to a member of the community. I can turn my interview into an essay that explores an untold story or issue in the community. I can integrate direct quotations into my writing properly. I can use descriptive language to explain the issue and experience of another.
Technology
I can use WeVideo, Book Creator or another digital presentation site/app to create a digital photo essay.
Student work
LINK TO North Shore High School Work Samples:
https://drive.google.com/drive/u/1/folders/1QISV5RyDXJw_EnWNFOtmZ2VErVlB1W3s
Procedure
Students discussed what community meant to them. They identified issues in their communities. They chose an issue to learn more about and at least one person who they could talk to about the issue. They created interview questions and interviewed their person. They also took pictures of the person and anything else that could help tell the story in pictures. We examined what makes a strong photo and looked at examples of photojournalism stories. Students found new articles (secondary sources) that had to do with their issues. Then students were going to write an essay that incorporated information from their interviews and secondary sources. They were going to use the pictures and the essay to create a presentation of their pictures and themselves reading the essay in both English and their native language.
DIFFERENTIATION
Question starters given to aid in creating interview questions
Teacher found articles on newsELA for low level students that connected to their topics, and read them together with the students
Essay scaffold
Students could use L1
Students discussed each part of the process --> some students were given then questions ahead of time or sentence starters to aid in discussion
Resources and Other Materials
https://drive.google.com/drive/u/1/folders/1QISV5RyDXJw_EnWNFOtmZ2VErVlB1W3s
Reflection
The students loved this project, but it was hard for everyone to stay on top of what they had to do outside of school (interviews and photos) and get it done in a timely fashion. We also only met every other day, and we usually could only spend part of the period working on this project or checking in. Everything was going pretty well until the school closure, and many of my students were struggling to do work in their content area classes, so this project was pushed to the wayside.