George Washington High School
San Francisco, CA
Lesson 5: Word to Image,
Symbol to Image
Type of Lesson
Introduction to elements of business and literature
Grade Level
High school juniors
Time Allotment
Ten 50-minute sessions
Instructional Strategy
Lecture, analysis, individual composing, teamwork, following
procedure in the creation of a presentation product.
Objectives
Overall Conceptual Objectives
To develop students' awareness of business structure.
To teach students certain types of business communication.
To teach students interviewing skills.
Performance Objectives
Students will be able understand symbols and how they work.
Students will learn to apply this learning to choose appropriate
symbology for their own projects
Students will be able to make simple videos that illustrate
an understanding of symbols and how to use them.
Students will be able to conduct interviews.
American Literature
Activity 1
The teacher shows "The Plow that Broke the Plains." Students
write down their impressions and reactions to the film, writing
about impact, impression, and the story the film told. The teacher
should point out the muleskinner, migrant worker, tenant farmer
and other pertinent workplace vocabulary. The teacher introduces
Pare Lorentz picture, music word. The teacher shows related images
such as the wheat and tickers and band, and talks about symbolic
significance. The class discusses how image can be used to tell
a particular story. The teacher introduces the concept of documenting
America. While talking about the concept of genre, teacher explains
that Steinbeck used the realistic genre to document the stories
of certain segments of the population. The teacher introduces
title and allusion using "The River" with Mel Gibson, and shows
a clip from the movie. When the teacher talks about theme, he
or she will discuss how theme differs from plot. Homework: The
teacher asks the students to write three sentences each that explain
the theme of the book, Of Mice and Men. Again, the teacher
reminds students that theme is the author's message and not a
function of plot. Students use their worksheets and notes to write
their sentences. Some themes include loneliness, the importance
of family, friendship, the American dream, acceptance and belonging,
responsibility, employer responsibility. After students construct
sentences they go out and take pictures that tell the story of
their chosen themes. These can be digital images or Polaroid images.
The final product can be a Hyperstudio, electronic collage, PowerPoint
or a video product. The product should include evidence for their
choice as well as an impression of the chosen theme. They should
add music and text that are succinct and meaningful.
Activity 2
The teacher shows another documentary called "Power and the Land"
(directed by Jovis lvens). Students write about the comparison
between life on the farm without electricity and life on the farm
with electricity. Students have already completed the lesson about
business yesterday and today. Furthermore they have read to the
end of Chapter 4, so they know that the American dream has evolved
from owning a farm to being in the movies. Students list all of
the movie job titles at the end of the movie. Homework: Students
develop an organizational chart for a movie company and write
job descriptions for three jobs that they may want.
Activity 3
The teacher introduces a number of literary elements including
dramatic and poetic devices. The teacher asks students to identify
different elements used in Of Mice and Men. He or she then
asks students how they might convey these devices through image.
The teacher shows a number of images. These can be from advertising
or U.S. propaganda posters or other images. Students identify
the elements of literature from these images.
Homework: Students incorporate visual elements of literature
in their pictorial stories.
Activity 4: Students show their pictorial stories. After showing
their stories, teacher should explain how students can turn their
pictorial stories into an essay. The essay must include five paragraphs,
including an introduction, conclusion and three body paragraphs
that include two evidence sources for each paragraph.
Activity 5
Students develop a videotape training film that explains certain
human resources issues in the workplace and solutions by using
Of Mice and Men. Then they will go on to chronicle similar
problems in school.
Steps: In teams, students decide on one human resources
issue that they will try to solve. Each team works on a different
problem. Students write scripts. Each script must include a scene
from Of Mice and Men that illustrates a human resources
problem, as well as ways to alleviate the problem. After scripting
and receiving approval for scripts, students will storyboard each
script.
Activity 6
In teams, students develop a survey about human resource issues
that affect the school. Students begin with their own problems
and problems their friends have had at school. Students rewrite
and consolidate their questions. They examine published surveys
to develop rating methods such as Likert scales. Ultimately they
must decide what kind of information they will need and how large
their sample will be and how and when to give the survey. After
deciding all of this, each team writes a survey. Based on the
survey results, students select a human resource topic to address.
Computer Applications Activities
Activity 1
Students compare their charts and job descriptions. They reach
a consensus about the chart and descriptions. Students integrate
their new chart into the previous Hyperstudio model of the farm
and develop cards that show the comparisons between the two. Students
also word process their job descriptions. The job descriptions
are then 'posted.'
Assignment: Students must develop a resume and application
for the job that they want as part of a movie company.
Activity 2
Students continue working on resumes and letters in class. They
may also work on essays in class.
Activity 3
The teacher introduces the concept of the job interview. The
teacher talks about the components of the interview and how to
answer questions. Points to cover: Interviewee may ask the interviewer
to repeat the question; ask for questions that you don't understand
to be restated. Think about an answer; you may answer just one
part of a question; you may answer by talking about another topic.
During the job interview try to ask the interviewer what they
are looking for; answer in such a way that you are offering to
fill their needs. Remember grooming, posture and presence : dress
conservatively, don't chew gum, sit straight without fidgeting,
keep eye contact, smile every once in a while.
Activity 4
Members of the business community and their teacher interview
students for video/film documenting jobs. These interviewers give
each student a rating. Students are chosen for the job based on
their scores. Students make the documentary. They will learn postproduction
work such as editing and learn how to add sound, titles and effects.
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