Taking Photographs - Amazon Simple Storage Service (S3)
Level M/28
Taking Photographs How-To
TEACHER’S GUIDE Skills & Strategies
Anchor Comprehension Strategies •• Summarize Information •• Identify Sequence of Events Phonics
•• Consonant digraph ph •• Hard and soft c
Content Vocabulary •• Photography words
Grammar/Word Study •• Greek roots
How-To Big Idea
•• Students can make a pinhole camera from materials that are easy to find.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
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e n c h m a r k
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d u c a t i o n
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Small Group Reading Lesson Anticipation Guide Before After Reading Reading hotographs are pictures that P form on a surface sensitive to light.
yes
Some cameras develop pictures right inside the camera.
yes
All cameras need film.
yes
pinhole camera uses A photographic paper.
no
A safelight is a special bulb on a digital camera.
yes
ou can only use a pinhole Y camera one time.
yes
Day 1 Activate Prior Knowledge Show students the cover of the book and read the title. Point out the “how-to” icon at the top left of the book. Ask: • What do you know about the kind of information you find in a how-to book? • What do you think you will find in a book about how to take photographs? Involve students in a discussion about photography and cameras. Distribute copies of the anticipation guide (p. 11). Explain that some of the sentences about photography and cameras are true and that some are made up. Students are to write “Yes” or “No” to show if they think a statement is true or false. Have them read the statements and complete the “Before Reading” column. Then have them discuss their ideas and explain their answers. Tell them that they will return to the guide as they finish reading each chapter to see what statements the book has explained.
Preview the Book Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What page would you go to if you wanted to read about making a pinhole camera? Let’s go to that page. • What do the pictures and labels on page 9 show you? Point out the word darkroom in bold type. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. Some students may benefit from a discussion of the words in the glossary before they read the book. You may want to read through the words and their definitions and answer any questions students may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what pages can I find out about film? • On what pages can I find out about a safelight? Let’s turn to these pages to see what we can find.
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Taking Photographs © 2012 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapter 1, pp. 2–7 Have students turn to page 2 and read the heading. Say: Let’s read this first chapter silently to find out what happens inside a camera when you take a picture. Monitor students’ reading and provide support when necessary.
Monitoring Reading Strategies BEFORE READING • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. DURING READING • Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. AFTER READING • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • I noticed, [student’s name], that you used the glossary at the end of the book to help you. That is a good strategy to use. • [Student’s name], I saw you dividing the word sensitive into syllables and sounding out each syllable. That is good reading.
VISUAL CUES • Look at the initial letters. • Break the word into syllables and sound out each part. • Look for familiar chunks within the word. • Think about what sound the vowel makes in the word. STRUCTURE CUES • Think about whether the words in the sentence sound right. MEANING CUES • Think about what makes sense in the sentence. • Look at the pictures to confirm the word. Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.
You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • What happens inside a camera when you take a photograph? (A shutter opens and lets light into the camera. When the shutter is open, the light shines on a light-sensitive surface, such as film, forming an image. pp. 6–7) (Locate facts) • Look at your anticipation guides. Can you confirm or revise any of your predictions after reading the chapter? (yes, statements 1–3) (Locate facts) • Do all cameras need film? Explain your answer. (Digital cameras do not need film. With a digital camera, you can take a picture and download it to a computer. p. 5) (Locate facts) © 2012 Benchmark Education Company, LLC
Taking Photographs
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Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapters 2–3, pp. 8–15
Anticipation Guide
Photographs are pictures that form on a surface sensitive to light.
yes
yes
Have students turn to pages 8 and 12 and read the headings. Say: Let’s read these chapters silently to learn about what a pinhole camera is. Monitor students’ reading and provide support as necessary.
Some cameras develop pictures right inside the camera.
yes
yes
Build Comprehension
All cameras need film.
yes
no
ASK AND ANSWER QUESTIONS
A pinhole camera uses photographic paper.
no
yes
A safelight is a special bulb on a digital camera.
yes
no
ou can only use a pinhole Y camera one time.
yes
Before After Reading Reading
Help students review their purpose for reading the chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • What is a pinhole camera? Show me where the book tells you this. (It is a simple camera that lets in light through a pinhole. p. 8) (Locate facts) • Look at your anticipation guides. Were any statements explained in these chapters? (yes, statements 4–5) (Locate facts) • What is the first step in making a pinhole camera? (painting the inside of a shoe box and lid black and letting them dry, p. 10) (Locate facts) • What kind of light do you need when you are loading a pinhole camera? Why do you need it? (You need a safelight, which uses red light, so you can see to load the camera without affecting the photographic paper.) (Locate facts/Identify cause and effect) • How well do you think a pinhole camera would work if you used regular paper instead of photographic paper? Explain your answer. (It would not work. Photographic paper is coated with chemicals that make the paper sensitive to light so that an image will form on it.) (Draw conclusions)
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Taking Photographs © 2012 Benchmark Education Company, LLC
Day 2 Review Chapters 1–3 Have students review what they previously read about photography and cameras. Ask: • What role does light play in taking a photograph? • What materials do you need to make a pinhole camera? • What are some new words you have learned from your reading so far?
Set a Purpose for Reading: Chapter 4, pp. 16–19 Have students turn to page 16 and read the heading. Say: Let’s read this chapter to learn about the steps in taking a photograph with a pinhole camera. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use their background experience and prior knowledge, as well as information in the text, to answer questions. Ask: • What are the steps in taking a photograph with a pinhole camera? (Put the camera in a sunny spot with the shutter facing what you want to photograph. Lift the shutter and tape it open, keeping the camera in place for three to five minutes. Remove the tape. Take the paper from the camera in the darkroom.) (Summarize information) • Look at your anticipation guides. Were any of these statements explained in this chapter? (yes, the last statement) (Locate facts) • What would happen if you took the paper out of your camera in normal light instead of in a darkroom? Explain your answer. (The photograph would be ruined because the whole paper would be exposed to light instead of just the photographed image.) (Draw conclusions)
Teacher Tip Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the text. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine back- ground knowledge with information from the book. • Questions that relate to the book topic but require students to use only back- ground knowledge and experience, not information from the book.
Taking Photographs © 2012 Benchmark Education Company, LLC
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Small Group Reading Lesson
(continued)
Build Comprehension: Chapters 1–4
Anticipation Guide Before After Reading Reading Photographs are pictures that form on a surface sensitive to light.
yes
yes
Some cameras develop pictures right inside the camera.
yes
yes
All cameras need film.
yes
no
A pinhole camera uses photographic paper.
no
yes
A safelight is a special bulb on a digital camera.
yes
no
You can only use a pinhole camera one time.
yes
no
ASK AND ANSWER QUESTIONS • Which statements on the chart are false? What words could you change in those statements to make them true? (Answers will vary.) (Locate facts) • What parts are in a regular camera but not in a pinhole camera? (shutter release button, viewfinder, lens) (Compare and contrast) • What are some reasons to make a pinhole camera, even though you could take better pictures with a regular camera? (It teaches how photography works. It is fun.) (Make inferences) • If you had to take a lot of photographs in one place, where would that place be? What kinds of photographs would you take? (Answers will vary.) (Use creative thinking) SUMMARIZE INFORMATION Model Define for students the concept of a summary. Explain that it is often necessary to write a brief account of information. Distribute copies of the Summary Web. Copy the graphic organizer on the board and model for students how to record important information as they write on their webs. Say: Texts that tell how to do something, such as how to take photographs, contain many facts and details. Sometimes it is useful to summarize this information. When you summarize you give the most important information using as few words as possible. One way to summarize information is to write it on a graphic organizer like this one. Let’s write the main topic of the book in the center circle: “Taking Photographs.” Now we want to write the most important facts about the topic in the outer circles. This book gives several kinds of information about cameras and photographs. Let’s start by deciding on the main categories of information. The book tells about the history of photography. Let’s write “History of Photography” in one circle. What details can we write about this? Let’s review the text, but remember, we need to summarize what the book says. Let’s write “early 1800s,” “photos expensive and difficult,” “30 minutes to take one photo,” and “for special occasions only.” What other categories of information does the book tell about?
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Taking Photographs © 2012 Benchmark Education Company, LLC
Practice and Apply Help students decide on other main topics in the book, one topic for each remaining circle. Then have students summarize the details about each topic and write the information in the appropriate circle. Make sure students remember that summarize means using fewer words than the book does. Model further if necessary. Encourage students to choose only the facts that they think are the most important.
Summary Web History of Photography early 1800s photos expensive and difficult 30 minutes to take one photo for special occasions only
Taking Pictures With a Pinhole Camera put camera down, shutter facing subject remove shutter leave in place three to five minutes put shutter back take out photographic paper
Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text.
How Cameras Work shutter controls light entering camera shutter opens, and light shines on film image forms on film shutter closes
Taking Photographs Making a Pinhole Camera paint inside of shoe box and lid black put pinhole in side of box tape index card to cover hole put photographic paper inside box
Teacher Tip
Types of Cameras manual digital instant pinhole
• Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to make inferences and draw conclusions? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect the ability to summarize by choosing and condensing important information from the text? If students are having difficulty, provide more modeling.
Taking Photographs © 2012 Benchmark Education Company, LLC
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Small Group Reading Lesson
(continued)
Small Group Writing history ancient Greeks held first Games first modern Olympics in late 1800s
famous athletes Michelle Kwan Carl Lewis
The Olympic Games
locations in cities around the world—Sydney, Barcelona, Salt Lake City
MODEL THE WRITING
when they are held originally Winter and Summer Games every four years now Winter and Summer Games alternate every two years
events early events—mostly races today many events— figure skating, bobsledding
Show students how they can use the graphic organizer to help them plan their own writing. Copy the graphic organizer on the board. Decide on a topic for descriptive or informative paragraphs, such as “The Olympic Games.” Tell students that the first step is to decide on the subtopics. Have them suggest subtopics, such as “history,” “when they are held,” “events,” “locations,” and “famous athletes.” Record their suggestions on the graphic organizer. Then discuss what details they want to include. Students may need to research to find the details. Add the details to the graphic organizer.
Tell students they now have a plan for writing: They know the main topic, subtopics and details. Have students suggest sentences that use and expand on those details. Record their suggestions. Read aloud the completed paragraphs and ask students if they need to clarify any information. Show them how to edit the paragraphs. The completed writing might be similar to the following:
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread Taking Photographs with a partner. Have them read the text together and then take turns reading it to each other.
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Taking Photographs
“The Olympics were first held by the Greeks in ancient times. The Greeks had simple events, such as races. In the late 1800s, the first modern Olympics were held. They were held every four years. Now the winter events and the summer events alternate every two years. “Today the Olympics have many events. These include everything from figure skating to bobsledding. There have been many famous Olympic athletes, such as Michelle Kwan and Carl Lewis. The Olympics have been held in cities around the world, including Sydney, Barcelona, and Salt Lake City.” APPLY (INDEPENDENT WRITING) Give each student a blank copy of the graphic organizer. Tell students they are to write an informative or descriptive paragraph on a topic such as natural disasters or caring for the environment. They should first use the summary web to organize their topic, subtopics, and details.
Connect to Home Have students read the take-home version of Taking Photographs to family members. © 2012 Benchmark Education Company, LLC
Skills Bank: Decoding Phonics: Consonant digraph ph Write photograph on the board. Ask students what sound they hear at the beginning and at the end of the word. (/f/) Circle the beginning and ending ph and explain that ph makes both /f/ sounds in photograph. Have students search the text and find another word in which ph makes the /f/ sound. (cellophane, p. 13) Write the word fine on the board. Say the word with students and circle the f. Point out that there is really no way to tell when /f/ is spelled f or ph. Spellings have to be memorized or checked in a dictionary. Have pairs of students look through familiar books and find words in which /f/ is spelled ph, such as telephone, alphabet, trophy, graph, nephew, elephant, autograph, telegraph, biography, and dolphin. Ask the pairs to write clues for their words: for example, What can you use to call someone? (telephone) Have the pairs give their clues while the rest of the group guesses the ph word. Let the pair that gives the clue write the ph word on the board and circle ph.
Phonics: Hard and soft c Write the words camera and center on the board. Have students say the words aloud. Then ask: What sound do you hear at the beginning of camera? (/k/) At the beginning of center? (/s/) What letter makes the /k/ sound and the /s/ sound? (c) Circle the c in each word. Explain that when c makes the /k/ sound, it is called hard c, and when it makes the /s/ sound, it is called soft c. Have pairs of students search through the book to find words that have hard or soft c. (pictures, can, called, computer, covers, controls, coated, card, cut, corners, device, surface, center, place, process, piece, cellophane, face) Ask them to list the words on their papers. Write the headings “Hard c” and “Soft c” on the board. Have the pairs read the words they found and tell you in which column to write each word. Then ask students to think of a general rule about the sound the letter c makes, based on the words they found. Lead them to understand that when c is followed by e, the c generally makes the /s/ sound.
Hard c Soft c pictures device can surface called center computers place covers process controls piece coated cellophane card face cut corners
Taking Photographs © 2012 Benchmark Education Company, LLC
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Skills Bank: Decoding
(continued)
Content Vocabulary: Photography words Ask students to review their books and find words related to the subject of photography, such as pictures, camera, film, lightsensitive, develop, manual, digital, instant, shutter, viewfinder, lens, darkroom, and safelight. Write the words on index cards. Have students take turns drawing a card and performing a short role-play in which they pretend to be a photographer and give a clue about their words without using any of the words on the board. For example, for darkroom they might say, I am a photographer. I spend a lot of time working in here after taking photographs. The rest of the group guesses the actor’s word.
Grammar/Word Study: Greek roots
photo / graph “light” “write”
Write the word photograph on the board and divide it into two parts: photo/graph. Explain to students that many words we use, such as photograph, come from words in the Greek language. Explain that the Greek word photo means “light” and that the Greek word graph means “write.” Help students see how the word photograph reflects these word meanings. (A photograph is made by using “light” to “write” a picture or image.) Then have students brainstorm other words that have the Greek root photo or graph. photo
graph
photocopy
telegraph
photosensitive
phonograph
telephoto
autograph
photojournalism geography photosynthesis biography Have students write a definition for one photo word and one graph word. Their definitions should include the meaning of the word and an explanation of how the Greek root’s meaning contributes to the word’s meaning.
© 2012 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or
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in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-59000-975-8
Name _______________________________________________________ Date ___________________
Anticipation Guide Before Reading
After Reading
hotographs are pictures P that form on a surface sensitive to light. ome cameras develop S pictures right inside the camera. All cameras need film. pinhole camera uses A photographic paper. safelight is a special bulb A on a digital camera. ou can only use a pinhole Y camera one time.
© 2012 Benchmark Education Company, LLC
Skills Bank Build Comprehension IDENTIFY SEQUENCE OF EVENTS
Steps in a Process Encourage students to think of something familiar that takes multiple steps, such as washing and folding laundry, making a sandwich, or solving a story problem in math. Invite them to write each step on its own index card. Ask them to mix the cards and invite a partner to put the steps in order. Discuss how completing the steps out of sequence would change the outcome.
••Explain Create an overhead transparency of the graphic organizer “Taking Photographs” or draw it on the board. Say: Books sometimes tell about steps in a process. The steps must be done in a certain order, or sequence. When you tell about the order in which things should be done, you are identifying a sequence of events. ••Model Say: Let’s figure out the sequence of events in Taking Photographs. The author gives us 12 steps for making and using a pinhole camera. Let’s find all 12 in order. We will start at the beginning. Ask students to turn to page 10. Say: The author gives us clues that we are going to read steps in order. Look at the red box around “Step 1.” We are going to see this throughout the book. The number 1 tells us what happens first in the sequence. Step 1: Paint the inside of a shoe box and lid black and let them dry. Record this sentence in the first box on the graphic organizer. Say: Now we will read on to see what we should do next. We see the red box around “Step 2.” This is a clue that this is the next step in the sequence. Read Step 2 aloud. In the second box on the graphic organizer, write Use a pushpin to make one hole in the center of the long side of the box. ••Guide Say: Let’s find out what happens next. Look on page 11. How can we find the next step in the sequence? (Allow time for students to respond, assisting if needed.) Yes, we can look for the red box around “Step 3.” What does Step 3 tell us to do next? (Again allow time for students to respond.) Yes, put the lid on the box. Tape an index card over the pinhole as a shutter. Record this information in the third box on the graphic organizer. ••Apply Ask students to work with a partner to find the remaining steps mentioned in the book. Remind them that steps in a sequence happen in order, so they will need to turn the pages to find each step. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, ask a volunteer to read the completed graphic organizer aloud.
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Taking Photographs
Name_________________________________________
Date ____________________
Taking Photographs
Identify Sequence of Events
© 2012 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Summary Web
© 2012 Benchmark Education Company, LLC
Notes
© 2012 Benchmark Education Company, LLC
Notes
© 2012 Benchmark Education Company, LLC
Taking Photographs How-To
TEACHER’S GUIDE Skills & Strategies
Anchor Comprehension Strategies •• Summarize Information •• Identify Sequence of Events Phonics
•• Consonant digraph ph •• Hard and soft c
Content Vocabulary •• Photography words
Grammar/Word Study •• Greek roots
How-To Big Idea
•• Students can make a pinhole camera from materials that are easy to find.
• Small Group Reading Lesson • Skills Bank • Reproducible Activities
B
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
Small Group Reading Lesson Anticipation Guide Before After Reading Reading hotographs are pictures that P form on a surface sensitive to light.
yes
Some cameras develop pictures right inside the camera.
yes
All cameras need film.
yes
pinhole camera uses A photographic paper.
no
A safelight is a special bulb on a digital camera.
yes
ou can only use a pinhole Y camera one time.
yes
Day 1 Activate Prior Knowledge Show students the cover of the book and read the title. Point out the “how-to” icon at the top left of the book. Ask: • What do you know about the kind of information you find in a how-to book? • What do you think you will find in a book about how to take photographs? Involve students in a discussion about photography and cameras. Distribute copies of the anticipation guide (p. 11). Explain that some of the sentences about photography and cameras are true and that some are made up. Students are to write “Yes” or “No” to show if they think a statement is true or false. Have them read the statements and complete the “Before Reading” column. Then have them discuss their ideas and explain their answers. Tell them that they will return to the guide as they finish reading each chapter to see what statements the book has explained.
Preview the Book Give each student a copy of the book. Have students turn to the table of contents. Ask: • What can you learn about a book from its table of contents? • What page would you go to if you wanted to read about making a pinhole camera? Let’s go to that page. • What do the pictures and labels on page 9 show you? Point out the word darkroom in bold type. Have students turn to the glossary at the back of the book and find the word. Read the definition together. Demonstrate how to use the pronunciation guide to read the word. Some students may benefit from a discussion of the words in the glossary before they read the book. You may want to read through the words and their definitions and answer any questions students may have. Point out the index at the bottom of the page. Ask: • What is the purpose of the index in this book? • On what pages can I find out about film? • On what pages can I find out about a safelight? Let’s turn to these pages to see what we can find.
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Taking Photographs © 2012 Benchmark Education Company, LLC
Set a Purpose for Reading: Chapter 1, pp. 2–7 Have students turn to page 2 and read the heading. Say: Let’s read this first chapter silently to find out what happens inside a camera when you take a picture. Monitor students’ reading and provide support when necessary.
Monitoring Reading Strategies BEFORE READING • Use the cues provided to remind students that they can apply different strategies to identify unfamiliar words. DURING READING • Observe students as they read the book. Take note of how they are problem-solving on text. Guide, or prompt, individual students who cannot problem-solve independently. AFTER READING • Discuss words that gave students difficulty and the strategies they used to work them out. Reinforce good reading behaviors you observed by saying: • I noticed, [student’s name], that you used the glossary at the end of the book to help you. That is a good strategy to use. • [Student’s name], I saw you dividing the word sensitive into syllables and sounding out each syllable. That is good reading.
VISUAL CUES • Look at the initial letters. • Break the word into syllables and sound out each part. • Look for familiar chunks within the word. • Think about what sound the vowel makes in the word. STRUCTURE CUES • Think about whether the words in the sentence sound right. MEANING CUES • Think about what makes sense in the sentence. • Look at the pictures to confirm the word. Remind students that they can use the glossary at the end of the book to check any words that are printed in bold type.
You may wish to select activities from the Skills Bank (pp. 9–10) that will develop students’ reading strategies. Repeat this monitoring process each time students read a new section of the book.
Build Comprehension ASK AND ANSWER QUESTIONS Help students review their purpose for reading the chapter. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • What happens inside a camera when you take a photograph? (A shutter opens and lets light into the camera. When the shutter is open, the light shines on a light-sensitive surface, such as film, forming an image. pp. 6–7) (Locate facts) • Look at your anticipation guides. Can you confirm or revise any of your predictions after reading the chapter? (yes, statements 1–3) (Locate facts) • Do all cameras need film? Explain your answer. (Digital cameras do not need film. With a digital camera, you can take a picture and download it to a computer. p. 5) (Locate facts) © 2012 Benchmark Education Company, LLC
Taking Photographs
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Small Group Reading Lesson
(continued)
Set a Purpose for Reading: Chapters 2–3, pp. 8–15
Anticipation Guide
Photographs are pictures that form on a surface sensitive to light.
yes
yes
Have students turn to pages 8 and 12 and read the headings. Say: Let’s read these chapters silently to learn about what a pinhole camera is. Monitor students’ reading and provide support as necessary.
Some cameras develop pictures right inside the camera.
yes
yes
Build Comprehension
All cameras need film.
yes
no
ASK AND ANSWER QUESTIONS
A pinhole camera uses photographic paper.
no
yes
A safelight is a special bulb on a digital camera.
yes
no
ou can only use a pinhole Y camera one time.
yes
Before After Reading Reading
Help students review their purpose for reading the chapters. Encourage them to use information from the text and their background experience to answer some or all of the following questions. • What is a pinhole camera? Show me where the book tells you this. (It is a simple camera that lets in light through a pinhole. p. 8) (Locate facts) • Look at your anticipation guides. Were any statements explained in these chapters? (yes, statements 4–5) (Locate facts) • What is the first step in making a pinhole camera? (painting the inside of a shoe box and lid black and letting them dry, p. 10) (Locate facts) • What kind of light do you need when you are loading a pinhole camera? Why do you need it? (You need a safelight, which uses red light, so you can see to load the camera without affecting the photographic paper.) (Locate facts/Identify cause and effect) • How well do you think a pinhole camera would work if you used regular paper instead of photographic paper? Explain your answer. (It would not work. Photographic paper is coated with chemicals that make the paper sensitive to light so that an image will form on it.) (Draw conclusions)
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Taking Photographs © 2012 Benchmark Education Company, LLC
Day 2 Review Chapters 1–3 Have students review what they previously read about photography and cameras. Ask: • What role does light play in taking a photograph? • What materials do you need to make a pinhole camera? • What are some new words you have learned from your reading so far?
Set a Purpose for Reading: Chapter 4, pp. 16–19 Have students turn to page 16 and read the heading. Say: Let’s read this chapter to learn about the steps in taking a photograph with a pinhole camera. Monitor students’ reading and provide support as necessary.
Build Comprehension ASK AND ANSWER QUESTIONS Engage students in a discussion about the text. Encourage them to ask questions about what they read. Model how to use their background experience and prior knowledge, as well as information in the text, to answer questions. Ask: • What are the steps in taking a photograph with a pinhole camera? (Put the camera in a sunny spot with the shutter facing what you want to photograph. Lift the shutter and tape it open, keeping the camera in place for three to five minutes. Remove the tape. Take the paper from the camera in the darkroom.) (Summarize information) • Look at your anticipation guides. Were any of these statements explained in this chapter? (yes, the last statement) (Locate facts) • What would happen if you took the paper out of your camera in normal light instead of in a darkroom? Explain your answer. (The photograph would be ruined because the whole paper would be exposed to light instead of just the photographed image.) (Draw conclusions)
Teacher Tip Question Types Students need to understand that they can use information from various places in the book, as well as background knowledge, to answer different types of questions. These lessons provide four types of questions, designed to give students practice in understanding the relationship between a question and the source of its answer. • Questions that require students to go to a specific place in the text. • Questions that require students to integrate information from several sentences, paragraphs, or chapters within the book. • Questions that require students to combine back- ground knowledge with information from the book. • Questions that relate to the book topic but require students to use only back- ground knowledge and experience, not information from the book.
Taking Photographs © 2012 Benchmark Education Company, LLC
25
Small Group Reading Lesson
(continued)
Build Comprehension: Chapters 1–4
Anticipation Guide Before After Reading Reading Photographs are pictures that form on a surface sensitive to light.
yes
yes
Some cameras develop pictures right inside the camera.
yes
yes
All cameras need film.
yes
no
A pinhole camera uses photographic paper.
no
yes
A safelight is a special bulb on a digital camera.
yes
no
You can only use a pinhole camera one time.
yes
no
ASK AND ANSWER QUESTIONS • Which statements on the chart are false? What words could you change in those statements to make them true? (Answers will vary.) (Locate facts) • What parts are in a regular camera but not in a pinhole camera? (shutter release button, viewfinder, lens) (Compare and contrast) • What are some reasons to make a pinhole camera, even though you could take better pictures with a regular camera? (It teaches how photography works. It is fun.) (Make inferences) • If you had to take a lot of photographs in one place, where would that place be? What kinds of photographs would you take? (Answers will vary.) (Use creative thinking) SUMMARIZE INFORMATION Model Define for students the concept of a summary. Explain that it is often necessary to write a brief account of information. Distribute copies of the Summary Web. Copy the graphic organizer on the board and model for students how to record important information as they write on their webs. Say: Texts that tell how to do something, such as how to take photographs, contain many facts and details. Sometimes it is useful to summarize this information. When you summarize you give the most important information using as few words as possible. One way to summarize information is to write it on a graphic organizer like this one. Let’s write the main topic of the book in the center circle: “Taking Photographs.” Now we want to write the most important facts about the topic in the outer circles. This book gives several kinds of information about cameras and photographs. Let’s start by deciding on the main categories of information. The book tells about the history of photography. Let’s write “History of Photography” in one circle. What details can we write about this? Let’s review the text, but remember, we need to summarize what the book says. Let’s write “early 1800s,” “photos expensive and difficult,” “30 minutes to take one photo,” and “for special occasions only.” What other categories of information does the book tell about?
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Taking Photographs © 2012 Benchmark Education Company, LLC
Practice and Apply Help students decide on other main topics in the book, one topic for each remaining circle. Then have students summarize the details about each topic and write the information in the appropriate circle. Make sure students remember that summarize means using fewer words than the book does. Model further if necessary. Encourage students to choose only the facts that they think are the most important.
Summary Web History of Photography early 1800s photos expensive and difficult 30 minutes to take one photo for special occasions only
Taking Pictures With a Pinhole Camera put camera down, shutter facing subject remove shutter leave in place three to five minutes put shutter back take out photographic paper
Monitoring Comprehension • Are students able to revisit the text to locate specific answers to text-dependent questions? If they are having difficulty, show them how to match the wording of the question to the wording in the text.
How Cameras Work shutter controls light entering camera shutter opens, and light shines on film image forms on film shutter closes
Taking Photographs Making a Pinhole Camera paint inside of shoe box and lid black put pinhole in side of box tape index card to cover hole put photographic paper inside box
Teacher Tip
Types of Cameras manual digital instant pinhole
• Are students able to find answers to questions that require a search of the text? If they are having difficulty, model how you would search for the answer. • Can students combine their background knowledge with information from the text to make inferences and draw conclusions? If they are having difficulty, model how you would answer the question. • Are students’ answers to creative questions logical and relevant to the topic? • Do students’ completed graphic organizers reflect the ability to summarize by choosing and condensing important information from the text? If students are having difficulty, provide more modeling.
Taking Photographs © 2012 Benchmark Education Company, LLC
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Small Group Reading Lesson
(continued)
Small Group Writing history ancient Greeks held first Games first modern Olympics in late 1800s
famous athletes Michelle Kwan Carl Lewis
The Olympic Games
locations in cities around the world—Sydney, Barcelona, Salt Lake City
MODEL THE WRITING
when they are held originally Winter and Summer Games every four years now Winter and Summer Games alternate every two years
events early events—mostly races today many events— figure skating, bobsledding
Show students how they can use the graphic organizer to help them plan their own writing. Copy the graphic organizer on the board. Decide on a topic for descriptive or informative paragraphs, such as “The Olympic Games.” Tell students that the first step is to decide on the subtopics. Have them suggest subtopics, such as “history,” “when they are held,” “events,” “locations,” and “famous athletes.” Record their suggestions on the graphic organizer. Then discuss what details they want to include. Students may need to research to find the details. Add the details to the graphic organizer.
Tell students they now have a plan for writing: They know the main topic, subtopics and details. Have students suggest sentences that use and expand on those details. Record their suggestions. Read aloud the completed paragraphs and ask students if they need to clarify any information. Show them how to edit the paragraphs. The completed writing might be similar to the following:
Reread for Fluency You may wish to read sections of the book aloud to students to model fluent reading of the text. Model using appropriate phrasing, intonation, expression, volume, and rate as you read. Some students may benefit from listening to you read a portion of the text and then reading it back to you. Have students reread Taking Photographs with a partner. Have them read the text together and then take turns reading it to each other.
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Taking Photographs
“The Olympics were first held by the Greeks in ancient times. The Greeks had simple events, such as races. In the late 1800s, the first modern Olympics were held. They were held every four years. Now the winter events and the summer events alternate every two years. “Today the Olympics have many events. These include everything from figure skating to bobsledding. There have been many famous Olympic athletes, such as Michelle Kwan and Carl Lewis. The Olympics have been held in cities around the world, including Sydney, Barcelona, and Salt Lake City.” APPLY (INDEPENDENT WRITING) Give each student a blank copy of the graphic organizer. Tell students they are to write an informative or descriptive paragraph on a topic such as natural disasters or caring for the environment. They should first use the summary web to organize their topic, subtopics, and details.
Connect to Home Have students read the take-home version of Taking Photographs to family members. © 2012 Benchmark Education Company, LLC
Skills Bank: Decoding Phonics: Consonant digraph ph Write photograph on the board. Ask students what sound they hear at the beginning and at the end of the word. (/f/) Circle the beginning and ending ph and explain that ph makes both /f/ sounds in photograph. Have students search the text and find another word in which ph makes the /f/ sound. (cellophane, p. 13) Write the word fine on the board. Say the word with students and circle the f. Point out that there is really no way to tell when /f/ is spelled f or ph. Spellings have to be memorized or checked in a dictionary. Have pairs of students look through familiar books and find words in which /f/ is spelled ph, such as telephone, alphabet, trophy, graph, nephew, elephant, autograph, telegraph, biography, and dolphin. Ask the pairs to write clues for their words: for example, What can you use to call someone? (telephone) Have the pairs give their clues while the rest of the group guesses the ph word. Let the pair that gives the clue write the ph word on the board and circle ph.
Phonics: Hard and soft c Write the words camera and center on the board. Have students say the words aloud. Then ask: What sound do you hear at the beginning of camera? (/k/) At the beginning of center? (/s/) What letter makes the /k/ sound and the /s/ sound? (c) Circle the c in each word. Explain that when c makes the /k/ sound, it is called hard c, and when it makes the /s/ sound, it is called soft c. Have pairs of students search through the book to find words that have hard or soft c. (pictures, can, called, computer, covers, controls, coated, card, cut, corners, device, surface, center, place, process, piece, cellophane, face) Ask them to list the words on their papers. Write the headings “Hard c” and “Soft c” on the board. Have the pairs read the words they found and tell you in which column to write each word. Then ask students to think of a general rule about the sound the letter c makes, based on the words they found. Lead them to understand that when c is followed by e, the c generally makes the /s/ sound.
Hard c Soft c pictures device can surface called center computers place covers process controls piece coated cellophane card face cut corners
Taking Photographs © 2012 Benchmark Education Company, LLC
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Skills Bank: Decoding
(continued)
Content Vocabulary: Photography words Ask students to review their books and find words related to the subject of photography, such as pictures, camera, film, lightsensitive, develop, manual, digital, instant, shutter, viewfinder, lens, darkroom, and safelight. Write the words on index cards. Have students take turns drawing a card and performing a short role-play in which they pretend to be a photographer and give a clue about their words without using any of the words on the board. For example, for darkroom they might say, I am a photographer. I spend a lot of time working in here after taking photographs. The rest of the group guesses the actor’s word.
Grammar/Word Study: Greek roots
photo / graph “light” “write”
Write the word photograph on the board and divide it into two parts: photo/graph. Explain to students that many words we use, such as photograph, come from words in the Greek language. Explain that the Greek word photo means “light” and that the Greek word graph means “write.” Help students see how the word photograph reflects these word meanings. (A photograph is made by using “light” to “write” a picture or image.) Then have students brainstorm other words that have the Greek root photo or graph. photo
graph
photocopy
telegraph
photosensitive
phonograph
telephoto
autograph
photojournalism geography photosynthesis biography Have students write a definition for one photo word and one graph word. Their definitions should include the meaning of the word and an explanation of how the Greek root’s meaning contributes to the word’s meaning.
© 2012 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or
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in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-59000-975-8
Name _______________________________________________________ Date ___________________
Anticipation Guide Before Reading
After Reading
hotographs are pictures P that form on a surface sensitive to light. ome cameras develop S pictures right inside the camera. All cameras need film. pinhole camera uses A photographic paper. safelight is a special bulb A on a digital camera. ou can only use a pinhole Y camera one time.
© 2012 Benchmark Education Company, LLC
Skills Bank Build Comprehension IDENTIFY SEQUENCE OF EVENTS
Steps in a Process Encourage students to think of something familiar that takes multiple steps, such as washing and folding laundry, making a sandwich, or solving a story problem in math. Invite them to write each step on its own index card. Ask them to mix the cards and invite a partner to put the steps in order. Discuss how completing the steps out of sequence would change the outcome.
••Explain Create an overhead transparency of the graphic organizer “Taking Photographs” or draw it on the board. Say: Books sometimes tell about steps in a process. The steps must be done in a certain order, or sequence. When you tell about the order in which things should be done, you are identifying a sequence of events. ••Model Say: Let’s figure out the sequence of events in Taking Photographs. The author gives us 12 steps for making and using a pinhole camera. Let’s find all 12 in order. We will start at the beginning. Ask students to turn to page 10. Say: The author gives us clues that we are going to read steps in order. Look at the red box around “Step 1.” We are going to see this throughout the book. The number 1 tells us what happens first in the sequence. Step 1: Paint the inside of a shoe box and lid black and let them dry. Record this sentence in the first box on the graphic organizer. Say: Now we will read on to see what we should do next. We see the red box around “Step 2.” This is a clue that this is the next step in the sequence. Read Step 2 aloud. In the second box on the graphic organizer, write Use a pushpin to make one hole in the center of the long side of the box. ••Guide Say: Let’s find out what happens next. Look on page 11. How can we find the next step in the sequence? (Allow time for students to respond, assisting if needed.) Yes, we can look for the red box around “Step 3.” What does Step 3 tell us to do next? (Again allow time for students to respond.) Yes, put the lid on the box. Tape an index card over the pinhole as a shutter. Record this information in the third box on the graphic organizer. ••Apply Ask students to work with a partner to find the remaining steps mentioned in the book. Remind them that steps in a sequence happen in order, so they will need to turn the pages to find each step. After each partnership shares, agree on how to word the entries on the graphic organizer. Finally, ask a volunteer to read the completed graphic organizer aloud.
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Taking Photographs
Name_________________________________________
Date ____________________
Taking Photographs
Identify Sequence of Events
© 2012 Benchmark Education Company, LLC
Name _______________________________________________________ Date __________________
Summary Web
© 2012 Benchmark Education Company, LLC
Notes
© 2012 Benchmark Education Company, LLC
Notes
© 2012 Benchmark Education Company, LLC
