The Story behind Photos

Séquence: The story behind Photos• Tâche finale : You have participated in a meeting on photojournalism.

On your return, you present a photography that moved you. Your mission will be to reveal the photo in small details to arouse the curiosity of your classmates and let them interpret it.

• Objectifs visés : Education aux médias : Comment appréhender et déchiffrer les médias ? (Visual literacy—the ability to both read and write visual information; the ability to learn visually; to think and solve problems in the visual domain)

• Activités langagières travaillées : EE / EOC

• Thématique/notion abordée :

• Lien avec les parcours de l’élève : Éducation artistique et culturelle, Citoyen

Déroulé• Séance 1 : Strange Fruits : Analysing a photo Les éléments de la photo sont présentés par étapes. Les élèves doivent proposer leursinterprétations à partir des indices et à mesure que les photos apparaissent.

• Séance 2 : The story behind the photo: CO (activité différenciée)Les 3 fiches de compréhension orales sont travaillées simultanément. Elles peuvent se décliner G1(A2) – G2 (A2+) – G3 (B1), groupes homogènes ou travaillées en groupes hétérogènes. IMPORTANT: La correction doit se faire à partir de la fiche de travail du groupe 3

• Séance 3 : It inspired a famous song (Billie Holiday): CO

• Séance 4 : Close up: Photographers at Work: CO

• Séance 5 : Useful tools to analyse a picture

• Séance 6 : Workshop: pair work.Cette séance est conduite sous la forme d’ateliers avec un plan de travail.

• Séance 7 : Final task: EO/EOI

The Story behind photos / Séance 1

1. Quickly scan the photos: What do you notice first?2. What type of photo is it?3. List the people, objects and activities:

4. Who could have taken this photo?

People Objects Actions

The Story behind Photos/séance1Let your emotionsspeak. But try to makesense:

1. Who could have taken this photo?2. Where is it from?3. When is it from?4. What was happening at the time this photo was taken?5. What question doesthis photo raise in yourmind?6. Where could you findthe answer to them?

by Lawrence Beitler, Bettmann

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Practicing listening activities: G2

The story behind the song Strange Fruit by Abel Meeropol in 1937

1. Listen and complete:

It was a night of August 7th ___________. It was a very very ___________ night. It could have been anywhere ________ but this time it was in Marion ________________. This time in the heartland. This time, the day before, a ________________ man had been shot and his ________________, they said, had been assaulted and raped. A mob gathered. The white man, who had been shot, ____________ in the hospital that night.

2. Listen to PART 2 and complete: The police took __________ young men into custody late that night. Thomas Ship, _____, Abraham Smith ____, his friend called him Abe and James Cameron, _____ years old. And the crowd started to grow outside that jail. People from all over the county came. A mob of _________ people or more.

3. Let’s read PART 3 of the Audio and translate (in your copybook) Someone in the mob went to a hardware store for a rope. They were armed with sledge hammers and crowbars. They started banging on the jail doors. The sheriff wouldn’t open them. They kept banging and beating and finally the mob prevailed.

Guess the French for: (in a/b/c first select the right synonym, d, e, f select the correct translation)

a) Someone: a person/people/sometimes In French: ……………………… b) Store: a window/a shop/ a story In French: ……………………… c) Crow bar: chocolate bars/ Coffee shop / a metal bars In French: ……………………… d) They started banging: ils ont commencé à taper / à bouger e) The jails doors: les portes de la mairie / de la prison f) The mob: la moto / la foule

4. Let’s read PART 4 and translate: (in your copybook) They broke into the jail and took Thomas Ship out of his cell first. They beat him, they spat at him, they mocked him, they killed him before even they got him out of the jail. And then they slung a rope over a tree and lynched him even though he was already dead.

Help:

They broke into ils ont pénétré Court House Le tribunal

His cell Sa cellule A noose une corde/un nœud coulant

They pat Ils ont craché He reached for the… il a attrapé la…

A rope corde Hold it away de l’écarter

Lynched him L’ont transpercé Already déjà

5. Let’s translate together And then they went back in for Abe. Abe was still alive all the way to the Court House where there was a maple tree and another noose that was tied around his neck. He reached for the rope. He tried to hold it away from his neck so they lowered him down and they broke his arms.

6. Listen to PART 5 and fill in the gaps: A1/A2/B1 The town __________________ set up his equipment and took a ________________ of the scene. It looked like a _________________ with people going to the county fair. After the picture was taken, the ______________ took strips of Thomas and Abe’s clothes as __________________________. At 2 A.M, the Coroner came to take the _________________ down. But the crowd _______________. They turned him away. The bodies must hang as a ________________. They must hang as a warning for blacks to _____________ in their _______________.

Practicing listening activities: G1 The story behind the song Strange Fruit by Abel Meeropol in 1937

1. Listen to PART 1 of the audio and circle the correct answer: a) It was a night in August 7th 1913/1915/1930/1950 b) It was a very cold/old/hot/good night c) It could have been in the USA/US/UK d) But this time it was in India/Indian/Indiana/Indianapolis e) The day before a white/black/bright man had been shot f) His friend/his girlfriend/boyfriend/penfriend, they said had been assaulted and raped g) The white man who had been shot tied/died/ride/cried in the hospital that night

2. Listen to PART 2 and circle the correct answer a) The police took 2/3/13/30 b) Thomas Ship, 16/17/18/19, Abraham Smith, 16/17/18/19, and James Cameron, 16/17/18/19 years old c) A mob of 400/40,00/40,000 people or more

3. Let’s listen to PART 3 and translate: (in your copybook) Someone in the mob went to a hardware store for a rope. They were armed with sledge hammers and crowbars. They started banging on the jail doors. The sheriff wouldn’t open them. They kept banging and beating and finally the mob prevailed.

Guess the French for: (in a/b/c first select the right synonym, d, e, f select the correct translation) Someone: a person/people/sometimes In French: ……………………… A store: a window/a shop/ a story In French: ……………………… A crow bar: chocolate bars/ Coffee shop / a metal bars In French: ……………………… They started banging: ils ont commencé à taper / à bouger The jails doors : les portes de la mairie / de la prison The mob: la moto / la foule

4. Let’s listen to PART 4 and translate: (in your copybook) They broke into the jail and took Thomas Ship out of his cell first. They beat him, they spat at him, they mocked him, they killed him before even they got him out of the jail. And then they slung a rope over a tree and lynched him even though he was already dead.

Help:

They broke into ils ont pénétré Court House Le tribunal

His cell Sa cellule A noose une corde/un nœud coulant

They pat Ils ont craché He reached for the… il a attrapé la…

A rope corde Hold it away de l’écarter

Lynched him L’ont transpercé Already déjà

5. Let’s translate together And then they went back in for Abe. Abe was still alive all the way to the Court House where there was a maple tree and another noose that was tied around his neck. He reached for the rope. He tried to hold it away from his neck so they lowered him down and they broke his arms.

6. Listen to PART 5 and fill in the gaps: A1/A2/B1 The town __________________ set up his equipment and took a ________________ of the scene. It looked like a _________________ with people going to the county fair. After the picture was taken, the ______________ took strips of Thomas and Abe’s clothes as __________________________. At 2 A.M, the Coroner came to take the _________________ down. But the crowd _______________. They turned him away. The bodies must hang as a ________________. They must hang as a warning for blacks to _____________ in their _______________.

Practicing listening activities: G3 The story behind the song Strange Fruit

by Abel Meeropol in 1937

1. Listen to PART 1 of the audio and answer the questions (in your copybook)

a) When does the action take place? b) What type of night was it? c) Where does the action take place? d) What happened the day before? e)

2. Now, listen to PART 2 and answer the questions: B1 a) How many young men did the police take into custody? b) How old were they? c) How many people came outside the prison?

4. Let’s listen to PART 4 and translate: (in your copybook) They broke into the jail and took Thomas Ship out of his cell first. They beat him, they spat at him, they mocked him, they killed him before even they got him out of the jail. And then they slung a rope over a tree and lynched him even though he was already dead.

5. Let’s translate together And then they went back in for Abe. Abe was still alive all the way to the Court House where there was a maple tree and another noose that was tied around his neck. He reached for the rope. He tried to hold it away from his neck so they lowered him down and they broke his arms.

6. Listen to PART 5 and fill in the gaps: A1/A2/B1 The town __________________ set up his equipment and took a ________________ of the scene. It looked like a _________________ with people going to the county fair. After the picture was taken, the ______________ took strips of Thomas and Abe’s clothes as __________________________. At 2 A.M, the Coroner came to take the _________________ down. But the crowd _______________. They turned him away. The bodies must hang as a ________________. They must hang as a warning for blacks to _____________ in their _______________.

3. Let’s listen to PART 3 and translate (in your copybook) Someone in the mob went to a hardware store for a rope. They were armed with sledge hammers and crowbars. They started banging on the jail doors. The sheriff wouldn’t open them. They kept banging and beating and finally the mob prevailed.

The story behind photos / Séance 2 : CO C:\Users\Achille ZAFAR\Desktop\12 avril\compréhension orale It was a night of August 7th 1930.docx

The story behind photos / Séance 3 : CO

The story behind photos / Séance 4 : CO

Useful tools to analyse a picture How to analyse a photo / séance 5 Group work

Workshop activity: The Story behind the Photo /Séance 6

It's now up to you! You will conduct an activity that you will propose to the class. In

pairs, you will present a photo of your choice. How? You will select details that you will

reveal little by little.

1. Follow the work plan given to you.

2. You will collect information about the photo and write your analysis.

3. You will present your photo montage to your classmates.

Work plan - The Story behind the photo.docx

Evaluation Expression écrite Présentation EOC / Intelligibilité

Degré 1

Produit des énoncés très courts,

stéréotypés.

2 S’exprime dans une langue qui est

partiellement compréhensible

2

Degré 2

Produit un écrit simple et bref à partir du

sujet choisi.

3 S’exprime dans une langue compréhensible

/ vocabulaire limité et des erreurs

3

Degré 3

Produit un écrit pertinent par rapport à

la dimension culturelle du sujet choisi.

4 S’exprime dans une langue globalement

correcte / utilise un vocabulaire approprié

4

Degré 4

Produit un écrit nuancé, informé et

exprime un point de vue pertinent

6 S’exprime dans une langue correcte, fluide 6

/6 /6

IMPLICATION DANS LA PREPARATION –

WORK PLAN

/3 PRISE DE RISQUE /3

DUREE de l’EOC : 2 minutes (le dépassement du temps minimum donne lieu à un bonus

supplémentaire)

1-2

TOTAL /20

Grille Evaluation: The Story behind the Photo

Travaux d’élèves

PHOTO PRESENTATION BY ELISA & CASSANDRETASSP2

Ruby Bridges, November 14 1960

Photo-journalismPresentation by Melina and

OuassimaTASSP2

Kathrine Switzer became an icon for athletes and women due not just to her running ability,but an incident during the 1967 Boston Marathon. Bettmann/Getty Images

English presentationHajar and Wissal TASSP2

Modern Times, 1936. A silent comedy film written and directed by Charlie Chaplin

PHOTO JOURNALISMBY CÉCILE AND SMAHANE

TASSP2

The Terror of War

Nick Ut

1972

CHLOÉ AND ANDREA, PHOTO FOR CLASS PRESENTATION

TASSP2

Fall of Saddam Hussain, Irak. PHOTOGRAPH BY GILLES BASSIGNAC / GAMMA-RAPHO / GETTY

Photo, Maeva and Lilian

TASSP2

The cover of Abbey Road has no printed words. It is a photo of the Beatles, in side view,

crossing the street in single file. Photo taken by McMillian, August 8, 1969.