7 M I N U T E

STARTER

S T A R T R I G H T 7.1 — T R A D I T I O N A L C O P Y

Interviewing and Caption Writing

ISTE

COMMON CORE STATE STANDARDSELA-Literacy.L.9-12.1, CCRA.L.1 Demonstrate command of grammar and usage when speaking or writing.ELA-Literacy.L.9-12.2, CCRA.L.2 Demonstrate command of capitalization, punctuation and spelling.ELA-Literacy.L.9-10.2c (11-12.2b) Spell correctly.ELA-Literacy.L.9-12.3, CCRA.L.3 Make effective language choices for meaning or style.ELA-Literacy.L.9-12.5, CCRA.L.5 Demonstrate understanding of figurative language and word relationships.ELA-Literacy.SL.9-12.1, CCRA.SL.1 Participate effectively in a range of collaborative discussions.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to topic-specific questions.ELA-Literacy.W.9-12.7, CCRA.W.7 Conduct short research projects to answer a question. ELA-Literacy.W.9-12.8, CCRA.W.8 Gather information from a variety of sources and integrate into writing.

ISTE STANDARDS1A: Apply existing knowledge to generate new ideas.1B: Create original works. 2B: Communicate ideas effectively using a variety

of media.3B: Ethically use information from a variety of sources

and media. 4A: Identify authentic problems and questions

for investigation.

OBJECTIVES STEP 1 | L E A R N ( 7 M I N U T E S )Students will review the basics of caption writing. Refer to Start Right Lesson 4.4 in the Photography Unit if necessary.

If students need additional review or practice specifically on caption writing before continuing with interviewing practice, use Start Right Activity 7.1 - Practice Makes Perfect.

STEP 2 | P R A C T I C E ( 4 0 M I N U T E S )Students will think critically about the information-gathering process as they use Start Right Activity 7.1 - Questions and Answers to do the following:

» Generate interview questions for the subjects of a photo.

Students will practice their verbal communication skills as they use Start Right Activity 7.1 - Caption Writing to do the following:

» Conduct mock interviews to practice their interviewing skills.

» Brainstorm possible lead-ins for a photo caption. » Write an expanded caption (lead-in, first sentence in

present tense, second sentence in past tense and quote) for the photo.

STEP 3 | U S E Students will use the Start Right Activity 7.1 - Caption Writing to guide them as they gather information and quotes for use in their own yearbook. Students should be gathering information for specific stories that will be used in the yearbook.

Students will write captions for the photos on their assigned spreads and use the Expanded Caption Rubric to guide and evaluate their work for use in the book.

STEP 3The adviser should select an especially good caption to spotlight at the beginning of class in Start Right Lesson 7.5.

21ST CENTURY SKILLSWritten communication is more important than ever and, in this fast-paced world, it is important to be able to summarize an idea succinctly. Caption writing forces students to think critically about the information they’ve gathered, utilizing well-chosen details.

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Practice Makes PerfectWrite expanded captions for these photos using the facts provided. Use a variety of writing techniques as demonstrated in the “Writing Variety” sidebar.

» Senior Dillion Kelly is decorating for the homecoming dance which was held on Saturday, October 4 in the cafeteria.

» Kelly and five other students arrived at school at 7 a.m. in the rain on Saturday, October 4 to finish decorating for the dance that evening.

» “A lot of people got stressed out because it seemed like we would never finish, but decorating was really fun.” This quote is from Dillion Kelly.

» Rafts, beach balls and floaties supported the “Stranded in Paradise” theme.

» Dillion Kelly adds a final black palm tree as a finishing touch to the sunset scene covering the beige brick walls.

» Eighth grader Gaby Jones is one of 12 students working on an English assignment in the courtyard for Mrs. Amber Romo’s class during fifth period on September 22.

» This is Gaby’s first year at the school. Over the summer, she moved with her family from Florida.

» “If we focus on our work, sometimes our class gets to work outside. This totally makes working on the assignment more fun.” This is a quote from Gaby Jones.

» It was a beautiful, sunny autumn day, and Gaby found a spot in the shade.

WRITING VARIETYSince each spread contains

several captions, the writer

must vary writing techniques.

Captions should avoid

starting with names

and instead begin with

impactful words.

Common Noun: Time runs

out as Alyson Lowe watches

her team face a 62–60 loss

to the Centertown Bulldogs.

Adjective: Sizzling August

heat didn’t stop National

Honor Society members

Steve Cooper, Liz Wingfield

and Michelle Mathews from

washing more than 40 cars

on a Saturday afternoon in

the Central Mall parking lot.

Adverb: Attentively watching

for cues, horn players Jon

Talboy, Mark Wotton and

Christy Burns rehearse.

Participle: Dancing outside

under the stars, Brad

Anderson and Molly Burns

enjoy the first homecoming

dance held outside in the

Senior Courtyard.Liz

Ruh

nke,

Sou

th A

iken

Chr

istia

n S

choo

l [S

C]

Sha

nika

Joh

nson

, B

ryan

t H

igh

Sch

ool [

AR

]

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Questions and AnswersUsing the photograph below, generate a list of 10 questions for the subjects in the photo. Use open-ended questions whenever possible. Of course, don’t forget to ask the 5Ws and H with your questions.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

With your list of questions finalized, you are ready to conduct your interview. For this activity, work in pairs, with one student role-playing the interviewee (a student in the photo) and one person acting as the reporter. Take careful interview notes on Start Right Activity 7.1 - Caption Writing. Be sure to capture any “quotable quotes” word for word in case you want to use them for direct quotes in captions.

Questions

Tayl

or

Lock

hoo

f, J

ames

Bo

wie

Hig

h S

cho

ol [

TX

]

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Caption WritingName: Image File Name:

1 | Information Gathering 2 | Brainstorm Lead-In 3 | Writing the CaptionGather information to explain the photograph, taking care to answer the 5 Ws and H.

Who? Identify every key person in the photo with correctly spelled first and last names.

What? Accurately describe the action in the photo.Where? Be descriptive; capture sights and sounds.When? Be specific; mention time element when important.Why? The reason for the action in the photo.How? Details that explain the action in the photo.

Generate a list of attention-getting impact words that come to mind when looking at the photograph. Strive for image-evoking nouns and strong action verbs. Based on the content of the caption, select the best option for the caption lead-in.

For a summary caption, write a detailed sentence in present tense that explains that photograph and answers the most important 5Ws and H.For an expanded caption, write a second sentence providing additional details not obvious in the photo and emphasizing the “how” and the “why.” Consider adding a quote. Additional interviewing and information gathering will be necessary.

WH

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WH

AT?

WH

ERE?

WH

EN?

WH

Y?H

OW

?

DES

CRI

PTIV

E A

DJE

CTI

VES

AC

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N V

ERBS

VIS

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Caption Writing Rubric5 = Outstanding 4 = Very Good 3 = Acceptable 1 or 2 = Not yet acceptable

5 4 3 2 1 05 4 3 2 1 05 4 3 2 1 0

REPORTING DESCRIPTIONS SCORES

W.9-12.2e Establish a formal style while attending

to conventions of the discipline.Gags or jokes are not used. 5 4 3 2 1 0

W.9-12.3, CCRA.W.3 Write narratives to develop

events, using well-chosen details.

Second sentence provides background information

and insights not obvious in the photo.5 4 3 2 1 0

W.9-12.3d Use precise words, details and sensory

language to convey a picture. 5 4 3 2 1 0

W.9-12.8, CCRA.W.8 Gather information from a

variety of sources and integrate into writing.Direct quotes are included when they add to the story.

5 4 3 2 1 05 4 3 2 1 0

WORD CHOICE DESCRIPTIONS SCORES

W.9-12.2b Develop the topic thoroughly by

selecting the most relevant facts, detail and

quotations.

Generalities are omitted and specific descriptive words are used.

Writing is concise and every word counts. 5 4 3 2 1 05 4 3 2 1 0

W.9-12.2c Use varied transitions to link sections

of text.Captions begin with phrases, adjectives or adverbs rather than names. 5 4 3 2 1 0

LEAD-IN DESCRIPTIONS SCORES

W.9-12.2a Organize complex information. Include

formatting like headlines and infographics

when useful.

The lead-in serves as a mini-headline for the caption.

W.9-12.3d Use precise words, details and sensory

language to convey a picture.

5 4 3 2 1 05 4 3 2 1 05 4 3 2 1 0

STYLE AND GRAMMAR DESCRIPTIONS SCORES

L.9-12.1, CCRA.L.1 Demonstrate command of

grammar and usage when speaking or writing.

Grammar is correct.

Appropriate punctuation has been used.5 4 3 2 1 05 4 3 2 1 0

L.9-10.c (11-12.2b) Spell correctly. 5 4 3 2 1 0

W.9-12.2e Establish a formal style while attending

to conventions of the discipline.

5 4 3 2 1 05 4 3 2 1 05 4 3 2 1 0

Total score out of 100: ______________

(needs a revision) (revise thoroughly)

5Ws and H: who, what, when, where, why and how have been accurately answered.

People in photo have been interviewed.

Strong, specific words match the action of the photo.

Descriptive nouns have been used.

Typographic style is consistent with section design.

Font and size are consistent with section style.

General spelling is correct.

The lead-in draws readers’ attention and verbally links the caption and photo.

Active verbs have been employed. 5 4 3 2 1 05 4 3 2 1 05 4 3 2 1 0

The first sentence is written in present tense and provides details.

The second sentence is in past tense and reports background information.

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