In today’s digital world, photographs play a significant role in how we express ourselves, communicate with others, and document our lives. This assignment asks you to critically examine the social and cultural value of selfies and life documentation. Through close analysis, personal reflection, and creative expression, students explore how images shape identity and influence the messages we send to different audiences.
What Students Will Do
- Deconstruct and analyze a writing prompt to understand its key ideas and task requirements.
- Discuss and build context about selfies and life documentation in social and cultural terms, connecting these ideas to identity and audience.
- Write a clear, evidence-based response to the prompt, developing their own perspective on the value of selfies.
- Reflect on a personal selfie by inserting a recent photo and analyzing what it reveals about their identity, values, and the message it sends.
- Create a photo series that expands or complicates the story their selfie tells, providing deeper context or new meaning.
- Explain their choices in selecting these images and how they interact with your selfie to reshape the narrative.
Materials Needed
- Assignment worksheet or digital copy with all parts and instructions
- Notebook or journal for taking notes and brainstorming responses
- Pen or pencil for handwritten work
- Device with internet access (laptop, tablet, or smartphone) to:
- Read the prompt and research related ideas
- Insert or upload photos digitally
- Find and select at least 3–5 related images (historical, artistic, abstract, or personal photos—not taken specifically for this assignment)
- A recent selfie (digital file or printed photo) to include in the assignment
- Word processing software or app (Google Docs, Microsoft Word, or similar) to type responses and compile the photo series with explanations
- Access to a scanner or camera (optional, if students need to digitize printed photos)
- Printer and paper (optional, if submitting physical copies or printing photos)
Before The Lesson:
- Introduce key concepts:
- Discuss the idea of identity and how people express it through various forms, including photography and social media.
- Review concepts of audience and purpose in communication and storytelling.
- Teach prompt analysis skills:
- Practice deconstructing writing prompts to identify keywords, main tasks, and underlying questions.
- Build background knowledge:
- Facilitate conversations about the social and cultural significance of selfies and digital self-documentation.
- Explore examples of photographs (selfies and others) and discuss how images can tell stories or shape perceptions.
- Set expectations for respectful sharing and discussion:
- Establish a classroom culture of trust and respect, especially since personal images and reflections are involved.
- Ensure technology readiness:
- Confirm students have access to devices and the internet to find images and upload selfies.
- Prepare any necessary digital platforms or tools for submitting the assignment.
- Prepare materials:
- Print or distribute digital copies of the assignment worksheet and any guiding charts or prompts.
Step 1: Introduction and Lesson Overview (5-10 minutes)
- Begin by explaining the purpose of the lesson: to explore how selfies and images communicate identity, values, and social messages.
- Share the learning goals: analyzing prompts, building cultural/social context, reflecting on personal identity through images, and constructing visual narratives.
- Briefly review key terms such as audience, purpose, identity, and context
Step 2: Deconstruct the Prompt (10-15 minutes)
- Distribute the assignment worksheet or display the prompt.
- Guide students in reading the prompt carefully, highlighting keywords and phrases.
- Model paraphrasing the quote and restating the task sentence aloud or on the board.
- Allow students to take notes in the provided space, working individually or in pairs.
Step 3: Building Context Discussion (15-20 minutes)
- Organize students into small groups or table groups.
- Provide the discussion questions from the chart to guide their conversations about selfies, identity, and social/cultural implications.
- Circulate to facilitate, prompt deeper thinking, and encourage evidence-based responses.
- Optionally, have groups share key insights with the class.
Step 4: Written Response to the Prompt (15-20 minutes)
- Have students individually write a brief response addressing the validity of Wortham's claim about documenting life with selfies.
- Remind students to support their opinions with reasoning or examples from the discussion or their own experiences.
- Offer writing support or mini-conferences as needed.
Step 5: Selfie Reflection and Analysis (20-25 minutes)
- Instruct students to insert a recent selfie into their worksheet or digital document.
- Guide them through answering reflective questions about what their selfie reveals about their identity, intended audience, and how realistically it portrays their life.
- Encourage thoughtful and honest responses.
Step 6: Photo series Creation and Explanation (30 minutes or assign as homework)
- Explain the task of selecting 3-5 additional related images that add depth or change the narrative of their selfie.
- Clarify that photos can be historical, artistic, abstract, or personal, but should not be taken specifically for the assignment.
- Assist students in researching or gathering images if needed.
- Have students arrange the images with their selfie and write an explanation of how the series reshapes the original story.
Step 7: Sharing and Wrap-Up (optional, 15-20 minutes)
- Invite students to share their photo series and reflections with small groups or the whole class if they are comfortable.
- Facilitate a discussion on how visual narratives influence understanding of identity and culture.
- Summarize key takeaways and connect back to critical media literacy and personal storytelling skills.
Step 8: Sharing and Wrap-Up (optional, 15-20 minutes)
- Assign revision, reflection essays, or extension activities on identity and digital storytelling.
- Provide feedback guidelines and deadlines.
- Give students time to review sample essays and scoring guidelines.