Social+Study+Psychos' DI+Activities+Workspace

** DIGITAL IMAGES (DI) ACTIVITIES **
====**Directions:** Work together to complete the activities below. You should have a **group leader** //(to keep you on task)//, an **archivist or two** //(to type and post onto your group's wiki page)//, and a **timekeeper** //(to move you along the steps)//. Each group member should contribute ideas and participate. Each of you should serve as a **photographer** in the process at some point. Click the edit tab to begin adding your information and digital images below! Have fun!====

1. Let’s exercise your ability to //re-see the world in creativeways!// With your group, take 7-10 minutes or so to find the following and take pictures of them with your digital camera:
====2. Edit pictures as needed, but you will want to send and save your pictures so that you have access to them as files that you can upload into your wiki page in the table below. Post them here below using the File upload function once you click Edit! You may to resize them once they are posted (you can do this by using the small sizing squares on the sides of the image to make it smaller). (5-7 minutes)====
 * ====An image that represents a letter from the English language alphabet====
 * ====An image that represents a number====
 * ====An image that is particularly interesting and might be dynamic in and of itself OR symbolic of something else... (think creatively here:)====
 * ====An image that is representative or symbolic of your group in some way (think very creatively here!)====


 * = ==== [[image:msl-sr-exp-2017-18/Letter image.JPG width="141" height="135"]] ==== ||= [[image:msl-sr-exp-2017-18/Number image.JPG width="190" height="146"]] ||= [[image:msl-sr-exp-2017-18/Diversity image.JPG width="184" height="141"]] || [[image:msl-sr-exp-2017-18/Image representing group.JPG width="198" height="149" align="center"]] ||
 * = ====Image representing a Letter====

from the Alphabet
||= ====Image representing a====

Number
||= ====Dynamic and/or====

Symbolic Image
||= ====Image representative or====

symbolic of your group
||

Using the young adult novel that your group identified, you will create a //**YAL Book Photo Essay!**//
====1. As a group discuss what you feel are the most important scenes, events, and quotations from your novel. Discuss why they are important and how they contribute to the meaning and impact of the novel on the reader. What is / are the message / messages conveyed through these scenes, events, and quotations.====

====2. Next, identify a mix of at least 5 key scenes, events, and quotations from your novel which are reflective of a thorough understanding of the novel as a whole. Consider your choices of key scenes, events, and quotations not only as a progression that helps tell the story of your YAL book, but also one that gets at the book's deeper meanings and impact on the reader. In other words, consider how the progression of your images help convey the books's impact and message!====

====3. Afterwards, search online for and choose images that best represent these key scenes, events, and quotations from your novel. While some may be literal, don't limit yourselves -- be creative and look for images that are symbolic and compelling in representation as well. If your book has been adapted for the screen, do __NOT__ use any stills from the movie adaptation. Avoid stock photos featuring the book cover or other promotional photographs as well!====

====4. You may want to work in pairs in your small group and divide the search for images up after you've identified your key moments and quotes. You may add to the table to include 1 or 2 more images if you want to, especially if there are additional moments you want to include / represent. Otherwise, you need at least 5 key representative images. Provide the image source (e.g., title, photographer's name & year; image URL; etc.).====

====5. Finally, provide a brief annotation explaining the significance of the image in relation to the book, including thequotation if applicable. While you do not need a quotation for every image, you should include __ at least 2 key quotations __. In crafting the annotations, you may consider personal connections you may have made, but also consider how the image might represent the author's purpose and intent with the novel. Consider too whether the images make you associate with and reflect upon our contemporary world today. If so, how? What connections might exist between the world of the novel and our world today (especially with regard to young adults)? ====


 * YA BOOK TITLE and AUTHOR: //Savvy// by Ingrid Law **


 * = Image

1

[[image:msl-sr-exp-2017-18/magic.jpg width="172" height="109"]]
||= Image

2 ||= Image

3 ||= Image

4 ||= Image

5 || "...our family had packed up and moved deep inland, plunging into the very heat of the land and stopping as close to the center of the country as we could get" (Law, 2008, p. 3). || In //Savvy// Mibs, along with several other characters, go on an adventure riding along with the driver for a company that sells Bibles. The company's delivery transportation is a big pink bus. The bus is an importation element in the story because Mibs initially gets on the bus in hopes that she can get to her dad who is in the hospital. However, the bus driver has other deliveries to make so Mibs and the other kids go on the adventure by hiding in the back of the bus. Buses are very common in our society. Many school children take the bus every day to get to school. Adults also take buses to get to work and other places. I have also seen church buses that hull kids around after bible school on Sundays. || ====The journey was a major part of the story. Mibs and her brother were riding around on the pink bus. They stopped at various locations and had many adventures along the way. Eventually her journey led to the hospital where she was able to see her father in time and help in his recovery. Today, many families take road trips around our great nation. It is normal for families to make stops to see the world's largest haystack or stop at a rundown diner because they are lost and they're kids are complaining they are hungry. This was similar to Mibs and the children on the bus because they had to stop at one point because everyone on the bus was starving.==== || ====The mermaid represents Mibs father's tattoo. She was able to communicate with him via the tattoo and get him to wake up from his coma. "Walking into the diner full of tattoo bikers and truckers made me feel like someone had switched on a razzmatazz radio inside my head." (156) Today so many people get tattoos. Certain tattoos seem to speak to other people and they will go up to the person who has the tattoo and compliment it.==== ||
 * @https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwihtoL_zcDWAhXoy1QKHbi-CIsQjRwIBw&url=http%3A%2F%2Fwww.showtheatre.com%2F&psig=AFQjCNEEVhr5usfUzvGQ757B8PPer7F9mA&ust=1506438261975635 || @http://www.wallpapermania.eu/wallpaper/beautiful-yellow-field-in-front-of-the-house/2560x1920 || @https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjJw7-QzsDWAhUpqVQKHY8WCjIQjRwIBw&url=https%3A%2F%2Fwww.pinterest.com%2Fpin%2F201958364510106670%2F&psig=AFQjCNE_ifdVRzS9Nv5v-cehVOHmduGtMA&ust=1506438300898670 || @http://static.squarespace.com/static/52589c65e4b0c7aebf259765/527af451e4b0c352f9376afa/527af453e4b0c352f9376b75/1359495732000/goal-map1.jpg?format=original || https://www.pinterest.com/explore/mermaid-tattoos/?lp=true ||
 * ====This is an image that represents magical powers. In the story the main character, Mibs, and her family have "Savys" that they receive which allow them to do unnatural things. In the story the author uses this magical element as a central factor for the progression of the story.==== || ====Annotation 2====

__ **DI Activity 3: Infographics:** __
 * **Sam** || [[image:msl-sr-exp-2017-18/infographic for social studies.jpg width="529" height="300" caption="infographic for social studies.jpg"]] || I choose this infographic because it fulfills many of the requirements that Kathy Schrock explains in her blog post. This infographic is about economic development in the United States between 1860 and 1861 which directly correlates with 8th grade social studies standards of North Carolina and United States history. This inforgrphic also effectively uses text, color and images in combination to communicate information to the viewer. The appearance of the infographic is organized into 4 main sections and the heading which makes it easy to look at and understand for the viewer. The use of the 3 main colors (blue, red and green) allows the infographic to appear cohesive but engaging. Also, the creators of this infographic provide sources for each section, which, as Kathy Schrock stated, builds credibility especially when presenting it to students. The inclusion of the map and charts allows the viewer to view the data in a visual format which gives another aspect to observing and understanding the data provided.

Image Source: http://www.pronk.com/wordpress/wp-content/uploads/2014/12/MGAH_SC_L03_A001221.jpg ||
 * **Jenny** || == [[image:msl-sr-exp-2017-18/Infographic.jpg width="360" height="197"]] == || This infographic illustrates the income distribution of the population of Brazil. It would provide great context for students because they may believe that the US has an income gap but it is not as severe as Brazil. You could also do an activity with the class about what it would be like to live on $1.25 a day, like some people in Brazil do. This infographic also can be used to compare the economies of the US and Brazil or another South American country because economics is part of social studies curriculum in middle school.

Image Source:

http://www.pronk.com/project/social-studies-infographics/ ||
 * **Megan** || [[image:pyramids.jpg width="534" height="290"]] || I chose this infographic because it gives content information on the pyramids, while also including visuals to represent the data. Middle schoolers study Ancient Egypt in 6th grade, and I think it would be engaging for them to view the building of the pyramids using this digital infographic. The infographic includes information on the size of the structures, what they were built out of, how long it took to build them, and the workforce used for construction. This infographic could be a great way to introduce the topic of socio-economics in Ancient Egypt and the different class structures in their society.

Image source: http://www.pronk.com/wordpress/wp-content/uploads/2014/12/HSWH_SC_L04_A004191.jpg ||