Lesson Plan: A Single Image, A Thousand Words
Subject: English Language Arts / Visual Arts / Social Studies
Grade Level:9-12
Time Allotment:55 minutes
Image Used: The Handshake by Chris Skinner (or a similar image depicting the transfer of something
symbolic—like a plant, a book, or a tool—between generations).
Learning Objectives: By the end of this lesson, students will be able to:
1. Describe an image objectively using detailed observational skills.
2. Analyze the compositional elements of an image (e.g., lighting, color, focus, symbolism).
3. Infer meaning and theme by synthesizing visual clues.
4. Synthesize their analysis into a creative and reflective piece of writing.
Materials:
· Projector or screen to display the image.
· Whiteboard or flip chart and markers.
· Student notebooks and pens.
· Handout (optional) with a structured analysis framework (See, Think, Wonder, or OPTIC).
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Lesson Procedure (55 minutes)
Part 1: The Hook - Engaging Curiosity (5 minutes)
1. Silent Observation (2 minutes): Project the image of The Handshake on the board. Do not give it a title or any
context.
2. Initial Impressions (3 minutes):
· Ask students: "Without saying what you think it means, what is the first thing you notice in this picture?"
· Take 2-3 quick answers (e.g., "two hands," "a small plant," "wrinkled skin vs. smooth skin").
· Teacher's Goal: To prime students for objective observation before jumping to interpretation.
Part 2: Deconstructing the Image - The "What" (20 minutes)
Activity: See, Think, Wonder
Write three columns on the board: SEE | THINK | WONDER
1. SEE (10 minutes - Gathering Evidence):
· Instruct students: "Let's build a collective list of only what we can see. No interpretations yet."
· Facilitate a class discussion, populating the "SEE" column. Prompt them to be specific.
· Example "SEE" List:
· Two hands: one elderly, weathered, with visible veins and wrinkles; one young, smooth.
· The hands are touching, cradling a small, green sapling with a few leaves.
· The background is blurred (shallow depth of field), focusing all attention on the hands and the plant.
· The lighting is warm and soft, coming from the top, highlighting the texture of the skin and the vibrancy of
the plant.
· The elderly hand is slightly below, offering; the younger hand is slightly above, receiving.
2. THINK (5 minutes - Making Inferences):
· Now ask: "Based on what we SEE, what do you THINK is happening? What might this image represent?"
· Guide students to support their inferences with evidence from the "SEE" column.
· Example "THINK" Responses:
· "I think it represents the passing of knowledge from the old generation to the new."
· "I think the plant symbolizes hope, growth, or the future."
· "I think it's about responsibility and caring for something fragile."
3. WONDER (5 minutes - Generating Questions):
· Finally, ask: "What does this image make you WONDER? What questions do you have?"
· This encourages deeper critical thinking and personal connection.
· Example "WONDER" Responses:
· "I wonder what kind of plant it is."
· "I wonder what the older person's story is."
· "I wonder if the young person feels ready for this responsibility."
· "I wonder what happens after this moment."
Part 3: Finding the Theme - The "So What" (15 minutes)
1. Thematic Discussion (10 minutes):
· Based on the "Think" and "Wonder" columns, guide the discussion toward broader themes.
· Key Questions:
· "If this image had a title, what would it be? Let's propose a few." (Later, you can reveal the actual title, The
Handshake, and discuss its meaning).
· "What is the central theme or message here? Is there more than one?"
· "How do the visual elements (lighting, focus, composition) help communicate this theme?"
· "How does this image make you feel? Hopeful? Anxious? Responsible? Why?"
2. Making Connections (5 minutes):
· Ask students to connect the image's theme to the real world.
· Prompt: "Where do we see this 'passing of the torch' happening in our world today? Think about
environmentalism, technology, culture, or social justice."
· Briefly discuss examples (e.g., climate activism led by youth, preserving traditional crafts, the digital divide
between generations).
Part 4: Creative Synthesis (10 minutes)
1. Quick-Write Activity: "The Monologue" (10 minutes):
· Instructions: "Choose one of the hands in the image. You have 7 minutes to write a short internal monologue
from that person's perspective. What are they thinking and feeling in this exact moment? Use specific details
from the image."
· Example Prompt for the Elderly Hand: "These hands have planted many seeds, seen many seasons. This
one... this one is different. I pass to you not just a tree, but a world..."
· Example Prompt for the Younger Hand: "The weight of it is so small, but it feels so heavy. His skin tells a
story mine hasn't lived yet. Can I keep it alive? Can I help it grow?"
2. Share and Close (5 minutes):
· Ask for 2-3 volunteers to share their monologues.
· Exit Ticket/Closing Thought: "As you leave, consider one small 'sapling'—an idea, a skill, a
responsibility—that you have received from someone before you, or one that you might pass on to someone
else."
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Differentiation & Assessment
· For Support: Provide a handout with the "See, Think, Wonder" framework. Pre-write some of the "See"
observations to get them started. Allow for pair-share before whole-class discussion.
· For Extension: Challenge students to find a modern image (e.g., from news, social media) that conveys a
similar or contrasting theme. Ask them to write a comparative paragraph.
· Assessment: Formative assessment will be based on participation in class discussion, the depth of their "See,
Think, Wonder" contributions, and the insightfulness of their creative monologue.
