BEFOrE Accessing prior Knowledge As a class, discuss students’ experiences with digital cameras, smartphone and tablet cameras, and photo-sharing apps. For example, ask: • How old were you when you took your first photo? What type of camera was it? • What type of camera do you prefer to use, and why? • How do the photography experiences of the one or two generations before you differ from your experience? How are they the same? DI TO SuppOrT Students might benefit from previewing the selection. Ensure that they understand the infographic form (see page 59 for information about the techniques and conventions of this form). You might also display a print copy of Wired magazine or the Wired web page, to help students think about its audience. Making connections Have students work in small groups to improvise a scene based on the situation of someone sharing his or her photos with friends or family members via a phone, tablet, or computer. Have students consider these questions for developing their scene: Why does the person feel the need to share photos? How interested are the people viewing the photos? What does each person get out of the photo sharing? After watching the scenes, have a class discussion on whether some people have become too attached to taking and viewing photos. STrATEGIc rEADING What the ReseaRch says “Research has demonstrated that conversation with peers improves comprehension and engagement with texts in a variety of settings (Cazden, 1988). Such literary conversation does not focus on recalling or retelling what students read. Rather, it asks students to analyze, comment, and compare— in short, to think about what they’ve read.” — Richard L. Allington and Rachael E Gabriel, Educational Leadership, March 2012, Vol. 69 Number 6 What Do you Think? Have small groups discuss their response to the What Do You Think? prompt at the top of SB page 100: “Technological innovation does little to change basic human behaviour.” If necessary, remind students that technological innovations have occurred in the distant past (e.g., the wheel or printing press) as well as more recently. Have groups summarize their discussion for the class. Analyzing Form As students read, have them mark the essay with sticky notes or write jot notes about the author’s purpose, thesis, and main ideas. Ask them to take note of how the author moves from one idea to the next, and how the ideas relate to, or build on, one another. Invite students to consider how the infographic works with the essay, and how it affects their understanding of the essay. considering Audience and Style Ask students to respond to the marginal note on SB page 101 by analyzing the author’s use of language (idioms, jargon, pop culture references) to make inferences about him and his assumptions about his audience. NEL The Pocket Camera Moment 51