Curriculum ~ Writing
captions lesson plan
Overall Purpose: To teach students the proper way to write a caption for a photograph.
Standards:
Colorado Academic Standards
National Common Core Writing Standards and Oral Expression and Listening Standards
W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
W. 9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Materials Needed: Caption Writing handout and Caption Writing lesson plan (one copy for the teacher only),
Caption Writing powerpoint, photographs (either have students bring in three or use old yearbook ones or cut
out of magazines)
Plan: See Caption Writing lesson plan for complete instructions.
Assessments: See Caption Writing lesson plan.
Other Activities: It is a good idea to do a caption writing handout every week for the first couple of months so
that students really get it!
Caption Writing Lesson Plan:
If you were to boil your yearbook down to two main parts, it would be photos and captions. Captions should
accompany each picture. Students grow up and people change. As a historical document, it is imperative to
provide accurate names and information for each picture. Captions are key to providing this.
Direct instruction must be used to teach caption writing. Students will not have written captions in English
class. You must show them how and then have them practice, practice, practice, practice!
Start with the caption writing powerpoint or the Caption Writing handout. Review both before using with the
class. The powerpoint has more information on types of captions, but the handout has the same information of
how to write a caption.
Have students write captions along with the presentation (when asked to do so) or use the handout to do this.
This should take one class period. You may want to have the Caption Writing handout printed out and available
for them as they watch the powerpoint. They could use this sheet to take notes and to write their captions on.
The next class period, use just the last page of the Caption Writing handout and have students rewrite captions
from previous yearbooks or have photos for them to use to write captions or have them bring in photos. They
should do this for at least a month. It takes practice to get the format down. Grade all of these! It is a good way
to get points for the students and an easy grading assignment.
Assessment: Give 7 points for providing the 5 W’s and H and the quote. This means they did the groundwork
necessary for a good caption. Then offer 13-23 points for the caption—30 points total. Did they provide a
quote? A lead-in? Two sentences? Be sure to set the standard for your book and make sure students meet it. I
have students write and re-write until they have it right!
Writing Captions
Captions are designed to give the reader more information than they can actually see by looking at the
photograph. Caption writing will often take some work researching and interviewing the people involved.
Captions answer these questions:
WHO is featured in this photo?
Senior Gordon O’Brien, baseball player
WHAT is happening in this photo?
Caught in a run-down
WHERE was the photo taken?
Between first and third base, home field
WHEN was it taken?
At the district playoffs, May 1
WHY is the action important?
Although he was caught in a run-down and tagged out, he diverted the attention of the catcher.
HOW is this a significant memorable moment?
The diversion helped the team to score the winning run.
QUOTE: Ask somebody involved in the photograph an open-ended question.
“That play helped us advance to the state playoffs,” O’Brien said. “I hated it when I was called out, but it was
worth it when we won the game.”
Once you have all of the information above on each of the pictures you will be using, you are ready to
start writing. Remember, the goal is to tell the reader more than they can see by just looking at the
picture!
Now, write the caption!
Senior Gordon O’Brien is caught in a rundown between first and second base on his home field at the district
playoffs May 1. Although he was tagged out, he diverted the attention of the catcher to help the team score the
winning run.
Add a quote to the caption:
Senior Gordon O’Brien is caught in a rundown between first and second base on his home field at the district
playoffs May 1. Although he was tagged out, he diverted the attention of the catcher to help the team score the
winning run. “That play helped us advance to the state playoffs,” O’Brien said. “I hated it when I was called
out, but it was worth it when we won the game.”
Add more information, if necessary:
One week later, the team won the state championship over their cross-state rivals, the Whittier Wildcats.
Edit. Start with impact words:
Caught in a rundown, senior Gordon O’Brien dodges first and second basemen on his home field at the district
playoffs May 1. Although he was tagged out, he diverted the attention of the catcher helping the team score the
winning run. One week later, the team won the state championship over their cross-state rivals, the Whittier
Wildcats. “That play helped us advance to the state playoffs,” O’Brien said. “I hated it when I was called out,
but it was worth it when we won the game.”
Design the final caption by adding a Lead-in or Mini-Headline to grab the reader’s attention (e.g. In a
pickle):
In a pickle
Caught in a rundown, senior Gordon O’Brien dodges first and second basemen on his home field at the district
playoffs May 1. Although he was tagged out, he diverted the attention of the catcher helping the team score the
winning run. One week later, the team won the state championship over their cross-state rivals, the Whittier
Wildcats. “That play helped us advance to the state playoffs,” O’Brien said. “I hated it when I was called out,
but it was worth it when we won the game.”
Keep these things in mind when writing captions:
•Check the facts. Be accurate. Make sure names are spelled correctly. Don’t assume.
Ask questions of someone who can give you factual information. Ask your photographers to be visual reporters.
Expect them to write the captions.
•Avoid stating the obvious. Mr. Fred Rogers stands in front of the chalkboard doesn’t tell the reader anything
more than what they can see from looking at the picture. Give your reader a reason to read the caption
information.
•Identify all the main people. In a big group situation, this isn’t possible. But when only a few people are
pictured, name them completely from left to right. Omit the directions left to right because that is how we
English-speaking people read. Only use directions if you aren’t naming people from left to right.
•Don’t repeat information. Readers read captions to get information. If you merely repeat information in the
headline, in the lead or in the story, the reader gains nothing from reading the captions. Provide real information
that isn’t already used elsewhere. The caption can tell what was going on when the picture was taken, but can
add information about something that happened after or before.
•Avoid making judgments. Unless you have the facts in a quote from the person pictured, avoid using
adjectives to describe people. Is someone really unhappy or just unhappy to have his or her picture taken? Is a
runner tired or merely out of breath?
•Avoid terms like “pictured,” “is shown” and “looks on.” Most of the time these phrases are obvious, add no
real information and are ineffective.
•Use present tense. A caption describes what was going on when a picture was actually taken. Use past tense
only for information that came after the picture was taken, usually the second sentence and beyond.
•Don’t attempt humor. A caption is not an exercise in creative writing.
•Descriptions can be helpful. The person dressed in black, holding the water hose, standing to the left of the
chair, etc. may help the reader identify the people in a complicated picture.
•Longer captions should be a possibility. Captions should always be complete sentences. Adding a sentence
or two, or including direct quotes, can make captions more informative. Caption writing shouldn’t be an
afterthought.
•Do not make up quotes or captions. A caption is not an exercise in creative writing.
Writing Captions: Now you try it!
Always answer these questions first, and then write your final caption. Include a lead-in/mini-headline with
your final caption for full credit.
WHO is featured in this photo?
WHAT is happening in this photo?
WHERE was the photo taken?
WHEN was it taken?
WHY is the action important?
HOW is this a significant memorable moment?
QUOTE: Ask somebody involved in the photograph an open-ended question.