Today’s topic:
A picture is worth one thousand words
Using the “5W’s” for beginning or advanced writers
Read this first:
Unmotivated to write? The Five W’s (Who, What, Where, When, Why, plus sometimes “How”) can be used to help beginning or advanced writers organize and practice writing. Individuals, parents, teachers, and homeschool instructors can use the 5W’s to have students brainstorm and/or practice writing. When a student answers 5W’s about an interesting photograph, vocabulary, creativity, listening, spelling, reading, critical thinking, and overall writing skills are enhanced. This 5W lesson (below) can be used in a regular, homeschool, remedial, special education, or creative writing classroom and/or for a group.
To begin: organize!
Step 1: Find interesting pictures
Five W’s Picture?
Interesting photos are found in old magazines or downloaded from free sites (public domain) on the computer. The subject matter of photos depends on the person. For this sample lesson, a variety of creative subjects that hold interest for beginning or advanced writers is recommended. Photos that show action (and have at least one person performing that action) are easier to describe than plain landscapes. The photos should be large enough to clearly see all details.
Step 2: Student finds one picture that holds interest
Step 2:
Instructors* should prepare a wide selection of photos with varied scenes and activities to present to students. A wide selection allows beginning or advanced writers more freedom to choose a photo. Once the photos are ready for distribution, teachers can put a number (or letter) on the back of each one to aid in identification.
teachnote1
* Note for classroom teachers: Before beginning a lesson dealing with the 5W’s, furnish an “anticipatory set.” This would involve things like, for instance, discussing the idiom “a picture is worth a thousand words,” and reviewing the 5W’s. Instructors should model how to answer questions about one photo as a group (or as an individual). Remember to always follow your school’s content standards. Click here for a sample 5W Lesson Plan.
Step 3: Study the picture
Step 3: The pupil looks at a selection of pictures for three or four minutes. Older students should be able to select their “three best” pictures. Then, after further contemplation, they choose one photo they like more than the rest. Once the picture is selected, the teacher passes out the “5W’s” worksheet (see paper below) to individuals or a group leader. Students write the number of the photo they have selected on their paper.
Step 4: Write words or phrases for each question…
Step 4: In this step, students write one or two general words or phrases that come to mind for each of the 5W questions. Instructors can prompt students with questions like, “What’s happening in this photo?” “What colors do you see?” For instance, the “who” in the photo directly above could be hikers, mountain climbers, people, women, men, girls, or boys. “What” might be people walking up a mountain, or two hikers in the snow connected by a rope. “When” would be a guess of morning or afternoon. “Where” would be the mountains, or in the snow. “Why” might be to explore the mountains, or to slide down when they get to the top. Answers may vary and not all answers need to be complete. Struggling students should be encouraged to pick out the details (no matter how small). Allow vague answers at first.
Option: One option in a classroom is for the teacher to display a photo via a projector. Group #1 answers the “what” question about the picture. Group #2 handles “who,” and so on. At the end of the session one person from each group verbally reports their findings.
Step 5: Expand words and phrases to sentences
Expand the lesson:
After a break, or the next day, students take their general words and make more detailed sentences. For instance, the “who” in the photo directly above could be, There are two hikers. “What” might be, The two hikers with blue jackets are climbing up a mountain. Or, People in the snow are connected by a rope. “When” would be, It could be the morning. “Where” would be, They are in the mountains. “Why” might be, They want to slide down when they get to the top.
Summing Up
At this point, teachers have the option to put the completed worksheets up for a gallery walk. Glue or staple the worksheet on a large poster-size paper with the photograph on the side. Another alternative is to give the students an assignment to develop a detailed story around their picture. This latter activity would fall under the heading “guided practice” or “independent practice.” Contact SLO English Teacher for more ideas.
worksheet1
A sample 5W Worksheet
lesson1
variations1
Variations
| Credits: |
| “Thunderbolt, Starlight, North Palisade, Polemonium Peaks, in the Sierra Nevada, USA,” by Author Jonathan Fox from Carson City, United States” |
| “”Winter scene of the snow-covered Caucasus Mountains under a cloudy sky,” by Nikita Korchagin / Pexels |
| “Teen snowboarder walking with a snowboard in a snowy mountain landscape under a bright sky,” by Anna Shvets / Pexels “Adventurous hikers braving harsh winter conditions in the mountains of Bosnia,” by Amel Uzunovic / Pexels “”A thrilling paragliding adventure captures a paraglider soaring above majestic mountains and clouds.,” by ArtHouse Studio / Pexels |
| © Copyright 2026 SLO English Teacher Enterprises (except photos mentioned above) SLO English Teacher Enterprises is registered as a business in the city and county of San Luis Obispo, CA. We support equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or Veteran status. We offer a 5% discount for veterans, first responders, and senior citizens (for non-fiction beta reading/feedback, and tutoring services only. For more information go to the SLO English Teacher Contact page. |
Leave a Reply