Better Than Words: Say It with a Selfie
Better Than Words: Say It with a Selfie
Items in this lesson
Better Than Words: Say It with a Selfie
Open the lesson as a reading investigation into the author's ideas about selfies. Keep the focus on argument, evidence, language, bias, audience, and purpose from Gloria Chang's text.
What can a selfie tell us about a person?
Use this as the required activation after the learning goal slide. Expect words like mood, style, friends, place, feelings, confidence, personality, and memories.
Selfies & Communication
A selfie can show:
mood
style
place
relationships
confidence
a moment someone wants to share
This supports the opening interactive poll and word cloud the user requested. The slide content stays minimal so students can react quickly to the idea of communication beyond words.
YES
Does a selfie tell more than words?
NO
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Vocabulary in Context
narcissists
saturated
self-expression
self-discovery
validation
self-confidence
self-esteem
emoticons
relfies
groupies
Use these exact words for the matching activity. Meanings should come from how the words are used in the article, not from dictionary-only teaching.
self-confidence - belief in your own ability.
self-esteem - how much you value yourself.
emoticons - symbols used to show feelings in messages.
relfies - relationship selfies.
groupies - group selfies with friends.
narcissists - people who think too much about themselves.
saturated - completely filled up.
self-expression - showing who you are.
self-discovery - learning more about yourself.
validation - approval that makes someone feel accepted.
This slide provides the answer set for the matching interaction design. In delivery, remind pupils to prove meanings with nearby clues from the text.
Today, social media is full of pictures, especially selfies. Some people think that people who take too many selfies are __________ because they are too focused on themselves. However, others believe selfies can be a form of __________ and a way to show personality.
The internet is now __________ with images, so people often use creative ways to make their pictures stand out. Taking selfies can also be part of __________, as people learn more about themselves and how they want others to see them. Sometimes, people post pictures because they want __________ from friends and followers.
Positive reactions can increase a person's __________ and make them feel better about their abilities. However, __________ is about how people generally feel about their own worth. People may also use __________, such as 😊 or ❤️, to express feelings without using many words.
There are even special types of group photos. __________ are selfies taken with other people, while __________ are group selfies taken by a group of friends or fans. These different types of pictures show how people use images to communicate, connect, and express themselves.
Fill the blanks
self-esteem / groupies / validation / saturated / emoticons / narcissists / self-discovery / relfies / self-confidence / self-expression
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Today, social media is full of pictures, especially selfies. Some people think that people who take too many selfies are narcissists because they are too focused on themselves. However, others believe selfies can be a form of self-expression and a way to show personality.
The internet is now saturated with images, so people often use creative ways to make their pictures stand out. Taking selfies can also be part of self-discovery, as people learn more about themselves and how they want others to see them. Sometimes, people post pictures because they want validation from friends and followers.
Positive reactions can increase a person's self-confidence and make them feel better about their abilities. However, self-esteem is about how people generally feel about their own worth. People may also use emoticons, such as 😊 or ❤️, to express feelings without using many words.
There are even special types of group photos. Relfies are selfies taken with other people, while groupies are group selfies taken by a group of friends or fans. These different types of pictures show how people use images to communicate, connect, and express themselves.
Answers
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The Author's Main Claim
In the opening, the author argues that selfies are not silly or empty.
She presents selfies as a powerful way to communicate things that words do not always show easily.
Use the opening of the text in the multiple-choice task. The correct idea should centre on selfies as meaningful communication, not just pictures of faces.
How the Argument Begins
The article starts by challenging a common judgement:
some people dismiss selfies
the author pushes back
she begins building a more positive view
Guide students to notice that the author sets up an argument by answering criticism straight away.
What Each Idea Adds
Art and life - selfies can be creative and meaningful.
Self discovery - selfies can help people notice identity and change.
Self-expression - selfies let people send a message about themselves.
About the self
About others and time
Self-confidence - selfies can support positive feelings about self.
Making connections - selfies help people share with others.
Making memories - selfies capture moments people want to remember.
Keep this as a map of the text's reasoning. It helps students see that the article is organised as a series of claims, not one single example.
What is the author's main claim about selfies?
6B
6D
They are mostly a waste of time
They are a powerful way to communicate
They should replace all writing
They are only popular with teenagers
Correct answer reflects slides 5–6: selfies are meaningful communication, not empty pictures.
Reading for Evidence: Self-Expression
Look for details that show selfies can:
present identity
share feelings
send a message without many words
show how someone wants to be seen
For the evidence-selection activity, include only details that appear in the text and contrast them with distractors that do not support self-expression.
Reading for Evidence: Self-Confidence
Look for details that link selfies to:
validation
self-esteem
self-confidence
feeling seen or accepted
Students should identify which examples the author uses to claim selfies can help confidence. Keep the distinction between evidence and opinion clear.
Reading for Evidence: Connections
Look for details that show selfies can:
connect friends
keep relationships visible
communicate quickly online
create a sense of sharing
This supports the interactive evidence task about connections. 'Relfies' and 'groupies' can be useful evidence here.
Reading for Evidence: Memories
Look for details that show selfies can:
capture moments
preserve experiences
help people look back later
turn everyday events into memories
Help pupils separate this claim from connection: one is about remembering over time, the other is about sharing with people.
Which detail best supports selfies as self-expression?
They can show how someone wants to be seen
They can help save a special moment
They can include several friends together
They can be mentioned in studies
Distractors come from other claims in the text: memories, connections, and support from studies.
Which detail best supports selfies and self-confidence?
They can make messages shorter
They can help people feel accepted
They can turn art into homework
They can replace face-to-face talk
Correct answer links directly to validation, self-esteem, and self-confidence from the text.
Which detail best supports selfies making connections?
They preserve moments for later
They challenge old-fashioned critics
They help people share with friends online
They prove every selfie is artistic
Use this to separate the idea of connecting with others from the idea of memories.
The Author's Language
The author often uses strong language.
Watch for words and claims that sound:
extreme
absolute
exaggerated
These choices shape how convincing the article feels.
For the interaction, include statements from the text and ask pupils to identify which use extreme or absolute language.
Why Use Extreme Language?
Strong language can:
make the argument sound stronger
entertain the reader
show the author's feelings clearly
It does not create a completely neutral view.
This slide prepares the multiple-choice question about purpose of extreme language. Link language choice to persuasion and tone.
Bias & Credibility
When the author mocks people who disagree, such as calling them cavemen, it reveals bias.
Bias can make a writer sound passionate, but it can also make some readers trust the argument less.
Use statements from the article, including name-calling or stereotyping, in a sort: strengthens credibility or weakens credibility.
Does It Strengthen or Weaken?
Can strengthen
Can weaken
giving examples
using studies
explaining why selfies matter
linking ideas clearly
name-calling
stereotyping people who disagree
sounding one-sided
exaggerating too much
This gives students the criteria they need for the credibility activity without drifting away from the text.
Which statement uses extreme or absolute language?
6B
6D
Selfies can sometimes show feelings
Some people use selfies with friends
Selfies are better than words
Many selfies are shared online
The absolute comparison 'better than words' is the clearest extreme claim.
Why does the author use strong, extreme language?
6B
6D
To present a neutral view
To avoid giving evidence
To make the argument stronger
To hide her opinion
Slide 14 signals that strong language is persuasive and expressive, not neutral.
Which choice weakens the author's credibility most?
6B
6D
Giving examples
Using studies
Calling critics cavemen
Linking ideas clearly
This draws on slides 15–16: name-calling reveals bias and can reduce trust.
Author's Purpose & Audience
The article is likely aimed at readers who know social media and may have heard criticism of selfies.
The author wants to persuade readers that selfies can be meaningful, social, and even helpful.
In the multiple-choice task, make students choose the audience and purpose using clues from tone, examples, and subject matter in the text.
Why Mention Science and Studies?
Make sure the correct answer links to evidence and persuasion, not random detail. Students should connect this to credibility.
Why Mention Science and Studies?
When the author refers to science and studies, she is trying to:
add support to her claims
sound informed
persuade readers that selfies have real value
Make sure the correct answer links to evidence and persuasion, not random detail. Students should connect this to credibility.
Word Gaps: relfies and groupies
Use context clues from the article:
relfies are linked to relationships.
groupies are linked to group photos shared with others.
Design the activity so pupils infer each word from the explanation and surrounding context in the text, not from prior knowledge.
How Convincing Is the Argument?
To judge the argument, we should think about:
the strongest evidence
the author's examples
the use of studies
the effect of bias and extreme language
Use a 1–4 rating interaction, then ask pupils to choose the strongest evidence from the text that supports their rating.
Text Structure
The author's ideas move in a sequence:
opening claim about selfies
reasons selfies matter
examples of different kinds of meaning
support from studies and explanation
a persuasive conclusion
Turn this into a sequencing activity using the major ideas in the order they appear in the article.
Who is the likely audience for this article?
6B
6D
People interested in social media
Scientists writing reports
Builders studying caves
Chefs sharing recipes
Students should infer audience from the topic, tone, and examples rather than guessing broadly.
Why does the author mention science and studies?
6B
6D
To add support to her claims
To make the article longer
To tell a funny side story
To avoid sharing an opinion
Correct answer links evidence to persuasion and credibility.
Agree or Disagree?
The article's big claim is that selfies can communicate powerfully.
A strong response should use at least one idea or piece of evidence from the text.
This supports the final open response about whether students agree that selfies are better than words.
How convincing is the author's argument?
I am convinced
Good argument but I am not convinced
Not good enough
Bad argument
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Which is the strongest evidence in the text?
The author uses relfies and groupies as examples
The author says critics are cavemen
The author mentions science and studies
The author repeats the title idea
This follows the argument rating. Students should see that evidence from studies is stronger than labels or repetition.
What are ways you can make yourself heard?
Exit ticket reflection tied to the lesson's essential question. Encourage responses about words, images, actions, posts, speaking out, or creative communication.
What helped you understand the text best?
Exit ticket reflection. Students might mention vocabulary work, identifying evidence, judging bias, or spotting strong language as most helpful.
Glossary
claim - the main point a writer wants readers to believe
evidence - details from a text that support an idea
bias - a one-sided view that favours one opinion
credibility - how believable or trustworthy a writer seems
audience - the people a text is written for
purpose - the writer's reason for creating the text
context clues - nearby words or ideas that help explain meaning
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Glossary
main idea - the most important point in a section of text
argument - a set of reasons used to persuade someone
self-expression - showing thoughts, feelings, or identity
self-discovery - learning more about who you are
validation - approval that makes someone feel accepted
self-esteem - how much you value yourself
self-confidence - belief in your own ability
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