after school program - seeing and storytelling lesson plan (dragged)

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  • 7/28/2019 After School Program - Seeing and Storytelling Lesson Plan (Dragged)

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    Young Achievers, HASP Clubs Facilitator: N. Smith

    Rotation: 11/12 12/07 Grade(s): 6th- 8th

    Unit PlanSeeing and Storytell ing

    Club Overview:This is an art appreciation club where students will learn how to view art, see details and

    tell stories based on visual clues. Each day will focus on a new skill in seeking art, talking

    about art and creating your own art.

    Club Learning Targets: I can identify explicit and implicit visual clues in art I can use visual clues and background knowledge to infer stories I can create and interpret my own visual stories

    Activity :Learning Targets:

    I can identify elements of storytel l ing I know the difference between expl ici t and implicit visual clues I can use visual clues to create a representation of myself

    Act ivi ty :Learning Targets: I can identify themes, characters and plot in a visual image I can create a story based on visual clues

    Activi ty :Learning Targets: Collaboration with Student

    WE111/14

    WE311/28

    WE412/05

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    Young Achievers, HASP Facilitator(s) Name: N. Smith

    11/14/2012 Grade Level(s): 6th

    -8th

    Seeing and Storytel l ing: Profi le Pictures Week 1

    Learning Targets: What are you hoping the students get from the lesson? What is the purpose of thisactivity?

    I can identify elements of storytelling I know the difference between explicit and implicit visual clues I can use visual clues to create a representation of myself

    Learner & Leader Skillset: List which skills from the learner & leader plan are included in this lesson.

    1. _______________________ 2. _______________________ 3. _______________________

    Materials Needed: List ALL materials you will need for this lesson. Note quantities if necessary. Computer with internet connection Projector Appropriate Facebook profile picture Timer Colored pencils, markers, etc.

    5-10 blank character templates (seeattached)

    Chart paper Paper and writing utensils

    Prep & Room Set Up: Describe the preparation necessary to make your lesson most successful. Prep Work

    o Choose an appropriate Facebook profile picture. This picture should be a goodrepresentation of who you are, what is important to you and/or a special moment for you

    o Set up laptop, connected to projectoro Google Art Project image cued up and/or portrait of famous figure from popular culutre

    Classroom Spaceo Location: Music or Art Roomooo

    Hook Activity: A transition activity that will refocus & energize the students to get them excited for thelesson. You can use the hook as an introduction to the activity, but be sure to make it engaging.

    Activity Name: Facebook Profile PictureDuration: 5 minutesDescription: Ask students What do you need to tell a story? What parts make up a great story? Onchart paper or white board, write down ideas as they are shared. Great examples include: Characters, plot,

    costumes, words, audience, voice, body, colors, props, setting, music, movement, texture, lines, context,

    content, emotions, etc. Then ask for volunteers to come up and circle examples of elements you can see,

    hear or touch versus elements you can feel or infer. Things we can see (explicit) would include: colors,

    costumes, words, texture, and setting. Things we infer would include: emotions, themes, characters

    (details). Keep this list up for the remainder of the class as reference.

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    Young Achievers, HASP Facilitator(s) Name: N. Smith

    11/14/2012 Grade Level(s): 6th

    -8th

    Main Activity: Provide a step-by-step description of the activities. Include enough detail so that yourfellow CMs know what they are responsible for and when everything is taking place.Activity Name: Facebook Profile PicturesDuration: 15 minutesRundown:Have your FB profile picture cued up and ready to go, but not visual to students. Once students a paper

    and writing utensil tell them that you are about to show them an image.They will have 30 seconds to write down as many explicit visual clues (things they can physically see). After

    the timer goes off, allow 2-3 minutes for share back. Take time to address suggestions which do not fit the

    criteria ( ex: Student says happy people, ask How do you know they are happy? What physically can you

    see? A smile is explicit, but the emotion of happiness is implicit. It is something we guess based on what

    we see.)

    Next, set the timer for another 30 seconds and ask students to write down what they can infer about

    implicit clues. Again allow, 2-3 minutes for share back. Students should be able to make inferences based

    on things they already know about you and things they know about the places or things they see in the

    picture as well as making educated guesses. Students may guess some things about you and what is

    important to you based on the picture. Feel free to share. (ex: A picture of you and your best friend smiling

    may lead students to guess that you like the person in the picture with you and that they are important toyou.) It is important to mention the context of the image as a Facebook profile picture and point out that

    we all typically use our profile picture to tell a quick story about ourselves, showcase who/what is

    important to us, or show off something about ourselves.

    Again set the timer for 1 minute. Using a portrait picture for Google Art Project, students will have a minute

    to write down as many explicit and implicit clues they can gather from the image. Afterwards, allow time for

    share back. What did the students see and what can they tell you about the person/people in the picture?

    Activity Name: Swagger PortraitsDuration: 10 minutesRundown:Pass out the Swagger Portrait Templates. Students will have the remainder of the time to create their own

    Swagger Portraits. They should uses the template to showcase things that represent them such as

    clothing, favorite colors, facial expressions, other people or things in their lives (family and friends), setting

    (school, house, basketball court), props (football, pom poms, books)

    Reflection/Debrief: Every lesson plan should have this element. Be creative in how you do this thinkabout what is the most appropriate activity to conclude your lesson.

    Share finished portraits. What costumes, characters, props, colors, expressions, settings, etc. did students

    use to represent themselves?

    Adaptations Needed: Be conscious of the students in your group. Will anyone need some extra supportto participate in this lesson plan? (Physical, mental, emotional, etc.)

    This lesson plan may work better by replacing the historic portrait with a contemporary one (famous

    athlete, music artist, politician) that the students can better connect with.

    Extension Activities: What will students do if the lesson plan finishes early? Come up with a minimumof 2 activities for them to do. Team building games are great for this be sure to include instructions on

    how to play.