after school program - seeing and storytelling lesson plans

7/28/2019 After School Program - Seeing and Storytelling Lesson Plans

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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

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Seeing and Storytel l ing: Profi le Pictures

Week 1Learning 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.

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 Pictures


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

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

-8th

Duration: 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 yousee? 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 to

you.) 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?

{Note: 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. Examples include Kobe Bryant

with championship rings or trophy, a pop artist with Grammy or holding a mic on a stage, or an Olympic

athlete with gold medals on a track field.]

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.)

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.


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Seeing and Storytel l ingWeek 2

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

I can identify themes, characters and plot in a visual image I can create a story based on visual clues

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. 3-5 images, printed out Computer with internet connection Projector

Paper and writing utensils


o Computer (with projector hook up if possible)ooo

Classroom Spaceo Location: Art or Music 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: Fractured FairytalesDuration: 10 minutesDescription: Students sit in a circle. The instructor selects one student to start a story, typically withOnce upon a time. Then, by touching a new student on the shoulder, the instructor selections the next

student to pick up the story. This continues, picking up in different places and in the middle of sentences.

Going on, it may get a bit more complicated by making the switch off much faster, perhaps only letting

each student say one word at a time. Continue until the story becomes a jumble.

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: Visual StorytellingDuration: 20 minutesRundown:Using Google Art project, pick 2-3 paintings to show students.


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With the first image, have students talk about what they see and what it may mean. Ex: A portrait of a man

on a horse wearing a royal uniform. He may be a captain. He is going to war. He is proud. Start to help

students distinguish between what they see explicitly) and what they believe they know (implicit) about the

painting, characters and story.

With the second image, have students take 5 minutes to write a short story about what is happening in the

scene. Encourage students to try writing a story about what happened right before the moment in the

scene, what is happening during the moment captured in the scene and what they think will happen next.Have students share back their stories.


Ask students what tools they used to create their stories, What types of inferences did they draw from

visual clues? For example, some students may have seen a painting showing men in togas and wrote a

story about ancient Rome, based on the costumes they saw.


If students do not connect with paintings of historical subjects you could try stock images of more

cotemporary scenes.

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.

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Student Collab Reindeer Cookies Week 3

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

Give student an opportunity to work with CM in developing their own choice time activity Learn what goes into designing, planning and facilitating an activity Build CM and student relationships though collaboration and teamworkLearner & 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. Sugar cookies Frosting or Fluff M&Ms Fruit roll ups Pretzels

Reindeer worksheet (see attached) Paper plates


o On plates, pre set one cookie, one red M&M, a bit of fruit roll up, two pretzels and a bit offrosting or fluff. Se these aside

o Have worksheets on table for students when they enteroo

Classroom Spaceo Location: Cafeooo

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: Reindeer worksheetDuration: 10 minutesDescription:Instruct students to begin filling out their Reindeer worksheet. This should be information about their

made-up reindeer, not themselves. Encourage them to get create and have fun with it. They will need to

finish this worksheet before they are given an cookie making materials.


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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: Create your Cookie ReindeerDuration: 20 minsRundown:After students have finished their worksheet, they can turn it in in exchange for a cookie making plate.

They should take this back to the table. Using the given materials, students will being their made-up

reindeer to life as a cookie.

The sugar cookie should serve as the base of he reindeer face. The M&Ms (red and brown) make great

noses and the eyes. The pretzel sticks can be used to make antlers and the fruit roll up make a great scarf

or bow tie. Attach each element to the cookie base with frosting or fluff.


Have students share back their reindeer creations. Why did you give your reindeer that name? What skills

do they have. Then eat!


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 onhow to play.


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Create Your Own Reindeer

The holidays are coming up and Santa is looking for a few new reindeer to fill his ranks. It is

your job to create a reindeer that will get his attention. Remember, he is looking to build a teamthat is fast, reliable and ready to work. Use the materials provided (cookies, frosting, candy, etc)

to give your reindeer a face to remember!

Directions

1. Fill out all of the information for your reindeer. Feel free to add other stats to catchSantas eye.

2. Using the sugar cookie as a base for the reindeers head, add frosting and other items tocreate a reindeer face.

Fun Ideas

*Use pretzels to make the ears, antlers or legs*A piece of Fruit Roll Up might make a great scarf or bow for your reindeer

*Red M&Ms could give your reindeer a bright shinny nose like Rudolph

BASIC INFOName:

Birthday:

Hometown:

STATSSpeed:

Agility:Average Number of Presents Delivered:

HIGHLIGHTSBest Run Time:

Favorite Cookie:

Favorite Present:

SPECIAL SKILLS________________________

________________________________________________

________________________________________________

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!

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after school program - seeing and storytelling lesson plans

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