Young Achievers, HASP Clubs Rotation: 11/12 12/07

Facilitator: N. Smith Grade(s): 6th- 8th

Unit Plan

Seeing and Storytelling

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 storytelling I know the difference between explicit and implicit visual clues I can use visual clues to create a representation of myself Activity: Learning Targets: I can identify themes, characters and plot in a visual image I can create a story based on visual clues Activity: Learning Targets: Collaboration with Student

WEEK 4 12/05

WEEK 3 11/28

WEEK 1 11/14

Seeing and Storytelling: Profile Pictures Week 1

Learning Targets: What are you hoping the students get from the lesson? What is the purpose of this activity? 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 5-10 blank character templates (see attached) Projector Chart paper Appropriate Facebook profile picture Paper and writing utensils Timer Colored pencils, markers, etc. 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 good representation of who you are, what is important to you and/or a special moment for you o Set up laptop, connected to projector o Google Art Project image cued up and/or portrait of famous figure from popular culutre Classroom Space o Location: Music or Art Room o o o Hook Activity: A transition activity that will refocus & energize the students to get them excited for the lesson. You can use the hook as an introduction to the activity, but be sure to make it engaging. Activity Name: Facebook Profile Picture Duration: 5 minutes Description: Ask students What do you need to tell a story? What parts make up a great story? On chart 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 your fellow CMs know what they are responsible for and when everything is taking place. Activity Name: Facebook Profile Pictures

Young Achievers, HASP Facilitator(s) Name: N. Smith 11/14/2012 Grade Level(s): 6th-8th Duration: 15 minutes Rundown: 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 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 Portraits Duration: 10 minutes Rundown: 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 think about 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 support to 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 minimum of 2 activities for them to do. Team building games are great for this be sure to include instructions on how to play.

Seeing and Storytelling Week 2

Learning Targets: What are you hoping the students get from the lesson? What is the purpose of this activity? 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 Paper and writing utensils Computer with internet connection Projector Prep & Room Set Up: Describe the preparation necessary to make your lesson most successful. Prep Work o Computer (with projector hook up if possible) o o o Classroom Space o Location: Art or Music Room o o o Hook Activity: A transition activity that will refocus & energize the students to get them excited for the lesson. You can use the hook as an introduction to the activity, but be sure to make it engaging. Activity Name: Fractured Fairytales Duration: 10 minutes Description: Students sit in a circle. The instructor selects one student to start a story, typically with Once 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 your fellow CMs know what they are responsible for and when everything is taking place. Activity Name: Visual Storytelling Duration: 20 minutes Rundown: Using Google Art project, pick 2-3 paintings to show students.

Young Achievers, HASP Facilitator(s) Name: N. Smith 11/14/2012 Grade Level(s): 6th-8th 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.

Reflection/Debrief: Every lesson plan should have this element. Be creative in how you do this think about what is the most appropriate activity to conclude your lesson. 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. Adaptations Needed: Be conscious of the students in your group. Will anyone need some extra support to participate in this lesson plan? (Physical, mental, emotional, etc.) 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 minimum of 2 activities for them to do. Team building games are great for this be sure to include instructions on how to play. 1. 2.

Student Collab Reindeer Cookies Week 3

Learning Targets: What are you hoping the students get from the lesson? What is the purpose of this activity? 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 teamwork 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. Sugar cookies Reindeer worksheet (see attached) Frosting or Fluff Paper plates M&Ms Fruit roll ups Pretzels Prep & Room Set Up: Describe the preparation necessary to make your lesson most successful. Prep Work o On plates, pre set one cookie, one red M&M, a bit of fruit roll up, two pretzels and a bit of frosting or fluff. Se these aside o Have worksheets on table for students when they enter o o Classroom Space o Location: Cafe o o o Hook Activity: A transition activity that will refocus & energize the students to get them excited for the lesson. You can use the hook as an introduction to the activity, but be sure to make it engaging. Activity Name: Reindeer worksheet Duration: 10 minutes Description: 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.

Young Achievers, HASP 11/14/2012

Facilitator(s) Name: N. Smith Grade Level(s): 6th-8th

Main Activity: Provide a step-by-step description of the activities. Include enough detail so that your fellow CMs know what they are responsible for and when everything is taking place. Activity Name: Create your Cookie Reindeer Duration: 20 mins Rundown: 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.

Reflection/Debrief: Every lesson plan should have this element. Be creative in how you do this think about what is the most appropriate activity to conclude your lesson. Have students share back their reindeer creations. Why did you give your reindeer that name? What skills do they have. Then eat! Adaptations Needed: Be conscious of the students in your group. Will anyone need some extra support to 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 minimum of 2 activities for them to do. Team building games are great for this be sure to include instructions on how to play.

! 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 team that 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 catch Santas eye. 2. Using the sugar cookie as a base for the reindeers head, add frosting and other items to create 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 INFO
Name: Birthday: Hometown:

STATS

Speed: Agility: Average Number of Presents Delivered:

HIGHLIGHTS

Best Run Time: Favorite Cookie: Favorite Present:

SPECIAL SKILLS

________________________ ________________________ ________________________ ________________________ ________________________

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