Donna's+Unit

Lesson #1 1. Historical, Cultural and Social Contexts a. identify visual art forms of expressions found in different cultures e. examine how social, environmental or political issues affect design choices 2. Creative Expression and Communication a. explore different approaches to creating art e. use current, available technology to explore imagery and create visual effects 3. Use technology to conduct information searches, research topics and explore connections to visual art || 3. Research and Information Fluency a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Seasonal Symbolism |||| Related Lessons: Cultural Collaboration and Creation & eGallery Opening ||
 * Grade Level: 5 |||| Unit: Multicultural Holiday Traditions ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Students will conduct a search of symbols that represent particular elements of holiday traditions that have connections to their heritage. Choosing no more than three symbols, locate an image of the symbol and record two facts about the historical relevance of each symbol on a template provided by the teacher. ||
 * == ACTION == ||
 * Before-Class Preparation: Secure computers and internet service for class. Choose portable laptop cart, newsroom or school lab according to reservation schedule and building options for computer use. Create overview/Big Picture PowerPoint (Ppt) to use during introduction of unit. Create MSWord template for student use when recording information. Select and communicate with an ePals classroom for exchange of files and comparison for next class. ||
 *  During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 mins.

8 mins.

22 mins.

5 mins. |||| Unit overview, Big Picture This unit is comprised of three lessons, 1) Seasonal Symbolism, 2) Cultural Collaboration and Creation, and 3) eGallery Opening

Lesson vocabulary - ** symbol - something used for or regarded as representing something else; a material object representing something, often something immaterial; emblem, token, or sign. **

**symbolism: the practice of representing things by symbols, or of investing things with a symbolic meaning or character. ** Students will become familiar with the template file and locate it on the network through demonstration.

They will spend time brainstorming in small table-based groups the symbols that are important to their holiday traditions.

Problem: What symbols are important to their holiday celebration, where do they come from and/or why do you keep them?

Groups will break apart and pick up laptop. Students will work individually to conduct database searches for images that represent the symbols they choose. Students will use the Internet to search visual databanks for images to add their template file. After completing the image search, students will add two facts about each symbol – using the 5 W’s as a guideline (who, what, where, when or why).

Students will save file to network for teacher review before sending to collaborating school. || Project definitions to screen from Ppt.

Pass out laptops and have students log on and locate template on network. Encourage students use databases from list provided in the lesson overview Ppt displayed on screen. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): This portion of the lesson will be evaluated by visually checking the template. Students will need to have all sections completed to receive full credit. The incomplete templates will collaborate with others during the next session to fill in remaining information.

Accommodations and Extensions: Students with little computer knowledge will spend one-on-one or in small group settings receiving specialized instruction from the teacher. Those that work with special ed tutors will receive extra time in their pull-out sessions to complete the work throughout the week. The students that finish early will be paired with any students that are struggling with components of the lesson.

Back-Up Plan: If computers or the internet is totally unavailable in any form to use during this portion of the unit, students will draw from memory images of their cultural traditions and share information they have collected from family members as to the relevance of the symbols. || Template file: Symbol Research
 * == EVALUATION == ||
 * The students will receive full credit for a completed template – 3 images and 2 facts about each image. Partial credit will be given as the checklist on the templates indicates. ||


 * Name: || Gr/Sec: ||
 * Image of Symbol || 2 Facts – Who, What, Where, When or Why || Points/Section ||
 * || W_:

W_: || 1 ||
 * ^  || Source for picture:

Sources for facts: 1.

2. || 2 ||
 * Image of Symbol || 2 Facts – Who, What, Where, When or Why ||  ||
 * || W_:

W_: || 3 ||
 * ^  || Source for picture:

Sources for facts: 1.

2. || 4 ||
 * Image of Symbol || 2 Facts – Who, What, Where, When or Why ||  ||
 * || W_:

W_: || 5 ||
 * ^  || Source for picture:

Sources for facts: 1.

2. || 6 || Lesson #2

1.Historical, Cultural and Social Contexts a. identify visual art forms of expression found in different cultures c. compare and contrast the artistic styles observed in artwork from various cultures e. examine how social, environmental or political issues affect design choices 2. Creative Expression and Communication b. explore different approaches to crating art (by artist, style or historical period) f. identify reasons for personal and artistic decisions. 3. Valuing the Arts and Aesthetic Reflection c. explain how personal experiences can influence choosing one artwork over another. || 2. Communication and Collaboration c. develop cultural understanding and global awareness by engaging with learners of other cultures 5. Digital Citizenship a. advocate and practice safe, legal, and responsible use of information and technology 6. Technology Operations and Concepts a. understand and use technology systems Instructional Objectives: Students will collaborate through ePals email exchange. Students will create an art work that reflects traditional holiday symbols from other cultures. || Day 2 Day 3/4 |||| Return handout from previous lesson (Printed template – students will record new information here and make changes). Students will log on to ePals and read comments from their assigned student partner. They will begin analyzing the images their collaborating student included and offer suggestions to correct any misunderstandings regarding authenticity of symbols. Students can write a reply to their partner and collaborate on the information regarding the symbols; the authenticity, holiday significance, accurate historical relevance. Students will read replies from ePal and finalize plans for art project. Art Project: Obj – Students will create mixed media art work that reflects traditional holiday symbols from other cultures (1) Students will work together in pairs to trace the silhouette (2) of each other on large drawing paper and divide the silhouette into even sections. Then, using materials each artist selects – students will create a rendition of the discussed symbols (3) inside each of their silhouette sections. Continue working and finish piece with grade level craftsmanship (4). When finished, mount on colored framing paper. Use digital camera or scanner to create a digital file of finished art work (5). Save file to designated drive. || Template from pervious class – printed Computer with internet access ePals account information and student pairings Art Materials: 11 x 14” heavy white paper Pencils, erasers, etc. Collage supplies, paint supplies, oil pastels, etc. Student choice to finish piece 15 x 18” colored construction paper for framing || Accommodations and Extensions: I will offer one-on-one directions where needed; students will be able to model techniques for each other; classroom assistance will help where and when needed. Back-Up Plan: If no computers or internet access is available, students will discuss symbolism and information they know regarding their cultural symbols and compare historical information they have been told through oral family discussions. ||
 * =Daily Lesson GAME Plan = ||
 * Lesson Title: Cultural Collaboration & Creation |||| Related Lessons: Where Do the Seasonal Symbols Come From? And eGallery ||
 * Grade Level: 5 |||| Unit: Multicultural Holiday Traditions ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S
 * == ACTION == ||
 * Before-Class Preparation: Print template from previous lesson; set up ePals account and pair students based on similarities of symbols, secure technology, locate art supplies ||
 * <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;"> During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1
 * == MONITOR == ||
 * Ongoing Assessment(s): The student progress will be visually checked throughout the work period during the collaboration time. The students will be asked about the information being exchanged. I will move through the group and inquire about adjustments to their symbols and its meaning. As the art project begins, I will visually monitor their progress.
 * == EVALUATION == ||
 * Students will be graded based on completion of collaboration and craftsmanship of art work. Five objectives met = (+), four (√+), three (√), two (√-) and less (-). ||