Please post in the comments section below. Put your name at the heading for each entry
a.) A suggestion for a unit and lessons you are interested in developing and teaching later this Winter or Spring. Include how you see your plans aligning to the common core anchor standards as we have seen in Taylor’s book. Also, brainstorm some formative and summative assessments you might use with the lessons, by 12/29/14.
b.) Respond with constructive suggestions and feedback to 2 member lesson suggestions by 1/5/14.
Parker
ReplyDeleteA suggestion for a unit and lessons you are interested in developing and teaching later this Winter or Spring. Include how you see your plans aligning to the common core anchor standards as we have seen in Taylor’s book.
The unit I am developing, or should I say redoing in light of this collegial circle, is the advertising unit for Senior Journalism. We are working under the standards for artistic creation. 1) Students will write opinions on various advertisements they experience both visually and aurally. They will analyze the works, supporting their reasoning through specific evidence within the works, as applied to previously learned advertising vocabulary. 2) In addition, they will develop and produce a product to market for a specific audience employing applicable technology. 3) This will be a “shared research project,” the students conducting “research in order to create an artistic product that demonstrates understanding” of their selected topic.
Under standards for performing and experiencing artistic products, the students will 1) “recount [and] describe key ideas and details” as presented in their final product, how they have managed to “integrate, analyze, interpret and covey information and meaning as conveyed” through their product. 2) Finally, the students will peer “evaluate and summarize” the advertising techniques as demonstrated through the final project, so as to “distinguish between fact and the artist’s own imaginings.”
This sounds like a great unit for communication! How do you approach more daily formative assessment in the process of developing and completing this broad unit?
DeleteSpecifically In part 1, what sorts of evidence do they cite in the analysis of these advertisements? Do they provide and or find the samples, do you, or is it a shared task? How is the analysis of advertising modeled for them? Or do they create process and criteria as a class?
SOTA Middle School Arts Rollover – Theatre Technology 8
ReplyDeleteUnit Title: What is Art?
What Do I want my students to understand?
-That Art is how people communicate and express ideas emotions and experiences to one another.
-That art is a Verb in that it is a transaction between people.
-That art is the media of communication and how theatre is an example of the media we can study and participate in.
What do I want my students to be able to do?
-Recognize a work of art for what it is trying to communicate.
-Articulate their own ideas that require artistic expression.
-Create works of art that communicate their ideas to others.
Possible Formative Assessments.
-Process translate and synthesize famous thoughts and quotations about art.
-Identify and recognize different forms of art and how they communicate differently.
-Assess the presentation of works of art by other students.
Possible Summative assessments.
-Analysis of a work of art.
-Articulate an artistic message important for them to communicate.
-Create and present a work of art.
Unit Plan for Charlie and the Chocolate Factory
ReplyDeleteWhat and Why?
What do I want my students to learn or understand?
- That the same story can be presented and adapted to a variety of media.
- That stories have deeper meanings that can be revealed through subtextual analysis.
- To take inspiration from art to develop and create theatrical performances and artifacts.
Can they transfer into contexts other than the arts?
- Yes, ELA.
Is there a research element?
- Yes, reading the novel “Charlie and the Chocolate Factory” by Roald Dahl and viewing the movie “Willy Wonka and the Chocolate Factory.”
What background knowledge do they need? None
How?
Activity
Students will read aloud the novel Charlie and the Chocolate Factory, view the movie Willy Wonka and the Chocolate Factory.
Students will create a plot flow-chart detailing the main events of the story.
Students will brainstorm themes of the story.
Students will devise, write and perform a “deleted scene” that was “left out” of the original story that reiterates the themes, relationship and story.
Students will design and create a “Wonka candy” as a theatrical prop.
Students will write a monologue as a character after the events of the story.
Formative Assessment
Students assessed on collaboration with other students in developing script.
Students assessed on discussion in creation of “deleted scene”.
Students assessed on contribution during rehearsals.
Summative Assessments
Performance of “deleted scene”
Written monologue.
Wonka bar prop.
This is great! in your planning scan your list and see where you can add in more of those "common core" vocab verbs Analyze, create, fabricate etc.
ReplyDeleteBut this is right on the mark.
-K