Jennifer+McClure

Jennifer McClure's Page Thank you for viewing my lessons. They are in order: 1. Problem-Based learning (week 5) 2. Online Collaboration (week 6) 3. Digital Storytelling (week 7)

Montana Standard #2: Students apply and describe the concepts, structures, and processes in the Arts. Montana Standard #3: Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning. Montana Standard #6: Students make connections among the Arts, other subject areas, life, and work. . || Instructional Objectives: Students will research car dashboard designs, and then design one that targets 16-24 year olds, showing understanding of the elements and principles of design, with the intention of “marketing” their design to other students. || 15 minutes Research: 25 minutes **Day 2** 10 minutes 10 minutes 20 minutes **Day 3** 35 minutes |||||||||||| 1. Students are presented with the following problem: A car company comes to you, future consumers, to design an all-new dashboard targeting 16-24 year olds. 2. Students complete a pre-assessment on what they believe is required to be on a dashboard, along with specific art design terms needed. 3. Students use the internet to research current dashboard designs, taking notes on what they see. 4. Students look-up art terms using the internet to understand meaning and see examples. 1. Students collaborate to compare notes on what should be included in a dashboard. 2. Students discuss the elements and principles of design that will be important to complete the project. 3. Students sketch out their dashboard design ideas using a blank drawing of a dashboard. 1. Students re-evaluate their design ideas, make modifications, and complete the designs using color. 2. Students are debriefed on the lesson, and are informed of the next phase of the unit: marketing the product. || Pre-assessment Computers with internet Paper Pencil Blank dash board Pencils Color pencils Watercolors pencils || Specific art terms on the pre-assessment are: line, shape, form, texture, space, color, value, balance, rhythm. LESSON REFLECTIONS AND NOTES: After many failed attempts at implementing inquiries/PBLs with this Junior High group, I hope this lesson appeals to them. What thirteen or fourteen year old does not like cars? This is a tough group of students, even with only three. One student is learning disabled, but more than that, he has a sense of learned helplessness from people doing work for him. He is very bright. Another student has high-functioning Aspergers. He is extremely bright, and when on his medication listens and follows directions well. Without his medication he is uncontrollable. The final student would prefer to do no work and his favorite phrase is “I can’t”. Depending on the atmosphere each day, I will need to be flexible to making modifications for each of the students. This group is not thrilled when I introduce using technology in the class. Ideally I would like to see this lesson expanded so students are creating their designs using design software. For now, I am taking small steps. ||
 * = Daily Lesson GAME Plan- 1 (Problem-Based Learning) = ||
 * Lesson Title: Designing a Dashboard |||||||| Related Lessons: Pitch the Design!, Digital Reflection ||
 * Grade Level: Junior High Art |||||||| Unit: Design Elements: Car Dashboard Design ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * 3: Research and Information Fluency
 * 4: Critical Thinking, Problem Solving, and Decision Making
 * 5: Digital Citizenship
 * 6: Technology Operations and Concepts
 * ==ACTION== ||
 * Before-Class Preparation: Research car dashboards to find out necessary information. Create a pre-assessment of what students think should be on a dashboard, along with their knowledge of design terms. Create a blank dashboard for students to design from. ||
 * During Class ||
 * Time |||||||||||| Instructional Activities || Materials and Resources ||
 * **Day 1** Introduction/ pre-assessment:
 * Note student groupings, environmental modifications needed, etc: There are three male students in the class. After the pre-assessment, students will collaborate to brainstorm what is essential on a car’s dashboard. After coming up with a list, individually, students will conduct an image search to see what items are currently on dash boards. The dashboard designs will be done individually with the intention of having students combined ideas in the next lesson. One student has an IEP and needs modifications during the writing sections. I will act as his scribe. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Students will be pre-assessed to determine what they believe should be on a dashboard, along with specific art design terms relating to their project. As students brainstorm ideas for the dashboards, and then conduct image searches, I will make observations on participation and effort; along with making sure students are on-task and finding appropriate information. After students conduct their image search, they will be asked what they found that is currently on dashboards; using the same pre-assessment they were given. Notes they take while researching will be collected. To assess the final product, a rubric will be used.
 * Accommodations and Extensions:** If a student understands background knowledge for the project, they may start their project initially. This will be determined through the pre-assessment. Two of the three students have IEPs. One should not need any modifications. The other student will need modifications when it comes to writing, will need explicit instruction, and fewer choices.
 * Back-Up Plan:** If technology fails, the library is available for information, as well as access to the school suburban to see what is on a dashboard. Students will still be able to draw their dashboard designs. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: A teacher-led group discussion will be conducted to get an idea of student understanding and involvement. A rubric will assess the students’ product (see below). The mini quiz that will be given as a pre-assessment will also be given at the end. The primary questions for the pre-assessment are:
 * What items are vital on a car dashboard?
 * Is art design important when creating a car dashboard?
 * Rubric- Dashboard design ||
 * Category || 0  ||||  1  ||  2  ||||  3  ||
 * Effort || I did not give any effort. |||| I gave effort only a little bit of time. || I gave effort most of the time. |||| I gave full effort the entire time. ||
 * Design || I gave not thought to the elements and principles of design. |||| I gave little thought to the elements and principles of design when planning and creating. || I used elements and principles of design during creation, but didn’t really think about it. |||| I conscientiously used the elements and principles of design in planning and creating. ||
 * Collaboration || I did not work well with other students and did not participate in discussion. |||| I worked okay with other students but did not participate in discussion. || I worked okay with other students and tried to participate in some discussion. |||| I worked well with other students and participated in discussion. ||
 * Product || My final product is not complete. |||| My final product is complete but does not follow guidelines and was not done neatly. || My final product is complete, follows some guidelines, and is mostly neat. |||| My final product is complete, follows guidelines, and is done neatly. ||
 * Total Points (12 possible) ||||   ||

Montana Standard #1: Students create, perform/exhibit, and respond in the Arts. Montana Standard #2: Students apply and describe the concepts, structures, and processes in the Arts. Montana Standard #3: Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning. Montana Standard #4: Students Analyze characteristics and merits of their work and the work of others. Montana Standard #6: Students make connections among the Arts, other subject areas, life, and work. . || Instructional Objectives: Using their car dashboard designs from the previous lesson, students will market their designs online using Voice Thread. Students will provide constructive feedback on each other’s presentations, and invite others to view and comment on their pitches. || 15 minutes 15 minutes **Day 2** 10 minutes 15 minutes 15 minutes **Day 3** 15 minutes 20 minutes **Day 4** 15 minutes 15 minutes |||||||||||| 1. Students were previously presented with the following problem: A car company comes to you, future consumers, to design an all-new dashboard targeting 16-24 year olds. 2. Teacher will demonstrate how to use Voice Thread to create a presentation. 3. Students will practice commenting on the teacher’s Voice Thread by talking into a mic and by typing. 1. Students will scan their dashboards to put them on the computer. 2. Students will use Microsoft Paint to clean-up their dashboard drawings and add detail if needed. 3.Students create a marketing campaign for their dashboard using Voice Thread. 1. Students will review their dashboard marketing campaigns and make any needed adjustments. 2. Students will view each other’s campaigns and make constructive comments keeping in mind the elements and principles of design, and what 16-24 year olds would like on a dashboard. (After school or during their prep time, teachers will make comments on the students’ campaigns.) 1. Students will view their campaigns, read comments made by others, and respond. 2. Students will look at each other’s campaigns to see what was written or said about their comments. || Computers with internet access: Voicethread.com Scanner, Computers Computers with internet Computers with internet || LESSON REFLECTIONS AND NOTES: One student is learning disabled, but more than that, he has a sense of learned helplessness from people doing work for him. He is very bright. Another student has high-functioning Aspergers. He is extremely bright, and when on his medication listens and follows directions well. Without his medication he is uncontrollable. The final student would prefer to do no work and his favorite phrase is “I can’t”. Depending on the atmosphere each day, I will need to be flexible to making modifications for each of the students. This group is not thrilled when I introduce using technology in the class. Ideally I would like to see this lesson expanded so students are creating their designs using design software. For now, I am taking small steps, with the students presenting their products using technology. ||
 * = Daily Lesson GAME Plan- 2 (Online Collaboration) = ||
 * Lesson Title: Pitch the Design! |||||||| Related Lessons: Designing a Dashboard, Digital Reflection ||
 * Grade Level: Junior High Art |||||||| Unit: Design Elements: Car Dashboard Design ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * 2: Communication and Collaboration
 * 3: Research and Information Fluency
 * 4: Critical Thinking, Problem Solving, and Decision Making
 * 5: Digital Citizenship
 * 6: Technology Operations and Concepts
 * ==ACTION== ||
 * Before-Class Preparation: Set-up Voice Thread for each student. Ask the principal and specific teachers, who are willing to collaborate, to make comments on the students’ Voice Threads. ||
 * During Class ||
 * Time |||||||||||| Instructional Activities || Materials and Resources ||
 * **Day 1** Introduction
 * Note student groupings, environmental modifications needed, etc: There are three male students in the class. They will each create their own Voice Thread campaign. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Students will be observed throughout the lesson to see time on-task. The Voice Threads will be assessed using a rubric. Students will write a reflection on their participation in the Voice Thread collaboration process.
 * Accommodations and Extensions:** Two of the three students have IEPs. One should not need any modifications, but be encouraged to stay on task. The other student will need modifications when it comes to writing, will need explicit instruction, and fewer choices.
 * Back-Up Plan:** If technology fails, students will create presentations on poster board to market their car dashboards. They will then present them to a group of students and teachers. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: A teacher-led group discussion will be conducted to get an idea of student understanding and involvement. A rubric will assess the students’ Voice Thread (see below).
 * Rubric- Marketing Plan ||
 * Category || 0  ||||  1  ||  2  ||||  3  ||
 * Effort || I did not give any effort. |||| I gave effort only a little bit of time. || I gave effort most of the time. |||| I gave full effort the entire time. ||
 * Design || I created less than 3 slides and did not keep the elements and principles of design in mind. |||| I created at least 3 slides, they are in order, but I did not keep in mind the elements and principles of design. || I created at least 5 slides, they are in order, but I did not keep in mind the elements and principles of design. |||| I created at least 5 slides, they are in logical order, and I kept in mind the elements and principles of design. ||
 * Communication || I did not make any comments. |||| I did not comment on both classmates’ presentations and my comments lacked substance. || I commented on both classmates’ presentations, but my comments lacked substance. |||| I commented on both classmates presentations, giving constructive feedback. ||
 * Collaboration || I did not read feedback or respond. |||| I read feedback on my presentation but did not reply back. || I read feedback on my presentation and gave thoughtful feedback to a couple of them. |||| I carefully read any feedback on my presentation and made thoughtful comments on each in return. ||
 * Product || My final product is not complete. |||| My final product is complete but does not follow guidelines and was not done neatly. || My final product is complete, follows some guidelines, and is mostly neat. |||| My final product is complete, follows guidelines, and is done thoughtfully and neatly. ||
 * Total Points (15 possible) ||||   ||

Montana Standard #1: Students create, perform/exhibit, and respond in the Arts. Montana Standard #2: Students apply and describe the concepts, structures, and processes in the Arts. Montana Standard #3: Students develop and refine arts skills and techniques to express ideas, pose and solve problems, and discover meaning. Montana Standard #4: Students Analyze characteristics and merits of their work and the work of others. Montana Standard #6: Students make connections among the Arts, other subject areas, life, and work. . || Instructional Objectives: Students will use digital storytelling to reflect on their experience of designing and marketing car dashboards geared toward 16-24 year olds. || **Day 2**  10 minutes 10 minutes 20 minutes
 * = Daily Lesson GAME Plan- 3 (Digital Storytelling) = ||
 * Lesson Title: Digital Reflection |||||||| Related Lessons: Designing a Dashboard, Pitch the Design! ||
 * Grade Level: Junior High Art |||||||| Unit: Design Elements: Car Dashboard Design ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * 1: Creativity and Innovation
 * 2: Communication and Collaboration
 * 3: Research and Information Fluency
 * 5: Digital Citizenship
 * 6: Technology Operations and Concepts
 * ==ACTION== ||
 * Before-Class Preparation: Create or find examples of digital storytelling to show students. Create digital storytelling guidelines for students to follow including organizing ideas, developing a script and storyboard, finding visuals to match, adding titles and captions, asking for input, reflecting and revising, and publishing and sharing (Laureate Education, Inc., 2010). ||
 * During Class ||
 * Time |||||||||||| Instructional Activities || Materials and Resources ||
 * **Day 1** 40 minutes

**Day 3** 20 minutes 20 minutes **Day 4** 40 minutes **Day 5** 20 minutes 20 minutes |||||||||||| 1. Students will be presented with digital storytelling, shown examples, and will discuss what digital storytelling involves.

1. Students will organize their ideas using a concept map. 2. Using the concept map, students will sequence their ideas. 3. Students will develop the sequence into a script and storyboard.

1. Students will find visuals to match their stories including the car dashboard design they created. 2. Students will add titles and captions for their reflection story.

1. Students will show their digital reflections to the other students in the class and ask for input.

1. Students will reflect on their peer’s input and revise their digital reflections as needed. 2. Students will publish their digital reflections to the class’ webpage. || Computer Digital storytelling guidelines Concept mapping tool online, or by paper and pencil Computer with internet Computer with PowerPoint or Movie Maker Computers with internet || LESSON REFLECTIONS AND NOTES: One student is learning disabled, but more than that, he has a sense of learned helplessness from people doing work for him. He is very bright. Another student has high-functioning Aspergers. He is extremely bright, and when on his medication listens and follows directions well. Without his medication he is uncontrollable. The final student would prefer to do no work and his favorite phrase is “I can’t”. Depending on the atmosphere each day, I will need to be flexible to making modifications for each of the students. This group is not thrilled when I introduce using technology in the class. Creating a digital story may be difficult with this group of students. It will be important to maintain focus on their content (Laureate Education, Inc., 2010). It will also be important to have specific guidelines for students to follow so they do not get lost during the digital story process. ||
 * Note student groupings, environmental modifications needed, etc: There are three male students in the class. They will each create their own digital reflection. Students will work together to review each other’s projects and provide input. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Students will be observed throughout the lesson to see time on-task and have one-on-one check-in time with the teacher. The digital reflections will be assessed using a rubric.
 * Accommodations and Extensions:** Two of the three students have IEPs. One should not need any modifications, but be encouraged to stay on task. The other student will need modifications when it comes to writing, will need explicit instruction, and fewer choices.
 * Back-Up Plan:** If technology fails, students will create a storyboard on poster board as their reflection. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: A teacher-led group discussion will be conducted to get an idea of student understanding and involvement. A rubric will assess the students’ digital reflections (see below).
 * Rubric- Digital Reflection ||
 * Category || 0  ||||  1  ||  2  ||||  3  ||
 * Effort || I did not give any effort. |||| I gave effort only a little bit of time. || I gave effort most of the time. |||| I gave full effort the entire time. ||
 * Concept map/ sequence || I did not create a concept map and did not put my ideas in logical sequence. |||| I created a concept map to organize ideas, but did not put them in a logical sequence. || I created a concept map to organize ideas, but I did not put them in a logical sequence. |||| I created a concept map to organize ideas and put them in a logical sequence. ||
 * Visual || I created less than three slides, used my dashboard as one picture, but used no other images. |||| I created at least 3 slides, used my dashboard as one picture, but used no other images. || I created at least 3 slides, used my dashboard as one picture, and found other relevant images to use. |||| I created at least 5 slides, used my dashboard as one picture, and found other relevant images to use. ||
 * Reflect/revise || I did not consider any feedback on my digital story did not reflect or make any changes. |||| I considered any feedback on my digital story, reflected on making improvements, but decided against change. || I considered any feedback on my digital story, reflected on making improvements, and made few changes. |||| I carefully considered any feedback on my digital story, reflected on making improvements, and made changes accordingly. ||
 * Product || My final product is not complete. |||| My final product is complete but does not follow guidelines and was not done neatly. || My final product is complete, follows some guidelines, and is mostly neat. |||| My final product is complete, follows guidelines, and is done thoughtfully and neatly. ||
 * Total Points (15 possible) ||||   ||