CURR 313: Classroom Reading & Literature Programs

Name:Alicia Benner Date: 10/28/10 Subject of Lesson: World War II Multimedia Project Time Estimate: 2ClassPeriods Grade Level: 10th

I. Objective/Outcomes  Students will practice using online research to acquire more information about a selected piece of art. They will develop techniques and processes through use of visual arts materials. They will demonstrate this by the creation of a multimedia project.

II. Preparation Purpose/Rationale NYS Learning Standards  To make works of art that explore different kinds  Standard 1 of subject matter, topics, themes, and metaphors.  Standard 2  http://www.p12.nysed.gov/ciai/arts/artstand/arts3.html  To be knowledgeable about and make use of the materials and resources available for participation in arts in various roles.

Professional References Teacher and Student Materials  http://www.nps.gov/pwro/collection/website/home.  Watercolor, oil paint, acrylic, colored pencils, chalk, htm charcoal.  http://www.loc.gov/exhibits/treasures/images/tlc00  Various sizes and color posterboard 90.jpg  Glue  http://www.pbs.org/thewar/detail_5080.htm  Flash/jump drive  http://www.calvin.edu/academic/cas/gpa/posters/wa  Paper towels ffenss.jpg  Cleaner  Newspaper  http://www.archives.gov/education/lessons/workshe ets/poster.html  Modifications & Accommodations Arrangement of Physical Space & Students  Time extensions  Computer lab or Library  Taped lectures  Art room  Reduced assignments  Topical outline  Oral versus written  Seating arrangements

III. Procedures

Anticipatory Set / Introduction Steps Key Questions, Comments, Directions  Give a brief overview of the previous  Review notes from previous lessons and discussions/ elements and classes. principles…  Bring up saved documents from the smart board.  Brief class discussion.

Body of Lesson / Body Development Steps Key Questions, Comments, Directions Multimedia Project

 Using the internet, choose a picture  Some websites and pictures will be provided. that is representative of how you would have felt if you were living during the time of World War II.

 Open a word document. Cut and  It is important to cite information and materials that are not yours. paste the URL of the website that you Your name, date, and citation information will be printed and are taking the picture from, and affixed to the back of the poster board. write/paste any words that you want to use for your multimedia project. Make sure to type your name and the date.We will print these.

 Open a new blank document. In  Word documents will be printed, and this will be assessed as a several paragraphs, explain why you research component, separately from the project. chose this particular picture and discuss the element and principle of art that you will be using when you create your multimedia project.

 Save the picture and the word  It is important to have a backup file to prevent losing work. documents to a flash/jump drive.

 Select two mediums: watercolor, oil  This is your choice; be creative! paint, acrylic, colored pencils, chalk, charcoal.

 Combine the picture, text, and your selected tools, keeping in mind the  Make sure that you incorporate both an element and a principle. elements and principles of art.

Closure / Concluding Activity Steps Key Questions, Comments, Directions  Have students present project to the  Discuss the reason that you selected that picture. class by either reading their written  Indicate what elements and principals that you chose to focus on. piece as a script or simply explaining  Explain why you chose the tools that you used, and how they add the observable features. emphasis and meaning to the project.

IV. Follow-Up Activities 

II. Evaluation Of Student Learning Of Teaching Process Evaluation Questions (pre-teaching) Evaluation Questions (pre-teaching)  Is the student monitoring his own learning?  Is there enough space for the students to work  Are the students interacting with the materials comfortably? Does the room indicate a sense of and applying previous knowledge? cooperation?  Does the student’s verbal and written responses  Are the students grouped according to their strengths indicate learning? and abilities to maximize efficiency?  Is the student finding evidence to support  Does having the students work in groups work more generalizations? Making inferences and drawing effectively than independent work for this assignment? conclusions based on the material?  Are materials organized so that it is understandable to students? Responses to Questions (post-teaching) Responses to Questions (post-teaching)  3E 