0 évaluation0% ont trouvé ce document utile (0 vote)
37 vues2 pages
The students will use padlet in order to define what a self-portrait is. They will also identify the key elements in a selfportrait. The class will come up with a class definition and will add it to the padlet. The student will be able to discuss their own opinion about art.
The students will use padlet in order to define what a self-portrait is. They will also identify the key elements in a selfportrait. The class will come up with a class definition and will add it to the padlet. The student will be able to discuss their own opinion about art.
The students will use padlet in order to define what a self-portrait is. They will also identify the key elements in a selfportrait. The class will come up with a class definition and will add it to the padlet. The student will be able to discuss their own opinion about art.
Grade Level that you intend to teach for this activity: 3rd grade Content Area: Visual Arts Technology Tool(s): Padlet Summary of your technology project (What is your overall intent with this lesson/activity? Describe how you will use technology in this lesson/activity?) My intent for the lesson is for students to continue their thinking on self-portraits. The students will use Padlet in order to define what a self-portrait is and identify the key elements in a self-portrait. When as student has both defined and identified these things, they will write them and include a picture to represent their definition on the Padlet in order for the entire class to read through each persons definition. After everyone has contributed, we will use philosophical chairs in order to talk about self-portraits. The questions for philosophical chairs are: Does a self-portrait have to be realistic? Does a self-portrait have to be objective? Are self-portraits limited to certain media? Students will be able to explain their positions and change as the lesson progresses. We will come up with a class definition of self-portrait and will add it to the padlet. 6 points Standard/Indicators (Which standards/indicators are addressed in my lesson? Use at least one Indiana Standard/Indicator and one ISTE standard/indicator) Indiana Standards-- http://www.doe.in.gov/standards ISTE technology standards for students-- http://www.iste.org/standards/ISTEstandards/standards-for-students Visual Arts 3.5.1: Discover personal meaning in works of art and recognize alternative responses of peers in determining personal significance. ISTE standard 2d: Contribute to team projects to produce original works or solve problems. 4 points Learning Targets (What will your students be able to do when they have finished this lesson? What idea, topic, or subject is important for your students to learn and understand so that they can do this? How will your students show that they can do this, and how well they can do this?) The student will be able to define the term self-portrait and identify the key elements in a self-portrait. The student will be able to discuss their own opinion about art and evaluate others opinions to create a class definition of self-portrait for future reference. 4 points Artifact (Show us how you would use selected technology tool(s) in this lesson? This
could be something you would use as an instructor or a mock student project to
demonstrate how they may use selected technology tool(s) to in their learning. Include a URL link of the artifact or attach the artifact in ACE forums). 6 points Students will double click on the padlet wall and will write their definitions and attach one example of a self-portrait that goes along with their definition. I will guide students to write their name in the title so that I can identify who participated. Once all students have written their answers, they will be asked to read a few posts in order to get the gist of what their classmates wrote. After we have participated in philosophical chairs which is similar to an agree-disagree activity, the students will come up with a class definition of self-portrait and one student will post it to the padlet. We will go back to this definition as we work on our own self portraits. http://padlet.com/kalie_holdren/self_portraits One difficulty for students might be realizing that there is a title section and a body section to their comments on padlet. I will make sure that students understand the difference and guide them to write their name in the titles of the padlet. I have included what I might use as a guideline for the students. I have also included the direction to include their name directly under the title of the padlet. Mentions at least 2 specific points from exploring and using the tool. (2 points) 8 points TPACK Connections (How does the use of technology in this lesson fit the TPACK framework? How do I know that technology is not an add-on, instead demonstrates effective integration of knowledge? If you think your Content, instructional strategies and technology fit together strongly within the instructional plan, explain it!) This lesson fits within the TPACK framework by utilizing technology to help teach the content and further the pedagogy. I use technology to for the students to define the term and to present their final definition to the class. By allowing students to use the technology themselves they are practicing the knowledge they have gained about selfportraits. The content itself is the idea of a self-portrait and what needs to be included. The pedagogy is the discussion of the self-portrait as art and how self-portraits can vary depending on the artists intent. Technology replaces the need to go to a museum to look at artwork, making the art more accessible to students. 4 points 26 points total