Lesson #5 Elizabeth Navarro, Educator
Roles: Photographer, Photo Editor,
Navigator, Writer
Subject: English/Language Arts,
Visual Performing Arts Number
of Students: 20
GARDNER BLOOM
___Visual ___Knowledge
___Kinesthetic ___Comprehension
___Verbal ___Application
___Logical ___Analysis
___Rhythmic _x_Synthesis
___Interpersonal ___Evaluation
___Intrapersonal
_x_Naturalist
STRATEGY: Cooperative
TEACHER PERFORMANCE
EXPECTATION ADDRESSED: TPE 3: Interpretation and Use of Assessments- Students will use
personal and peer evaluations to assess their work. Teacher will use an
observation form to assess the social objective.
STATE CONTENT STANDARD
(Know):
Visual Performing Arts
Artistic
Perception
1.1
Identify and use the principles of design to discuss, analyze, and write about
visual aspects in the environment and in works of art, including their own
(152).
LEARNING TRANSFER:
“What children can do with…others might be in some
sense even more indicative of their mental development than what they can do
alone.”
Vygotsky, L.S. (1978). Mind in Society. The Development of Higher
Psychological Processes. Cambridge, MA: Harvard University Press.
MOTIVATION: Teacher displays photographs
(personal, professional, etc…) on walls, tables, and learning center all over
the classroom. Teacher writes “browse photo gallery” on board in lieu of a
journal entry.
STEP 1. LESSON
a.
Outcome of the Lesson (general goal):
-
Students will learn key photography concepts including pattern,
balance, depth of field, line, symmetry, contrast, texture, action, portrait,
and landscape. They will learn how to use a digital camera and use software to
edit photos.
b. Subject
Matter Task (specific objective):
-
Groups will work cooperatively to embark on a photo scavenger hunt of
their surroundings.
c. Learning
Experiences that Precede Group Work:
-
Students learn to identify 10 key photography concepts
-
Students learn to use functions of a digital camera
-
Students learn to use photo editing software
-
Remind students how to upload photos to Blogger
-
Teacher forms groups, explains and assigns student roles
d. Time for this session is 60 minutes
STEP 2. LESSON
a. Group size: 4
b.
Teacher-Selected Heterogeneous Groups
-
Ability level (GATE/Challenged)
-
Gender (mix boys/girls)
c. Physical
Setting for Students
-
Arrange desks in groups of 4 (or 5 for odd-numbered classes)
STEP 3. POSITIVE
INTERDEPENDENCE (METHOD)
a. Resource Interdependence (Materials)
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Number Needed
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Description
|
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5
cameras (one per group)
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Digital
cameras
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5
computers (one per group)
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With
Photoshop or other photo editing software
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5
scavenger hunt worksheets
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Instructions,
rubric, hints
|
-
Websites used during lesson:
b.
Accountability Interdependence (teacher evaluation of group work)
-
Group can receive 15 points for scavenger hunt blog:
o
10 points for each photo and coordinating explanation (why the photo
fits the photography concept)
o
1 point properly uploaded to blog (each person)
o
4 points for peer/self evaluation
c. Reward
Interdependence
-
Intrinsic: Best example of each photography concept will be printed and
added to a mural in the hall
-
Extrinsic: Team with best post
gets 5 extra credit points
STEP 4. SOCIAL SKILLS
(OBJECTIVE);
-
Students will show leadership for their role within the group.
-
Teacher will use observation sheet and class evaluation to assess
social objective (see attached).
STEP 5. PROCESSING
a.
Subject Matter
-
Students will complete their scavenger hunts through the following
tasks:
o
Use environment (in and out of class) to find and photograph examples
of each of the 10 photography concepts we have learned
o
Use photo editing software to edit
the photos for online publication
o
Write descriptions of the photos
and describe how they demonstrate the photography concept they represent
o
Publish the photos and descriptions
to each group member’s blog
b. Social
Skills
-
Students evaluate selves and peers for social skills
c. Format (How
processing will be done- debriefing)
-
Upload final product to each person’s blog. (Everyone in each group has
same final product.) Students browse other groups’ final presentations on their
blogs. Students vote for winning team (not their own team) and winning photo
(not their own photo).
SUPPLEMENTARY ACTIVITIES
GATE: Identify same concepts in another art medium. Assist
group members with their roles.
CHALLENGED: Assign role in which the
student excels. Learn from group members. (Paired with GATE.)
HANDICAPPED
(Wheel Chair): Exempt from scavenger hunt portion. Student may be writer or photo
editor.
SDAIE
TECHNIQUES:
§ Use a variety of modalities
(internet, pictures, text, writing, speaking, and listening)
§ Link new learning to prior
learning
Group Roles
Handout
Navigator: This student will choose the
location(s) of the photo shoot and will have a vision for what subjects or
places will represent each photography concept. This person will be in charge
of delegating meeting times
Photographer: This student will be in
charge of taking all 10 photographs to represent photography concepts. Student
will be responsible for the camera
equipment, and will choose which settings and camera features to use for each
photograph.
Photo Editor: This student will upload the
photos to the computer, and choose which 10 are the best representations of
each concept. This student may edit the photos using Photoshop to adjust size,
lighting, contrast, etc… Later, this student will be responsible for saving all
photos in the proper format and making sure that each group member has access
to upload the files to his or her blog.
Writer: This person will write
captions for each photo that include an explanation of why the photo captures
the photography concept being used. This person will choose a title for the
blog post, and make sure that each group member has been able to correctly
upload the entire post to his/her blog including title, photographs, and
captions.
Teacher
Observation Sheet
Social Skill Observed:
Leadership
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Group
Members:
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Observations:
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Group
1
-
-
-
-
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Group
2
-
-
-
-
|
|
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Group
2
-
-
-
-
|
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Group
4
-
-
-
-
|
|
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Group
2
-
-
-
-
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Group Evaluation Form
Rank your team members and yourself in each category, 1
being the lowest and 5 being highest. Use the “Comments” section at the bottom
of the page to share any extra information about yourself or group members.
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How
did we do?
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How
did I do?
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Group member: Role:
-
-
-
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My name: My Role:
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My teammates took
leadership of their roles (write name by appropriate number):
1 2 3 4 5
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I took leadership of
my role (circle):
1 2 3 4 5
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Me teammates
encouraged me (circle):
1 2 3 4 5
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I encouraged my
teammates (circle):
1 2 3 4 5
|
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My teammates
attended meetings, photo shoots, and shared ideas (circle):
1 2 3 4 5
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I attended meetings,
photo shoots, and shared
ideas (circle):
1 2 3 4 5
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My teammates
followed directions (circle):
1 2 3 4 5
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I followed
directions (circle):
1 2 3 4 5
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I am proud of the
work my teammates produced (circle):
1 2 3 4 5
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I am proud of the
work I produced (circle):
1 2 3 4 5
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I would give my team
a __ on this project (circle):
A B C D F
|
I would give myself
a __ for my role (circle):
A B C D F
|
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The person who
showed the most leadership in our group is __________________________. (You
may say yourself.)
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