Mary+Jones

Adapted from “Surrealist Me Collaborative Project”. Follow linked picture to see other professional examples |||||| **Related Lessons**: Symbolism, Depth, Color, Transformation, Surrealism || ART.I.VA.M.1 Select materials, techniques, media technology, and processes to achieve desired effects.
 * Daily Lesson GAME Plan #1 ||  ||   ||
 * **Lesson Title**: Surrealist Portraits
 * **Grade Level**: 7 |||||| **Unit**: Art History and Personal Expression ||
 * == GOALS == ||  ||   ||
 * **Content Standards**:

ART.I.VA.M.2 Use art materials and tools safely and responsibly to communicate experiences and ideas.

ART.I.VA.M.3 Select and use the visual characteristics and organizational principles of art to communicate ideas.

ART.II.VA.M.1 Select materials, techniques, and processes to effectively communicate ideas.

ART.II.VA.M.2 Employ organizational principles and analyze what makes them effective or not in the communication of ideas.

ART.II.VA.M.3 Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in artworks.

ART.II.VA.M.4 Use subjects, themes, and symbols that communicate intended meaning in artworks.

ART.IV.VA.M.1 Know and compare the characteristics of artworks in various eras and cultures.

Source || a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression
 * ** ISTE NETS-S ** ||  ||
 * ** 1. Creativity and Innovation-Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. **
 * ** 1. Creativity and Innovation-Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. **

a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * 3. Research and Information Fluency-Students apply digital tools to gather, evaluate, and use information. **

a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project
 * 4. Critical Thinking, Problem Solving, and Decision Making-Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. **

Source

**Instructional Objectives**: 1. Designate time in the computer lab. 2. Have Dali’s “Persistence of Memory” poster on display 3. Have webquest designed which includes sites describing the operational techniques for transformation, examples of Surrealist artwork, and examples of Surrealist self-portraits done by other students. 4. Create, print, and copy hard copy versions of questions posed on Webquest to be used for reference outside of computer lab. (Modified version also) 5. Print pdf file of examples of all the Operational techniques for reference outside of the computer lab. 6. Create rubric for final project to be used as a checklist during production and reflection and assessment after production. 7. Create digital and hard copy version of concept mapping categories. || ** ** ||   ||   || Computer paper/pencil || Digital example of student work || Paper/pencil || mins ||  || ** As students enter the room, direct them to go to the Spiderscribe site. (Address will be posted on the board.) Allow students the opportunity to view and listen to the demonstration video. ** ||  ||   || Computers || digital copy of rubric || Projector || internet Question pages || Internet || marker ||
 * 1) Students will be able to recognize Surrealist works of art based on its visual characteristics.
 * 2) Students will demonstrate their understanding of the characteristics of Surrealist artwork by integrating them into their own personal artwork.
 * 3) Students will be able to create their own Surrealist artwork that illustrates their dreams, likes, dislikes, culture, and/or community.
 * 4) “Students will learn that the juxtaposition of unexpected images and forms can create new meaning for both artist and viewer”.  ||
 * == ACTION == ||  ||   ||
 * **Before-Class Preparation**:
 * **Before-Class Preparation**:
 * **Before-Class Preparation**:
 * During Class ||   ||   ||
 * === Time === ||  |||| === ** Instructional Activities ** === ||   || === Materials and Resources === ||
 * ** DAY 1 ** ||  || ** EXQUISITE CORPSE DRAWING GAME (ANTICIPATORY SET) and INTRODUCTION TO SURREALISM ** ||   ||   ||   ||
 * 15 mins. ||  || ** Students will work in groups of two or more. Each student will be directed to fold a paper into half, thirds, or fourths depending on the size **** of their group. Drawing so that their teammates cannot see, the students will draw something in one of the folded areas making sure some lines touch the folded boundary and go a little beyond. At the prompt, (teacher will decide depending on level of production), the students will fold their paper so that their sketch cannot be seen except for the connecting lines that dangle beyond the fold. Then the students will exchange papers with someone else in their group. The students will now be asked to sketch something that builds from the ‘connecting’ lines as well as adds new connecting lines to the next blank space. The process will continue until all spaces are filled. At that time, the groups will be asked to unfold their papers and look at the collaborative drawings that developed. **
 * 15 mins. ||  || ** Students will work in groups of two or more. Each student will be directed to fold a paper into half, thirds, or fourths depending on the size **** of their group. Drawing so that their teammates cannot see, the students will draw something in one of the folded areas making sure some lines touch the folded boundary and go a little beyond. At the prompt, (teacher will decide depending on level of production), the students will fold their paper so that their sketch cannot be seen except for the connecting lines that dangle beyond the fold. Then the students will exchange papers with someone else in their group. The students will now be asked to sketch something that builds from the ‘connecting’ lines as well as adds new connecting lines to the next blank space. The process will continue until all spaces are filled. At that time, the groups will be asked to unfold their papers and look at the collaborative drawings that developed. **
 * 10 mins ||  || ** Introduce poster of Dali’s //Persistence of Memory// as a Surrealist work of art. Instruct the students to compare the drawings in their groups against each other and the Dali picture and make a list of the things they have in common. ** ||   ||   || Dali poster ||
 * 10 mins. ||  || ** Ask each group to report their findings to the whole group as teacher records responses on blank poster paper. All answers will be acknowledged and received. This paper will return later in the unit when the students are asked to verify whether or not these statements can be included as accurate characteristics of Surrealist artwork. ** ||   ||   || Blank poster paper and marker ||
 * 10 mins. ||  || ** Display a student example of a Surrealist portrait. Use this example to illustrate some of the key points of the upcoming project. **
 * ** Artwork will be an illustration of the student’s dreams, likes, dislikes, culture, and/or community. **
 * ** This information will be incorporated into a design using all or part of their face, symbolism, and one to three operational techniques (to be discovered later). **
 * ** The artwork will not be a literal collage of the student’s interests. Instead, it will be a hidden message discovered through the symbolism of the objects chosen and follow the style of Surrealist artists. ** ||  ||   || projector/computer
 * ** Artwork will be an illustration of the student’s dreams, likes, dislikes, culture, and/or community. **
 * ** This information will be incorporated into a design using all or part of their face, symbolism, and one to three operational techniques (to be discovered later). **
 * ** The artwork will not be a literal collage of the student’s interests. Instead, it will be a hidden message discovered through the symbolism of the objects chosen and follow the style of Surrealist artists. ** ||  ||   || projector/computer
 * 5 mins. ||  || ** Direct students to go to Spiderscribe.com and create a user name and password. Student will write his or her user name and password down and give to the teacher to create a master list. ** ||   ||   || Computers
 * 5 mins. ||  || ** Direct students to go to Spiderscribe.com and create a user name and password. Student will write his or her user name and password down and give to the teacher to create a master list. ** ||   ||   || Computers
 * ** DAY 2 ** ||  || **CONCEPT MAPPING ** ||   ||   ||   ||
 * 10
 * 10
 * 10
 * 10 mins. ||  || ** As students finish watching the video, display the rubric for the project on the class projector. When all of the students have completed the demonstration video, the teacher will review the main points needed to be included in their artwork. The teacher will explain that there will be a need to compile information as we go in order to design a piece at the end of our research. Therefore, we will use Spiderscribe as a means of organizing and recording our thoughts. ** ||   ||   || projector
 * 10 mins. ||  || ** As students finish watching the video, display the rubric for the project on the class projector. When all of the students have completed the demonstration video, the teacher will review the main points needed to be included in their artwork. The teacher will explain that there will be a need to compile information as we go in order to design a piece at the end of our research. Therefore, we will use Spiderscribe as a means of organizing and recording our thoughts. ** ||   ||   || projector
 * 10 mins. ||  || ** Teacher will model using the Spriderscribe tools to create the necessary categories for their maps (‘personal information’ with extensions to likes/dislikes/culture/community, ‘images to symbolize personal information’, ‘characteristics of Surrealist artwork’, and ‘possible operational techniques to use’. ( **** ) ** ||   ||   || Computers
 * 10 mins. ||  || ** Teacher will model using the Spriderscribe tools to create the necessary categories for their maps (‘personal information’ with extensions to likes/dislikes/culture/community, ‘images to symbolize personal information’, ‘characteristics of Surrealist artwork’, and ‘possible operational techniques to use’. ( **** ) ** ||   ||   || Computers
 * 30 mins. ||  || ** Students will fill in the personal information portion of the map. ** ||   ||   || computers ||
 * ** DAY 3 ** ||   || **WEBQUEST ** ||   ||   ||   ||
 * 10 mins. ||  || ** Teacher will distribute hard copies of the Webquest answer paper. Teacher will model the navigation for the Webquest on the projector emphasizing the sections of the question page as he or she goes. Webquest will include exploration through surrealism sites, [|The Surrealist Me] project with an emphasis on the [|links for inspiration] and [|operational techniques pages]. ** ||   ||   || computers
 * ** DAY 3 ** ||   || **WEBQUEST ** ||   ||   ||   ||
 * 10 mins. ||  || ** Teacher will distribute hard copies of the Webquest answer paper. Teacher will model the navigation for the Webquest on the projector emphasizing the sections of the question page as he or she goes. Webquest will include exploration through surrealism sites, [|The Surrealist Me] project with an emphasis on the [|links for inspiration] and [|operational techniques pages]. ** ||   ||   || computers
 * 10 mins. ||  || ** Teacher will distribute hard copies of the Webquest answer paper. Teacher will model the navigation for the Webquest on the projector emphasizing the sections of the question page as he or she goes. Webquest will include exploration through surrealism sites, [|The Surrealist Me] project with an emphasis on the [|links for inspiration] and [|operational techniques pages]. ** ||   ||   || computers
 * 40 mins. ||  || ** Students will use the rest of the hour to collect information from the Webquest. Those that finish early will be directed to go to their Spiderscribe account and add any new information to the map excluding the images portion of the map. ** ||   ||   || Computers
 * 40 mins. ||  || ** Students will use the rest of the hour to collect information from the Webquest. Those that finish early will be directed to go to their Spiderscribe account and add any new information to the map excluding the images portion of the map. ** ||   ||   || Computers
 * ** DAY 4 ** ||  || **DIGITAL CITIZENSHIP REGARDING IMAGE USAGE** ||   ||   ||   ||
 * 10 mins. ||  || ** Teacher will review the policy of plagerism and copyright with respect to images. Students will be encouraged to create their own images using cameras or phones OR copy and paste images for their concept maps on share sites. The teacher will model inserting images onto the map emphasizing citing the url address for each image pulled from the web. ** ||   ||   || Mobile devices for photography ||
 * 40 mins ||  || ** Students will use the rest of the hour to complete the Webquest and the concept map. ** ||   ||   || Poster paper
 * 10 mins. ||  || ** Teacher will review the policy of plagerism and copyright with respect to images. Students will be encouraged to create their own images using cameras or phones OR copy and paste images for their concept maps on share sites. The teacher will model inserting images onto the map emphasizing citing the url address for each image pulled from the web. ** ||   ||   || Mobile devices for photography ||
 * 40 mins ||  || ** Students will use the rest of the hour to complete the Webquest and the concept map. ** ||   ||   || Poster paper
 * 40 mins ||  || ** Students will use the rest of the hour to complete the Webquest and the concept map. ** ||   ||   || Poster paper
 * ** DAY 5 ** ||  || **WRAP UP AND DESIGN** ||   ||   ||   ||
 * 5 mins. ||  || ** Teacher will direct students to amass all resources collected the previous four days, Webquest answer sheet, printed version of concept map, and printed pdf version of operational techniques found on Webquest. ** ||   ||   || Copies of rubric and checklist ||
 * 10 mins. ||  || ** Students will be directed to work in groups of three or four. Using the resources, the students will be asked to develop a list of at least five characteristics of the Surrealist style. ** ||   ||   ||   ||
 * 20 mins. ||  || ** To begin whole group discussion, the teacher will ask for a thumbs up/thumbs down formative assessment as he/she asks the students to judge the original characteristics given at the beginning of the unit. Those that do not belong will be crossed off. The groups will then be asked to share the characteristics they determined on the Webquest. The teacher will record responses adding explanations and additions where necessary. ** ||   ||   ||   ||
 * 20 mins. ||  || ** Teacher will distribute hard copy versions of the rubric, which includes a checklist. ** ||   ||   ||   ||
 * ||  || ** After reviewing the required components a final time, the students will be asked to begin designing a rough draft of their surreal self portrait. ** ||   ||   ||   ||
 * Note student groupings, environmental modifications needed, etc: ||  ||   ||
 * == MONITOR == ||  ||   ||
 * Ongoing Assessment(s):
 * The concept maps will be reviewed through the course of the class and each night as they develop.
 * The Webquest will be assessed for understanding of the Surrealism concepts and techniques.
 * Final discussion before designing and personal conferences during the design phase to assess for accurate depiction of Surrealist style.
 * Note student groupings, environmental modifications needed, etc: ||  ||   ||
 * == MONITOR == ||  ||   ||
 * Ongoing Assessment(s):
 * The concept maps will be reviewed through the course of the class and each night as they develop.
 * The Webquest will be assessed for understanding of the Surrealism concepts and techniques.
 * Final discussion before designing and personal conferences during the design phase to assess for accurate depiction of Surrealist style.
 * The Webquest will be assessed for understanding of the Surrealism concepts and techniques.
 * Final discussion before designing and personal conferences during the design phase to assess for accurate depiction of Surrealist style.

Accommodations and Extensions:
 * Templates of the concept mapping design with all required headings will be available for students that cannot create their own.
 * A text to speech tool will be available for students will low reading skills when completing the webquest.
 * Modified Webquest question pages will be available for those students requiring accommodations.
 * Students can work in pairs or small groups as they discern which symbols will best represent the information they wish to convey.

Back-Up Plan: Print copies of Surrealist examples, pdf of operational techniques, student work example, and the rubric will be on hand in case of technical difficulties. Newsprint and markers will be available for hard copy concept maps. ||  ||   ||
 * == EVALUATE AND EXTEND == ||  ||   ||
 * Be specific and include the evaluation that you will use for this lesson: ||  ||   ||   ||
 * Final evaluation will include a rubric and self-reflection regarding the final product. An extension of this lesson will be to have the students post digital versions of their designs to a social networking site and invite their classmates to try and analyze the techniques and symbols for meaning.
 * Be specific and include the evaluation that you will use for this lesson: ||  ||   ||   ||
 * Final evaluation will include a rubric and self-reflection regarding the final product. An extension of this lesson will be to have the students post digital versions of their designs to a social networking site and invite their classmates to try and analyze the techniques and symbols for meaning.
 * Final evaluation will include a rubric and self-reflection regarding the final product. An extension of this lesson will be to have the students post digital versions of their designs to a social networking site and invite their classmates to try and analyze the techniques and symbols for meaning.

LESSON REFLECTIONS AND NOTES: ||  ||   ||

ART.I.VA.M.1 Select materials, techniques, media technology, and processes to achieve desired effects.
 * = Daily Lesson GAME Plan #2 = ||  ||   ||   ||
 * **Lesson Title**: Symbol Speak ||  |||||| **Related Lessons**: brainstorming, ideation, design, symbolism, surrealism, art critique ||
 * **Grade Level**: 7 ||  |||||| **Unit**: Art History and Personal Expression ||
 * == GOALS == ||  ||   ||   ||
 * **Content Standards**:
 * **Grade Level**: 7 ||  |||||| **Unit**: Art History and Personal Expression ||
 * == GOALS == ||  ||   ||   ||
 * **Content Standards**:
 * == GOALS == ||  ||   ||   ||
 * **Content Standards**:
 * **Content Standards**:

ART.I.VA.M.3 Select and use the visual characteristics and organizational principles of art to communicate ideas.

ART.II.VA.M.2 Employ organizational principles and analyze what makes them effective or not in the communication of ideas.

ART.II.VA.M.3 Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in artworks.

ART.II.VA.M.4 Use subjects, themes, and symbols that communicate intended meaning in artworks.

ART.IV.VA.M.1 Know and compare the characteristics of artworks in various eras and cultures.

ART.V.VA.M.1 Analyze personal, family, and community connections that involve work by visual artists. ||  ||   ||   || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression ||  ||   ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats ||  ||   ||   || <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">a. Identify and define authentic problems and significant questions for investigation <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">b. Plan and manage activities to develop a solution or complete a project ||  ||   ||   ||
 * ||  ||   || == ISTE NETS-S == ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">1. **Creativity and Innovation**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">1. **Creativity and Innovation**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">1. **Creativity and Innovation**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">2. **Communication and Collaboration**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">2. **Communication and Collaboration**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">4. **Critical Thinking, Problem Solving, and Decision Making**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">4. **Critical Thinking, Problem Solving, and Decision Making**
 * === Instructional Objectives: ===
 * === Instructional Objectives: ===

The students will collaborate to determine the best symbols to use in their designs based on the likes, dislikes, culture, or community they wish to communicate.

The students will collaborate to determine the best surrealist design techniques to use when creating this project. ||  ||   ||   || Teacher will create a mock discussion board that models inappropriate or social comments. Teacher will create a mock discussion board that models appropriate and educational comments. Teacher will create a chart for guidelines and expectations for online collaboration. Teacher will create a rubric for discussion posts and responses. Teacher will designate a collaboration site and create forum groups and prompt templates. ||  ||   ||   || Projector Screen || <span style="font-family: 'Times New Roman',Times,serif;">Teacher will moderate comments to assess appropriate nature of response as well as whether or not the student is demonstrating an accurate understanding of the content and expectations.
 * == ACTION == ||  ||   ||   ||
 * **Before-Class Preparation**:
 * **Before-Class Preparation**:
 * **Before-Class Preparation**:
 * During Class ||   ||   ||   ||
 * ** Time ** ||  ||   |||| ** Instructional Activities ** ||   || ** Materials and Resources ** ||
 * DAY 1 ||  ||   || ** GUIDELINES AND EXPECTATIONS (1st Online Discussion Board Collaboration-This lesson would optimally occur as the students are just beginning to design their rough draft.) ** ||   ||   || Computer
 * DAY 1 ||  ||   || ** GUIDELINES AND EXPECTATIONS (1st Online Discussion Board Collaboration-This lesson would optimally occur as the students are just beginning to design their rough draft.) ** ||   ||   || Computer
 * 10 mins. ||  ||   || Teacher will introduce the collaboration site on the class screen and discuss how the students will be using the site; Discuss possibilities for the best symbols to represent themselves and the best operational techniques to illustrate them. ||   ||   ||   ||
 * 5 mins. ||  ||   || Teacher will display on class screen the mock online conversation that illustrates inappropriate or social comments. Teacher will ask the students to write down three things that they notice in the conversation that divert focus or stop learning in such a way that the group is no longer able to successfully progress through the project. ||   ||   ||   ||
 * 5 mins. ||  ||   || Teacher will display the appropriate and educational mock online conversation on the screen. Teacher will ask the students to write down three things they noticed that helped to deepen learning, helped a student develop an idea, helped to clear misunderstanding or refocus the conversation in order for the group to progress successfully through the project. ||   ||   ||   ||
 * 20 mins. ||  ||   || Teacher will ask the students to share their thoughts with a partner and then report back to the whole group. Teacher will record answers on a word document shown on the class screen. ||   ||   ||   ||
 * 15 mins. ||  ||   || After discussing the obstacles to progress inappropriate, social discussions can create, the teacher will invite the students to talk with their partners to create three main guidelines for successful, productive discussions. The students will share their guidelines with the class and submit them in writing in the form of an exit card at the end of the hour. ||   ||   ||   ||
 * 5 mins. ||  ||   || Teacher will model the steps necessary to sign in to collaborative site and allow time for the students to sign in. ||   ||   ||   ||
 * 10 mins. ||  ||   || Teacher will create a master sheet of user names and passwords for future use. ||   ||   ||   ||
 * DAY 2 ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">**COLLABORATION** ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">10 mins. ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Teacher will display and review summary of guidelines and expectations created by the students the day before. Teacher will display and review rubric for grading discussion submissions ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">10 mins ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Teacher will model signing onto collaboration site, explain the components to the first discussion board assignment, and model how to create and save post to the correct group. (In your initial post, describe the likes, dislikes, or important aspects of your culture or community that you wish to express in your Surrealist self-portrait. You have accumulated this information on your Spiderscribe concept map. This will be due before the end of the hour.) ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">10 mins. ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Teacher will go on to explain the response portion of the assignment as each student will comment on at least 2 other initial posts. The responses should include suggestions for images that could symbolize each component described in the original post as well as suggestions for which operational techniques would be the most successful. Each symbolic and technique suggestion would have to include supporting details to explain how the symbol connects to the component and why the technique would be the most appropriate. ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">30 mins. ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Students will use the rest of the hour to create their initial posts and perhaps begin to create responses to the students in their groups. Students will be directed to have their responses created within two days time from the initial post date. ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Note student groupings, environmental modifications needed, etc: ||  ||   ||   ||
 * ==<span style="font-family: 'Times New Roman',Times,serif;">MONITOR == ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Ongoing Assessment(s):
 * DAY 2 ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">**COLLABORATION** ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">10 mins. ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Teacher will display and review summary of guidelines and expectations created by the students the day before. Teacher will display and review rubric for grading discussion submissions ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">10 mins ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Teacher will model signing onto collaboration site, explain the components to the first discussion board assignment, and model how to create and save post to the correct group. (In your initial post, describe the likes, dislikes, or important aspects of your culture or community that you wish to express in your Surrealist self-portrait. You have accumulated this information on your Spiderscribe concept map. This will be due before the end of the hour.) ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">10 mins. ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Teacher will go on to explain the response portion of the assignment as each student will comment on at least 2 other initial posts. The responses should include suggestions for images that could symbolize each component described in the original post as well as suggestions for which operational techniques would be the most successful. Each symbolic and technique suggestion would have to include supporting details to explain how the symbol connects to the component and why the technique would be the most appropriate. ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">30 mins. ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Students will use the rest of the hour to create their initial posts and perhaps begin to create responses to the students in their groups. Students will be directed to have their responses created within two days time from the initial post date. ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Note student groupings, environmental modifications needed, etc: ||  ||   ||   ||
 * ==<span style="font-family: 'Times New Roman',Times,serif;">MONITOR == ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Ongoing Assessment(s):
 * <span style="font-family: 'Times New Roman',Times,serif;">30 mins. ||  ||   || <span style="font-family: 'Times New Roman',Times,serif;">Students will use the rest of the hour to create their initial posts and perhaps begin to create responses to the students in their groups. Students will be directed to have their responses created within two days time from the initial post date. ||   ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Note student groupings, environmental modifications needed, etc: ||  ||   ||   ||
 * ==<span style="font-family: 'Times New Roman',Times,serif;">MONITOR == ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Ongoing Assessment(s):
 * ==<span style="font-family: 'Times New Roman',Times,serif;">MONITOR == ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Ongoing Assessment(s):

<span style="font-family: 'Times New Roman',Times,serif;">Accommodations and Extensions: <span style="font-family: 'Times New Roman',Times,serif;">Students that have disabilities in reading and writing will have access to text to speech opportunities. Students will also have the opportunity to insert images to accompany their posts in order to help the explanation.

<span style="font-family: 'Times New Roman',Times,serif;">Students that do not have access to computers or internet outside of class time will be allowed to visit the computers during design time this week, to come in before/after school or at lunch.

<span style="font-family: 'Times New Roman',Times,serif;">Back-Up Plan: Students will write their initial post at the top of a piece of notebook paper. When the initial response in complete, the students will trade papers and record their responses under the initial post much like the online format. The papers will be turned in at the end of two days time OR the papers will be used until the online postings can be recorded. ||  ||   ||   ||
 * ==<span style="font-family: 'Times New Roman',Times,serif;">EVALUATE AND EXTEND == ||  ||   ||   ||
 * <span style="font-family: 'Times New Roman',Times,serif;">Be specific and include the evaluation that you will use for this lesson:
 * <span style="font-family: 'Times New Roman',Times,serif;">Be specific and include the evaluation that you will use for this lesson:

<span style="font-family: 'Times New Roman',Times,serif;">The students will be assessed for their adherence to the guidelines and expectations as well as the substantial nature of their responses. This rubric will clearly outline the criteria for each grade level.

<span style="font-family: 'Times New Roman',Times,serif;">This discussion will be extended when the students take or ignore the suggestions and create their final surrealist self-portrait. To further extend this project, the students will create a digital story that explains the symbolism of their piece and how their design relates to the characteristics of Surrealism.

<span style="font-family: 'Times New Roman',Times,serif;">LESSON REFLECTIONS AND NOTES: |||||||| = Daily Lesson GAME Plan #3 = ||  || ART.I.VA.M.4 Be involved in the process and presentation of a final product or exhibit.
 * Lesson Title: Surreal Artist Statement ||  |||| Related Lessons: Surrealism, Reflection ||
 * Grade Level: 7 ||  |||| Unit: Art History and Personal Expression ||
 * == GOALS == ||  ||
 * Content Standards:

ART.II.VA.M.2 Employ organizational principles and analyze what makes them effective or not in the communication of ideas.

ART.III.VA.M.4 Describe and compare the characteristics of personal artwork to the artwork of others.

ART.IV.VA.M.1 Know and compare the characteristics of artworks in various eras and cultures. (MDE, 1998) ||   ||
 * ISTE NETS-S

2. Communication and Collaboration-Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. (ISTE, 2011)

Instructional Objectives:

The students will create a digital artist statement that explains the symbolism of their portrait and how the portrait illustrates Surrealist characteristics. ||  ||
 * == ACTION == ||  ||
 * Before-Class Preparation:

Teacher will prepare a minimal version of a VoiceThread example using student example image shown at the beginning of the unit. Teacher will prepare checklist for artist statement. Teacher will prepare rubric for artist statement. ||  || hard copy rubric || Microphones, Internet || Storyboards will be approved before VoiceThread creation begins to ensure all components are completed and understanding of the concepts has been demonstrated.
 * During Class ||   ||
 * Time ||  |||| Instructional Activities || Materials and Resources ||
 * DAY 1 ||  || ** INTRODUCING VOICETHREAD ** ||   ||   ||
 * 10 mins. ||  |||| Teacher display rubric and checklist for VoiceThread on class projector and emphasize the key components of their artist statement:
 * Presentation must include pictures of actual Surrealism portrait created by the student.
 * Presentation must explain the symbolism found in the artwork.
 * Presentation must connect the artwork to the characteristics of Surrealism. || computers, microphones, internet and projector screen
 * Presentation must connect the artwork to the characteristics of Surrealism. || computers, microphones, internet and projector screen
 * <span style="font-family: 'Times New Roman',Times,serif;">10 mins ||  |||| Students will view teacher example and grade using a hard copy version of the rubric. (The teacher would evaluate the example given as an average presentation.) ||   ||
 * 10 mins. ||  |||| Students will share their evaluation of the VoiceThread with suggestions for improvements. ||   ||
 * 10 mins. ||  |||| Teacher will present the technique of storyboarding as a means to create a rough draft picture and script of the presentation before the building process begins. Teacher will demonstrate this by modeling how to storyboard the areas that the students felt needed improvement in the example. ||   ||
 * Remainder of hour ||  |||| Students will begin to create their storyboards. ||   ||
 * DAY 2 ||  |||| ** VOICETHREAD EXPLORATION AND BUILD ** ||   ||
 * 15 mins ||  |||| Students will log onto VoiceThread and create an account. Students will use ten to fifteen minutes to explore the site including the tutorial and example videos. || Computers,
 * Remainder of hour ||  |||| Students will begin to create their storyboards. ||   ||
 * DAY 2 ||  |||| ** VOICETHREAD EXPLORATION AND BUILD ** ||   ||
 * 15 mins ||  |||| Students will log onto VoiceThread and create an account. Students will use ten to fifteen minutes to explore the site including the tutorial and example videos. || Computers,
 * DAY 2 ||  |||| ** VOICETHREAD EXPLORATION AND BUILD ** ||   ||
 * 15 mins ||  |||| Students will log onto VoiceThread and create an account. Students will use ten to fifteen minutes to explore the site including the tutorial and example videos. || Computers,
 * 15 mins ||  |||| Students will log onto VoiceThread and create an account. Students will use ten to fifteen minutes to explore the site including the tutorial and example videos. || Computers,
 * 10 mins. ||  |||| Teacher will model creating a VoiceThread with the improved storyboard version from the day before. ||   ||
 * Remainder of hour. ||  |||| Students will finish creating their storyboards and/or begin building their VoiceThread. ||   ||
 * DAY 3-4 ||  |||| ** VOICETHREAD BUILD ** ||   ||
 * ||  |||| Students will use the entire hour to work on VoiceThreads. ||   ||
 * DAY 5 ||  |||| ** VOICETHREAD PRESENTATIONS AND EVALUATION ** ||   ||
 * ||  |||| The students will view their peers presentations and use the comment feature to comment on at least four different Threads. The teacher will remind the students of the difference between social posting and educational posting. Students will be directed to comment using the following prompts:
 * Something in the artwork that stands out and why.
 * Identifying an operational technique that was used.
 * Identifying a surrealist characteristic that was not mentioned.
 * Connecting a similarity or difference between the artwork of the VoiceThread creator and the commenting artist’s work. ||  ||
 * Note student groupings, environmental modifications needed, etc: ||  ||
 * == MONITOR == ||  ||
 * Ongoing Assessment(s):
 * Connecting a similarity or difference between the artwork of the VoiceThread creator and the commenting artist’s work. ||  ||
 * Note student groupings, environmental modifications needed, etc: ||  ||
 * == MONITOR == ||  ||
 * Ongoing Assessment(s):
 * Ongoing Assessment(s):

Accommodations and Extensions: Students will be able to use any commenting function they are most comfortable with; typing or recorded.

Students that struggle with VoiceThread creation will be provided with a hard copy version of directions that include screenshots.

Students my work in pairs to edit each other’s work before final presentation and assist each other as necessary.

Back-Up Plan: If connections are down, students can create their presentations using PowerPoint to be loaded to a wiki at a later date. At that time, students can comment using the forum component. ||  ||
 * == EVALUATE AND EXTEND == ||  ||
 * Be specific and include the evaluation that you will use for this lesson:

A rubric detailing the criteria will be used to evaluate the final VoiceThread.

LESSON REFLECTIONS AND NOTES: ||  ||