“Putting It ALL Together” - The LAYOUT
- Introduce Unit: Show examples of Project- Student Planner
- Layout, Design, Composition
- Elements of Design
- Principles of Design
- Typography
- Camera Angles
- The Creative Process
Beg. Computer
Graphics
Unit - Lesson Plan
Created on January 2013Composition
“ Layout ”
Introduction
- Intro to Layout / Design/ Composition
- Intro to Elements of Design
- Intro to Principles of Design: Balance & Space
- Intro to Typography
- Intro to Camera Angles
- Exercise 1 /4:
- No Background
- Background Simplified
- Background Included
- Rule of Thirds
- Leading Lines (perspective one & two point)
- Framing / Borders
- Dead Center / Strong Center of Interest
- Exercise 2 /4 is Typography
- Exercise 3 /4 on Camera Angles
- Exercise 4 /4 is the Creative Process
- PROJECT:
Unit Title : “Putting It All Together” – The Layout / Exercises:
1) Elements/ Principles of Design,
2) Typography
3) Camera Angles
4) The Creative Process
Instructor: / Reema Zoumut / Day: / Created Jan 2013 / Room: / 409
School: / Bolsa Grande High School / Subject: / Computer
Graphics / Grade Level: / 9-12
Equipment/Materials/
Resources Required: / Digital camera (possibly), memory card, MAC computer, memory stick or CD (saving info), Adobe Illustrator & PhotoShop CS5, and mouse and key board
1 / Objective(s) of Lesson (align with standards and assessments):
- Develop knowledge of Composition / Layout and how theElements & Principles of Designhelp with layout.
- To create files (contact/proof sheet)with the 9 layouts based on the Composition Rules using the elements & principles of design.
- To be introduced to Typography (and )
- To be introduced to Camera Angles using the idea of the matador.
- To be able to brainstorm, knowing the “creative process”
- With those 4 exercises, the student will have the building blocks to create theirproject: Student Planner Cover.
- To add more basic knowledge and practice of Illustrator.
2 / Standards:
Content
/ Grades 9-12 Lang. Arts
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (contact/ proof sheet, high angle/ bird’s eye view, low angle/ worm’s eye view, close- up and extreme close up)
9- 12 Visual Art Standards
Artistic Perception
1.1Recognize, identify and implement the Composition Rules. Vocabulary: No Background, Background Simplified, Background Included, Rule of Thirds, Leading Lines (perspective one & two point), Framing / Borders and Dead Center / Strong Center of Interest(PowerPoint)
1.2To practice, identify and describe Typography. Vocabulary:Typography, Ascender, Descender, Counter, Baseline, Cap Height, X-Height, Serif, San Serif, Slab Serif, Script, Leading, Tracking, Kerning
1.3Recognize, identify and implement the principles & elements of Design.
1.4To practice, identify and describe camera angles. Vocabulary: Close-Up, Extreme Close-up, Bird’s Eye View, Worm’s Eye View, Tilt, Long shot, etc. (worksheet)
1.5Recognize, identify and implement the “Creative Process”. Vocabulary: Identify the challenge (thinking map), Research (gather info), Brainstorm, sketch & build examples (prototypes), Test/ Evaluate – Revise, and Present the solution
Creative Expression
2.1Introduction of lesson plan and show examples of Project using the Composition Rules, elements/ principles of Art, typography and the creative process.
2.2After the PowerPoint on Composition Rules, students will create a mock layouts showing their knowledge.
2.3 After the 4 exercises, the students will be able to create 2 student planner covers using their knowledge.
Connection/ Relationships/ Applications
5.1Use photo placement, adding text, contact sheet of variety of size/ transform to show knowledge of basic software students will create 2 student planner covers using their knowledge for Bolsa Grande HS community of 2000 people.
ELA / English/Language Arts Standards
1.0 Listening and Speaking Strategies
They evaluate the content of oral communication and demonstrate understanding by creating a successful Student Planner Cover(s).
ELD / Listening and Speaking Intermediate
They will participate in social conversations brainstorming their ideas off of one another and peer-tutoring.
3 / Lesson Introduction:
The study of Graphic Design is the study of visual communication, or the creation and combination of words, images, and symbols to form a representation of ideas and messages to create a visual message; representing a brand, company, or community.
The student will be introduced to 4 concepts (exercises) to help with their challenge/ project, the student planner cover (printed for the BGHS population).
4 / Lesson and Student Learning Activities :
Exercise 1: Define the Element / Principle of Design with Composition Rules.
- Vocabulary: No Background, Background Simplified, Background Included, Rule of Thirds, Leading Lines (perspective one & two point), Framing / Borders and Dead Center / Strong Center of Interest (PowerPoint)
(Electric or drawn) Labeling the parts of one letter.
- Vocabulary: Typography, Ascender, Descender, Counter, Baseline, Cap Height, X-Height, Serif, San Serif, Slab Serif, Script, Leading, Tracking, and Kerning
themselves using 6 different angles and orally explaining the angle to the teacher
(for an oral quiz to show understanding)
Exercise 4: Instructor explaining “the creative process” and the directions for the project,
the students will brainstorm for their project creating a thinking map, researching and mock layouts.
- Vocabulary: Identify the challenge (thinking map), Research (gather info), Brainstorm, sketch & build examples (prototypes), Test/ Evaluate – Revise, and Present the solution
- Possibly for extra credit: create a VISION BOARD for themselves, using the same process. A vision board is a poster or scrapbook of visuals (mag pics, drawings, online print-outs, etc.) to show what they want for themselves in the future.
- Thumbnail sketches
- Computer created / digitally designed
- Show rubric at the start of cover designs for knowledge of evaluation.
5 / Lesson Closure:
Closing with a Oral critique/ presentation of student’s project designs with a “walk around” (fieldtrip of desktops), Remote Desktop, and Online Photo Album.
- The students will hand-in to an electric folder or flash drive and, on the projector or remote desktop, present the designs in-front of the class.
- Then with (student) self-evaluation/ reflection on their rubric.
- Concluding with a teacher evaluation on same rubric (a comparison –for the students to see how their judgment compares to the teacher’s evaluation – Were they to hard on themselves? Concentrating on the negative instead of the positive? Or were they too positive; not wanting to see that there could have been improvements/ done more?) .
6 / Adaptation of Lesson Plan (instruction and assessment) for:
English Learners / Broke up into peer-tutoring/translation groups with those who speak both languages. More help was given to those who were having trouble with software tools. In special cases, they were allowed to present their cover designs to Ms. Z, instead of in front of the class.
Struggling Readers / Directions were given orally and visually (“Desktop Remote”… teacher shares their screen with the whole class) to reinforce what was being taught and the students can reflect & learn from the other designs. Also, the electronic lesson is on the server for the students to have easy reference to info.
Resource Students / “Desktop Remote” PowerPoint presentation.. as an individual visual, a peer-tutor nearby, textbook, internet research for examples, and a teacher “check-ins”. Also, the electronic lesson is on BG website for the students to have easy reference to info.
Advanced Students / They help with peer mentoring, tutoring, enrichment lessons, or moving ahead to the next lesson- PhotoShop Tools and Exercises.
7 / Assessment Strategies (for type, indicate EL (entry-level), PM (progress-monitoring), or S (summative)
Type / Title/ and Form / Implementation / Feedback Strategy / How Will Inform Re-teaching
ELPM / Presentation / Handouts, Desktop Remote presetation, and students examples shown (online). / Ms. Z made sure they all understood, by asking “anyone have questions?” --to walking around the classroom for the shy students to quietly ask. / Students were shown the rubric in the beginning of the semester and Beg/ during the lesson plan.
Pm / instructor observation / Thumbnail sketches of the ideas thought about. / Ms. Z monitores the progeess of each student / Confirm and make changes if needed
PM / Ms. Z monitored the students and helped them when needed / Informing them when the project is due. (Weekly Agenda on board)
S / Critique Presentation / Students presented their “Student Planner Covers” to the class through Remote Desktop and the online photo album / Ms. Z’s evaluation was based on her rubric and student response’s were based on past volcabulary and lesson’s obectives. / Rubric was shown electronically during the intro and handed out and given to each student on certain parts of the Unit.
8 / Reflection/Evaluation of Lesson (consider family/community involvement strategies when appropriate)
The student planner cover design challenge is designed to visually reinforce the knowledge of this unit / exercises. The student’s will critic and reflect on own and peer’s artwork to create an opinion and awareness of their own judgment / artwork improvement. Also, have a real connection of application to the community and career, while building a working resume or knowledge for a job/ career / business.
Please Note: There maybe changes to this lesson plan due to unforeseen situation(s). Ex. Raining, Assembly(s), Computers Crashing, etc.
Next : “ Intro to Photoshop”and it’s tools
COLLAGE COMPOSITE
English/Language Arts Standards Grade 7/8
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.
2.0Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.
WRITING
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through stages of the writing processes needed.
2.0Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500-700 words in each genre. Writing demonstrates a command of standard American English and research, organizational, and drafting strategies outlined in Writing Standard 1.0
WRITTENANDORALENGLISHLANGUAGECONVENTIONS
1.0Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to the grade level.
LISTENINGANDSPEAKING
1.0 Listening and Speaking Strategies
Student deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.
2.0Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0
English/Language Arts Standards Grade 9-12
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-appropriate material. They analyze organizational patterns, arguments, and positions advanced.
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes.
WRITING
1.0 Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.
2.0 Writing Applications (Genres and Their Characteristics)
Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
LISTENING AND SPEAKING
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
1.0Speaking Applications (Genres and Their Characteristics)
Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
CALIFORNIA ELD STANDARDS
(see also
LISTENING AND SPEAKING: Strategies and Applications
Beginning / Intermediate / Advanced
Comprehension / Answer simple questions with one- to two-word responses, phrases, or simple sentences Respond to simple directions and questions by using physical actions and other means of nonverbal communication. Begin to speak with a few words or sentences by using a few standard English grammatical forms and sounds, common social greetings, and repetitive phrases. Re-tell stories by using appropriate gestures, expressions, and illustrative objects. / Ask and answer instructional questions by using simple sentences and some supporting elements. Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. / Demonstrate understanding of most idiomatic expressions by responding to such expressions and using them appropriately.
Organization and
Delivery of Oral
Communication / Begin to be understood when speaking, but usage of standard English grammatical forms and sounds may be inconsistent. Orally communicate basic personal needs and desires. / Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information. Make oneself understood using consistent standard English grammatical forms and sounds. Some rules are not followed. / Negotiate and initiate social conversations by questioning, restating, soliciting information, and paraphrasing communication of others.
WRITING: Strategies and Applications
Penmanship
Organization and Focus / Copy the alphabet legibly. Copy words posted and commonly used in the classroom. Write simple sentences by using key words commonly used in the classroom. Write phrases and simple sentences that follow English syntactical order. / Follow a model given by the teacher to independently write a short paragraph of at least four sentences. Write legible, simple sentences that respond to topics in language artsand other content areas. Create cohesive paragraphs that develop a central idea and consistently use standard English grammatical forms even though some rules may not be followed. / Develop a clear thesis and support it by using analogies, quotations, and facts appropriately. Write a multi-paragraph essay with consistent use of standard grammatical forms.
WRITING: English-Language Conventions
Punctuation, Capitalization, and Spelling / Use capitalization when writing one’s own name. Use capitalization at the beginning of a sentence and for proper nouns. Use a period at the end of a sentence and a question mark at the end of a question. Produce independent writing that includes partial consistency in the use of capitalization and periods and correct spelling. Produce independent writing with consistent use of capitalization, punctuation, and correct spelling.
READING: Word Analysis, Fluency, and Systematic Vocabulary Development
Phonemic Awareness, Decoding, Word Recognition, / Recognize and produce the English phonemes that are like the phonemes students hear and produce in their primary language. Recognize and produce English phonemes that are unlike the phonemes students hear and produce in their primary language. Produce most English phonemes while beginning to read aloud. / Produce English phonemes while reading aloud. Recognize sound/symbol relationships and basic word-formation rules in written text. Apply knowledge of English phonemes in oral and silent reading to derive meaning from literature and texts in content areas. / Apply knowledge of sound/symbol relationships and basic word formation rules to derive meaning from written text.
Concepts About Print
Vocabulary and Concept Development / Produce simple vocabulary to communicate basic needs in social and academic settings. Demonstrate comprehension of simple vocabulary with an appropriate action. Retell stories by using simple words, phrases, and sentences. Recognize simple affixes, prefixes, synonyms, and antonyms.Begin to use knowledge of simple affixes, prefixes, synonyms, and antonyms to interpret the meaning of unknown words. Recognize the difference between the use of the first- and third-person points of view in phrases or simple sentences. / Use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings. Recognize and use simple antonyms and synonyms in written text. Read narrative and expository texts aloud with the correct pacing, intonation, and expression. Use expanded vocabulary and descriptive words in oral and written responses to written texts. Recognize and understand simple idioms, analogies, and figures of speech in written text. / Apply knowledge of academic and social vocabulary while reading independently. Be able to use a standard dictionary to find the meanings of unfamiliar words. Interpret the meaning of unknown words by using knowledge gained from previously read text. Understand idioms, analogies, and metaphors in conversation and written text.