Unit Plan Template s9

Community Project Lesson Plan

Basic Information
Instructor / Carol Chaloux,
Technology Support / Sharon Moser,
Sarah Rosedahl,
Betsy Almerico,
School / Roosevelt Middle School
Grade Level / 8th grade
Subject Area / English Language Arts
Community Partner / Smithsonian American Art Museum
Project Start Date / November 2010
Project Overview
Project Title
African American Art and The Civil Rights Movement
Project Description
Students worked in teams to study the Civil Rights Movement through artworks created by African American artists from the collection of the Smithsonian American Art Museum. Works were selected from the museum's online collection http://americanart.si.edu. Students created digital scrapbooks using the museum’s MyCollection tool (did they do this?), researched their chosen artworks on the museum’s website, wrote poetry, created a visual art project and recorded podcasts to be posted on the museum's website.
Students also hosted Leona Tate, who discussed integration of schools in New Orleans during the Civil Rights Movement and attended a virtual field trip with Smithsonian American Art Museum using video conferencing.
More details can be found on the program wiki: http://jppss-techneaux21s.wikispaces.com/Smithsonian+American+Art+Museum
Final Product Description
· Podcasts of student creative writing, MP3 file of no longer than 2 minutes each
· Visual art collage
· Visual art images, Smithsonian images, and student writing compiled into a book
Objectives
· Create an innovative and authentic learning experience for students
· Create podcasts to be posted on the museum’s website
· Create a lesson plan and educational materials that address Louisiana Grade Level Expectations (GLEs) in the area of English Language Arts, Social Studies, and Visual Art that can be used by other teachers
Approximate Time Frame
Four months
Project Foundation
GLEs
Louisiana Grade Level Expectations (GLEs)
http://www.doe.state.la.us/topics/gle.html
8th Grade English Language Art GLEs
More details can be found on the DOE website. Major GLEs addressed:
· Reading and Responding
· Writing
· Writing/Proofreading
· Speaking and Listening
· Information Resources
8th Grade Social Studies GLEs
More details can be found on the DOE website. Major GLEs addressed:
· History
· Louisiana History
ART
Starting in the 2010-2011 school year Louisiana requires 60 minutes of visual art and 60 minutes of performing art instruction each week for grades K-8. Arts education in high school is optional and taught as an elective.
Act 175: Legislation Defining Louisiana Visual and Performing Arts Curriculum in Public School
http://www.legis.state.la.us/billdata/streamdocument.asp?did=447932
http://www.louisianaschools.net/curriculum/arts_course_guidelines.html
21st Century Skills
International Society for Technology in Education (ISTE)
ISTE is the National Standard for Technology, 21st Century Skills Defined by ISTE:
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students:
a. / apply existing knowledge to generate new ideas, products, or processes.
b. / create original works as a means of personal or group expression.
c. / use models and simulations to explore complex systems and issues.
d. / identify trends and forecast possibilities.
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.
Students:
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.
c. / develop cultural understanding and global awareness by engaging with learners of other cultures.
d. / contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Students:
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.
d. / process data and report results.
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.
Students:
a. / identify and define authentic problems and significant questions for investigation.
b. / plan and manage activities to develop a solution or complete a project.
c. / collect and analyze data to identify solutions and/or make informed decisions.
d. / use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. / advocate and practice safe, legal, and responsible use of information and technology.
b. / exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. / demonstrate personal responsibility for lifelong learning.
d. / exhibit leadership for digital citizenship.
5. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. / understand and use technology systems.
b. / select and use applications effectively and productively.
c. / troubleshoot systems and applications.
d. / transfer current knowledge to learning of new technologies.
Assessment Plan
The project was assessed in three ways:
· Project assignments were graded, according to GLEs.
· A Promethean Flipchart was created to both test the student’s knowledge and to gather their feedback about working on this project. Refer to the Flipchart for details.
· A surveymonkey.com survey was created for all community partnership projects to gather feedback from students about the projects.
K-5: http://www.surveymonkey.com/s/QJYCQZR
6-12: http://www.surveymonkey.com/s/MGF8Q78
Teacher Preparation and Planning
Milestones
· Team meeting to plan project, timeline, and video conference
· Determine scope of Civil Rights study
· Select works from online collection
· Introduction to students with Smithsonian American Art (conf call or video conf)
· Smithsonian American Art Museum virtual field trip via video conference
· Leona Tate visit
· Student research
· Student poetry and creative writing
· Visual art project
· Students write podcast scripts
· Compilation of visual art, Smithsonian images, and student writing
· Podcast script review
· Podcast recording
· Podcast review
· Finalize lesson plan and all materials
· Post podcasts on website
Materials and Resources

Technology – Hardware and Software

Other Materials

· Classroom computers and laptops
· Promethean Interactive Whiteboard
· Audacity
· Headsets for audio recording
· Video Conference Equipment / · Smithsonian American Art Museum website and online collection
· Other – see http://jppss-techneaux21s.wikispaces.com/Smithsonian+American+Art+Museum