Quarter 3, Week 1: ALL APPLE LAB COURSES

TeacherNikki Golub
Subject AreaALL APPLE LAB COURSES!
Grade Level6-8
Week #1, Q3
Unit of InstructionReviewing skills & Tutorials
Standard(s) Taught

LAFS.68.RST.1.3 

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

LAFS.68.WHST.4.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

 LAFS.68.WHST.2.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LAFS.68.WHST.2.5

 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 

LAFS.68.WHST.2.6

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

VA.68.C.1.1 

Apply a range of interests and contextual connections to influence the art-making and self-reflection processes.

VA.68.C.1.2 

Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.

VA.68.C.1.3 

Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.

VA.68.C.2.1

Assess personal artwork during production to determine areas of success and needed change for achieving self-directed or specified goals.

 VA.68.F.3.3 

Collaborate with peers to complete an art task and develop leadership skills.

VA.68.S.3.3 

Demonstrate understanding of safety protocols for media, tools, processes, and techniques.

VA.68.F.3.1 

Use technology applications through the art-making process to express community or global concerns.

VA.68.C.2.2 

Evaluate artwork objectively during group assessment to determine areas for refinement.

VA.68.C.2.3 

Examine artworks to form ideas and criteria by which to judge/assess and inspire personal works and artistic growth.

VA.68.C.2.4 

Use constructive criticism as a purposeful tool for artistic growth.

 

 
Learning Targets and Learning Criteria

Students will get familiar with the new organizational structure of the room. Students will receive a new seat, and will have to collect old data from their old seat and move to their new seat. Students will also sign up for EDMODO and write down the room code for both secretive and edmodo. Students will also organize their desk w/ notebooks inside the desk for notes. 

Seating arrangement:

Students will be grouped where all students are accountable for the group’s work. Each group will have 5-6 students.

Review:

For this review, students will utilize the dry erase boards during the presentations. Groups will be awarded participation groups when working well together. Groups with members that are speaking will lose participation points. 

Photoshop & Photography students will review the principles and elements and principles of design.

Yearbook students will review Contrast, Harmony, Alignments, Proximity, Simplicity AND will review Caption, Content Module, Cut-out Background Photo, Dominant Photo, Drop Cap, Eyeline, Folio/Folio Tab, Primary Headline, Secondary Headline, Story, Tight Spacing).

Critical thinking will review the types of questioning and the scientific method of problem solving. Students will also review persuasive speech writing.

Media Production will review the rules of composition, cinematography shots, lighting, scriptwriting, and editing

Student Accountability:

In each group of 5-6 students, these students will have to be accountable of what the activity is. Each member will be responsible for their own work as well as other’s work. These responsibilities will revolve for every project.

Yearbook/Photoshop/Photography Groups:

1. K.I.M.: Keeping us on track! (keeps the momentum of the group and makes sure everyone is working towards the deadline)

2. Expectationator(s): Wait.. what was the assignment again? (makes sure everyone knows what the expectations are of the assignment)

3. Designers! (Makes sure the principles and elements of design are apparent in the project)

4. Composition Cronies: (Makes sure that the composition overall looks complete and there isn’t any spelling errors)

5. Tool man Taylor: (Makes sure that everyone is utilizing the correct tools for the project)

Media Production

1. K.I.M.: Keeping us on track! (keeps the momentum of the group and makes sure everyone is working towards the deadline)

2. Expectationator(s): Wait.. what was the assignment again? (makes sure everyone knows what the expectations are of the assignment)

3. Script-doctors (Makes sure that everyone is participating during the writing of the script and that the scripts is carried out in the film)

4. Composition Cronies: (Makes sure that the composition or the shots is thought out. Makes sure that a variety of shots are taken)

5. Film-masters: (Makes sure that everyone is working during production and no one is off task)

6. Editing Eddies: (Makes sure that everyone is working towards the finished project and editing together)

Critical Thinking: (implementation of the thinking hats strategy)

White hat (information): When wearing this hat, students explore the facts of the issue. They may ask questions like:

▪ What do we know about this issue?

▪ What information is missing?

▪ Where can we find this information?

Red hat (feelings): When wearing this hat, the group discusses how they feel about the issue. Does it unsettle them? Engage them? Do they relate to the issue or feel invested in it? Why or why not?

Black hat (judgement): Groups wearing this hat should consider the risks or negative effects of a decision. Logic should guide this group’s reasoning.

Yellow hat (benefits): Members who have this card should consider the positive effects of a decision; logic should also be used to draw conclusions.

Green hat (creativity): This group is responsible for coming up with solutions to “black hat problems.” 

Blue hat (thinking): The blue hat group should be thinking about thinking.  In other words, they must consider what type of thinking is needed to understand this issue. Do they need to summarize, compile lists, ask questions, create a timeline?

Thinking hats provide students with a clear focus—which makes grappling with ambiguous topics not only less intimidating, but manageable, making argument and endless discussion a thing of the past.

Jury of Peers

After work has been completed, students will judge each others work keeping in mind the expectations of the assignment, the tools required, the elements and principles of design as well as the rules of composition to ensure that the designs are at their best. Students will be required to vote on the best design of the group and the worst design of the group. These designs will be evaluated as a class. 

Classroom Conversation

Students will utilize the meaningful discussion question stems in their conversations in the classroom. Students will provide credible feedback to ensure that all students reach their true potential. 

Exit Slips on SOCRATIVE:

Students will complete an exit slip at the end of class daily. This exit slip will provide time for students to self reflect and for the teacher to look at all student work. Students will be provided 10-15 minutes to complete the exit slip. 

Classroom Activities

Students will view a presentation of the new organization of the classroom. 

Students will be assigned new seats and individual jobs.

Students will review skills from the second quarter.

Students will start/complete tutorials to review skills.

Students will start to work on individual work that will be completed the following week. 

Assignments Due

Review activities, take notes, exit slips on Socrative, and any assignments on EDMODO.

Additional Resources