Thank you AT&T
We used the wiring for our artful galimotos
Use link above to do on line
Anticipatory Chart aka as KWL
Before viewing an image, video, hearing a selection or reading a story students are asked to fill in the first two sections of the chart- “what I already know about…” and “What I would like to find out about…” After the lesson has been presented students complete the “What I Learned… “section can be shared with partner, or small group.” This is also great for teacher student conferences.
Students are given a series of statements that relate to the lesson. Students indicate agree or disagree. After the information has been presented students check to see if they were correct. To extend the idea have students write correction in own words. This really works with using a Venn diagram or double bubble thinking ion text before they begin reading.
Backwards Book Walk
The purpose is to familiarize students with non-fiction text. This activity reverses the process of the typical book walk. We begin with the conclusion so students understand overall meaning of the text. Students read images, headings, captions, and table of content. Students may create their own title for the book and share what insights they have gained with a partner.
Provide students with hands on practice with images, words or facts. Students fold a piece of paper in 9(3X3) or 16 (4X4) squares. Students fill in their squares in random order on their own paper with images of art, artists, vocabulary words, or concepts. A teacher gives a definition of the word or explains an idea and students have to find the match on their self-made bingo card. If student have pasted down painting image, “Starry Night,” teacher may say, “Vincent Van Gogh.” It takes 2 class periods to do this, lesson one, students make the cards, and lesson two they play the game.
CAFÉ MENU A way to differentiate instruction.
Directions: Students skim a piece of text and select a task from a Café Menu they wish to complete. Cafe Menu graphic organizer includes the following choices:
APPETIZER (Everyone Shares)
ENTRÉE (Select One)
SIDE DISHES (Select at least Two)
Cooperative Graphic Design
This strategy is used to help students synthesize their understandings in a visual form with close reference to the text, (text may be fine art, a piece of music, or written word.) It encourages creativity and helps students to self-assess using a rubric. Students are given time to think individually about how to represent their thinking showing the spirit of a text read. In small groups they must reach consensus on one or more image, quote and original phrase. All should be primed with ideas to share As groups plan and create their poster a rubric is essential to ensure that they discuss the text, stay on task and use images to highlight main ideas rather than merely to decorate the poster. The first time students do a collaborative poster they should have 30 minutes to complete it, but no more. Do not compromise, after 30 minutes post the posters as they are, and have students assess them. Teams may revise their posters in their own time. Decrease the time for work on subsequent poster assignments until students work within a 20 minute time frame, this will create urgency and up the focus of the group.
Concept Sketches/Definition Maps( My Twist)
Structured to respond to questions such as habitat and spokes leading off the circle may be organized to respond to questions such as , “What is it? What are some examples? and Why is it important?” The mapping can also be done with images. After explanation or reading, students fill in concept map individually or with a partner. Or student may sketch or draw a diagram with concisely annotated with short statements that describe the processes concepts, and interrelationships shown in the sketch. Having students generate their own concept sketches is a powerful way for students to process concepts and convey them to others. Concept sketches can be used as preparation for class, or as an in class activity in the field, or lab or as an assessment tool. (Httpp://Serc.carleton.edu/NAGT Workshops courseldesign.tutorial.strategies.html)
Cooperative Dialogue “Text Re-Presentation”
You are going to need to string a clothes line across your room and need clothes pens. First give each group an image or images from any text that is sequential; i.e. biography, story, event, steps in creating an art piece, cooking, math problem Students work in their cooperative groups to put their image in the right sequence. Assess to make sure the order is correct. Then…
Cooperative activity used to introduce a topic. The teacher poses a question or topic along with four choices. On a 3X5 card students write their choice and the reasons for it. Students go to the corner of the room representing their choice. In their corner students pair up and share their reasons for selecting that corner. The topics are discussed. Example the corners could be labeled impressionism, realism, surrealism, and Cubism with information about each figure provided. Students go to the corner, learn the periods and return to their original groups of four to share what they learned.