5th Six Weeks — week 5
March 30 – April 3
Link Test — (major grade) on Wednesday/Thursday, April 1/2
Complete the Text Animation and Alien Lesson by Wednesday/Thursday
Introduce Fractured Fairy Tale project — (see lesson plans)
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March 23 – 27
4th Week of the 5th Six Weeks
This project counts as a major test grade.
Open lab will be held BOTH lunches on Tuesday in E225.
Working with Text
Students will learn to create text in Flash
Format Text
Convert text fields to symbols
Use masks to animate text
Organize layers in a Timeline
Work with layer folders
Copy objects from one layer to another
Apply filters to text
Use tweening to animate object quickly
Adobe Flash — Classroom in a Book
pgs. 109-139
Copies of directions for students.
Lesson 4 will be due at the end of the day on Tuesday, March 24. If you need extra time, please plan to attend tutorials on Tuesday at lunch or after school.
Fifth Six Weeks Project — Fractured Fairy Tales
Rubric for Project given in class
This lesson begins with a study of story structure and the six traits of writing, using both traditional and fractured fairy tales. The six traits are ideas, organization, voice, word choice, fluency, and conventions. In a collaborative writing activity, students use the Fractured Fairy Tales tool to plan their own fractured tale with several alternate plotlines and endings. Students then add images, transitions, and motion to enhance the meaning of the text.
| Student Objectives |
Students will
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| 1. | Introduce students to a variety of fairy tales and fractured fairy tales. Read several stories aloud or distribute copies of the titles you have chosen for students to read silently. |
| 2. | Have students work with a partner to choose several books or online stories and examine these texts for the six traits of writing.
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Comparing Different Versions of Fairy Tales and Planning a Fractured Fairy Tale
Use the completed phone.swf file to create a storyboard for the movie. This is done in class with a partner.
Copy of the storyboard given in class.
| 1. | Ask students to choose a classic tale on which they would like to base an original fractured fairy tale. Have them work in small groups (three or four students who have chosen the same story) to compare the classic version of the tale with two or more fractured versions. |
| 2. | Have students compare their two favorite versions of the fairy tale in terms of the six traits of writing.
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| 3. | Have students access the Fractured Fairy Tales tool and read the sample fractured fairy tale and the three traditional fairy tales. |
| 4. | Arrange students in small groups to discuss ideas for fractured versions of one or more of the three fairy tales by brainstorming alternate plots and endings. Students can either write collaboratively, or work on individual fractured fairy tales and then combine their efforts, incorporating the plotlines and endings developed by each member of the group. |
| 5. | Using the LCD projector and the Fractured Fairy Tales tool, model the creation of a fractured fairy tale. As you move through the questions on the Choose My Changes part of the tool, conduct the demonstration as a shared writing project, with students providing suggestions. |
| 6. | Have students work in their small groups to create their own plans for a fractured fairy tale. Remind them to print out the completed plan. |
March 30 –Organization of Hyperlinked Stories
| 1. |
Distribute copies of the Organization Chart for Fractured Fairy Tales. Be sure students also have the planning sheets they printed out from the Fractured Fairy Tales tool. Review and Discuss Common Elements of Fairy Tales. |
| 2. |
Have students organize their own fractured fairy tales, using their copies of the Organization Chart for Fractured Fairy Tales and their printouts from the Fractured Fairy Tales tool. Choose one of the elements from the story map to demonstrate the process, using the class-selected fairy tale. For example, if the fairy tale is Goldilocks and the Three Bears, you can share the following examples:
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| 3. | Using completed copy of the Organization Chart for Fractured Fairy Tales , write a rough draft of the writing fractured fairy tale. |
| 4. | Once the rough drafts are completed, have students edit their tales. Remind them to focus on the 6 traits of writing listed above. |
Distribute copies of the Six Traits Rubric for Fractured Fairy Tales and Common Elements of Fairy Tales.
Create a Story board for Flash that has enough Scenes to accommodate the Fairy Tale each student created. Use the Story Map to create the story board.
Complete one Story Map together in class. This should be completed before creating the story board for your fairy tale.
When printing your story. Choose the Primo PDF creator. In the “Save As” line, browse to your flash folder. Save this document as changed.pdf. It will open in Adobe. Then print and choose current page. This will allow you to save a copy as well as NOT wasting paper.
Using the Fairy Tale changes (access March 27 > Fractured Fairy Tales > Write Your Own Fractured Fairy Tale > Choose a Fairy Tale (you can write about any F.T….even those NOT listed…just remove the title > Write a Fractured Version of the Fairy Tale > Choose My Changes) This was to be printed and turned in during class Monday!) — write a Rough Draft of your Fairy Tale.
The draft should be written in Word and saved as ftdraft.doc to your flash folder on the student server. The rough draft is due at the end of the period. Complete for homework if you do not finish it.
STORY BOARD
Discuss Quick Facts About Story Boards
Review Examples of Storyboards.
What is a storyboard?
Once a concept or script is written for a film or animation, the next step is to make a storyboard. A storyboard visually tells the story of an animation panel by panel, kind of like a comic book. http://accad.osu.edu/womenandtech/Storyboard%20Resource/
The art of limited animation! — A MUST READ for all!
This tutorial assumes you are already familiar with the flash basics, else use the Flash Help (F1-Using Flash -Getting Started…) and read trough the first few chapters up to Creating Animation. This should put you up to speed.
Introduction:
Limited animation, as opposed to full animation, is characterized by the use of cycles, still images and whatever it takes to necessitate as few drawings as possible. This type of animation pretty much saw the light of day with the UPA studio in the 50’s, then of course got it’s glory days with Hanna-Barbara and such cartoons as Scooby Doo, the Flintstones and so forth… (continue reading here….)
Decide on the length of your fairy tale. Plan accordingly. Use the available storyboard. These were given out in class on Wed./Thurs., April 1 & 2. If you need more pages, you can open the link in this paragraph and print more copies.
Use the examples we reviewed and include as MUCH detail as possible. Although the sketches DO NOT have to be ‘perfect’, you (and I) should be able to tell exactly what will happen and when.
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Third Week of the Fifth Sixth Weeks
In this unit, students begin using Macromedia Flash to enhance user experience on the Web. Students discover ways in which rich media and animation created with Macromedia Flash can improve digital communications. They develop Macromedia Flash skills through creating and introductory project, and completing a multi-level tweening application.
The focus of this unit is using interaction and animation for communication, taking a deeper look at audience and audience needs, and using macromedia Flash to enhance a user’s experience on a Web site.
QUIZ: Workspace, Palettes and Toolbars
Wednesday/Thursday, March 11/12
TEKS: Technical Skills
Introducing Macromedia Flash
After this lesson, you will be able to:
Your first task is to visit the following web sites and observe that Flash that is used on them.
Ryan Terry, Interactive Design student: www.ry-guy.com
Artnomad Web Design: www.artnomad.com
Mushroom head: http://mushroomhead.com/
Exploring the Macromedia Flash Workspace After completing this lesson you will be able to:
Activities: Go over toolbar handout with students. Have students locate each tool listed on the sheet. The Adobe Flash work area includes the command menus at the top of the screen and a variety of tools and panels for editing and adding elements to a movie. Objects can be created for an animation in flash, or elements can be imported from other programs. View the 1st lesson end file on the screen.Clas’s directed assignment to create completed file. Student will be able to do the following upon completion.
Objective: Students will be able to do the following upon completion.
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Second Week – Fifth 6th Weeks
Continue work on the client website.
Major Client/FTP test on Wednesday, March 4/5
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