Ms. Boone » Lesson Plans

Lesson Plans

whsboone — Fri, 15 May 2009 21:58:23 +0000

Week 6 of the Sixth Six Weeks Grading Period

FINAL EXAM SCHEDULE

SPRING 2009

9th-11th Grade Only Schedule!

	7:55 – 9:55 am	10:05 am – 12:05 pm
Friday, May 22	1^st Period Final	2^nd Period Final	Dismissal at 12:05
Tuesday, May 26	3^rd Period Final	4^th Period Final	Dismissal at 12:05
Wednesday, May 27	5^th Period Final	6^th Period Final	Dismissal at 12:05
Thursday, May 28	7^th Period Final	0 or 8^th Period Final	Dismissal after your last exam

Seniors Only Schedule!

	7:55 – 9:55 am	10:05 am – 12:05 pm
Thursday, May 21	0, 8^th or 7^th Period Final	Senior Picnic10:00-12:00	Seniors not allowed in building today unless testing; must be off campus by 12:15 pm!
Friday, May 22	1^st period Final	2^nd period Final	Dismissal at 12:05
Tuesday, May 26	3^rd period Final	4^th period Final	Dismiss at 12:05
Wednesday, May 27	5^th period Final	6^th period Final	Dismiss at 12:05
Thursday, May 28	None	None

May 22-27: Lunch available for students from 12:05-12:25; Buses depart WHS at 12:30pm.
May 28: Buses depart WHS early at 10:30 am.

Lesson Plan

whsboone — Sat, 09 May 2009 16:32:51 +0000

5th Week of the Sixth Six Weeks

Publishing a Flash Movie – in class Monday — major project grade
Create a Flash Intro for Class Portfolio

Create a storyboard for the introduction for the Web Mastering Portfolio. The intro should describe your work in the Web Mastering Class, and showcase your skills. There is no set length, but pace yourself so you can create the intro in the time give. May 7 -9 should be spent developing scene 1 of the introduction. This can be any type of movie you choose. The scene should contain text for letting your audience know what they are viewing, have a certain style that you have chosen, and highlight your personality. You must include a skip intro button and sound in this file. The movie will be created next week. It will lead to each of the projects that you have completed content.html will complete the Portfolio introduction. This is a web page that contains a Flash Movie that has ‘buttons’ that access the each of the semester’s projects. See list below for proper filenames. These are the ones that were assigned in class. You may need to actually look in your folder. Some of you did not use the file names that were suggested.

First Web Project – URL: first/index.html
Mutant – URL: mutant/index.html
Beaches – URL: beaches/index.html
Client — ?????/index.html
Flash – URL: flash/index.html

Lesson Plans

whsboone — Fri, 01 May 2009 14:18:02 +0000

Lesson Plans for May 4 – 8

Final Week for the Fractured Fairy Tale Project. All projects are due at the end of the day on Friday, May 8. Tutorials will be held Tuesday and Friday during either lunch period.

Review the Rubric for the project

This lesson continues 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

Become more familiar with the six traits of writing through a review of a variety of fairy tales and fractured fairy tales
Practice the six traits in original writing
Evaluate the work of their collaborative group and the work of their peers according to the six traits of writing
Apply their knowledge of story structure in the creation of coherent hyperlinked stories
Develop visual literacy skills in creating effective presentations using color, font, and images in addition to text. Final project will be created in Flash using the techniques learned at the beginning of the six weeks.

Lesson Plans

whsboone — Fri, 24 Apr 2009 08:54:13 +0000

3rd Week of the 6th Six Weeks
April 20 -24, 2009

Fifth Sixth Weeks Project — Fractured Fairy Tale
Due Friday, May 8 at the end of the period.
(Tutorials will be held next week Tuesday AND Friday at lunch)

Review the Rubric for the project

Student Objectives

Students will

Become more familiar with the six traits of writing through a review of a variety of fairy tales and fractured fairy tales
Practice the six traits in original writing
Evaluate the work of their collaborative group and the work of their peers according to the six traits of writing
Apply their knowledge of story structure in the creation of coherent hyperlinked stories
Develop visual literacy skills in creating effective presentations using color, font, and images in addition to text. Final project will be created in Flash using the techniques learned at the beginning of the six weeks.

Lesson Plans

whsboone — Thu, 16 Apr 2009 21:33:04 +0000

2nd Week of the 6th Six Weeks
April 20 -24, 2009

Fifth Six Weeks Project — Fractured Fairy Tales
Review the Rubric for the project

Student Objectives

Students will

Become more familiar with the six traits of writing through a review of a variety of fairy tales and fractured fairy tales
Practice the six traits in original writing
Evaluate the work of their collaborative group and the work of their peers according to the six traits of writing
Apply their knowledge of story structure in the creation of coherent hyperlinked stories
Develop visual literacy skills in creating effective presentations using color, font, and images in addition to text. Final project will be created in Flash using the techniques learned at the beginning of the six weeks.

Lesson Plans

whsboone — Thu, 09 Apr 2009 23:29:40 +0000

First Week of the Sixth Six Weeks

lesson plans - April 13 – 17

Requirements – Each Fairy Tale should have the following:

Creative Title
Clearly defined main character
Setting – where does the story take place?
It should be obvious who is telling the story (point of view?)
What is the problem in the story
How does it end?

Each student will create a Flash Movie telling his/her story. The story must be at LEAST 60 seconds long. Tweens should be used to create motion. Minimum grades will be given for static slides. Buttons can (should) be used to advance to other scenes.

Research should be done on Flash to learn the skills necessary to create the movie. The water glass and the phone movie directions are available for student use.

There will be class lessons on the following:

Interactive Buttons to change scenes
Recording Sound to import into library
Creating object movement (as in running or talking).

Lesson Plans

whsboone — Fri, 03 Apr 2009 17:25:23 +0000

6th week of the SIXTH 6 weeks grading period
lesson plans

Fifth Six Weeks Project — Fractured Fairy Tales

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

Become more familiar with the six traits of writing through a review of a variety of fairy tales and fractured fairy tales
Practice the six traits in original writing
Evaluate the work of their collaborative group and the work of their peers according to the six traits of writing
Apply their knowledge of story structure in the creation of coherent hyperlinked stories
Develop visual literacy skills in creating effective presentations using color, font, and images in addition to text. Final project will be created in Flash using the techniques learned at the beginning of the six weeks.

Lesson Plans

whsboone — Fri, 27 Mar 2009 22:24:32 +0000

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

phone.fla, phone.swf, phone.html
alien.fla, alien.swf, alien.html

Introduce Fractured Fairy Tale project — (see lesson plans)

Lesson Plans

whsboone — Mon, 23 Mar 2009 00:52:06 +0000

March 23 – 27
4th Week of the 5th Six Weeks

March 23-25 – Phone Animation

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

Student Objectives

Students will

Become more familiar with the six traits of writing through a review of a variety of fairy tales and fractured fairy tales
Practice the six traits in original writing
Evaluate the work of their collaborative group and the work of their peers according to the six traits of writing
Apply their knowledge of story structure in the creation of coherent hyperlinked stories
Develop visual literacy skills in creating effective presentations using color, font, and images in addition to text. Final project will be created in Flash using the techniques learned at the beginning of the six weeks.

March 26

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.

Have students work with a partner to choose several books or online stories and examine these texts for the six traits of writing.

Ideas
What is the theme? What are some details the author uses to develop and support the theme?
Organization
How is the story structured (beginning, middle, end)? What patterns do you notice in the story?
Voice
Is the voice of the author strictly narrative or does it show feeling, conviction, emotions, humor, etc.? How does the choice of words contribute to the voice? (Provide examples.)
Word Choice
What words in the text do you find especially interesting, unexpected, or powerful? Are there any repeated phrases? What metaphors or similes does the author use?
Fluency
Read some of your favorite sections out loud. How do the words flow together? What transitions and connector words contribute to the flow of the story?
Conventions
Focus on one or more conventions such as capitalization, punctuation, grammar, spelling, and paragraphing. Discussion of conventions should be grade specific.

March 27

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.

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.

Have students compare their two favorite versions of the fairy tale in terms of the six traits of writing.

Which aspects are the same? Which are changed?
What elements need to be present for the story to be recognizable as a variation on a certain classic tale (e.g., a Cinderella story or a Frog Prince story)?

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

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.

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:

Character: Change from Goldilocks and the Three Bears to Goldilocks and the Three Pigs.
Conflict: Instead of Goldilocks breaking into the bears’ house and eating porridge, she breaks in and borrows lawn tools and supplies.
Resolution: Goldilocks ran away. The new resolution could be that she writes a letter of apology and replaces the missing and broken items.
Setting: The tale could take place in the big city instead of in the forest.

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.

March 31

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.

April 1 – 2

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.

April 3

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.

Lesson Plans

whsboone — Fri, 06 Mar 2009 21:49:14 +0000

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

Using animation methods
Importing and compressing audio
Using drawing tools
Working with layers
Identifying parts of the user interface
Publishing movies
Using basic ActionScript
Creating interactive buttons
Organizing layers and libraries
Optimizing file size

Suggested “help” sites –

Introducing Macromedia Flash
After this lesson, you will be able to:

explain vector graphics and raster images and their role in streaming technology
use the Flash Player
recognize Flash file formats
recognize Flash in action on various Web sites

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:

understand the purpose of the Stage, toolbar, panels, and Timeline.
open close and configure the panels in your workspace
work with Flash and use layers
use drawing tools such as the rectangle tool
use the property inspector to modify an object’s properties.

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.

Open a file in Flash
Add layers to the Timeline
Create a keyframe in the Timeline
Adjust settings in the Property inspector
Open and work with panels
Select and use tools in the tools panel
Search for topics in flash Help
Access online resources for Flash

Objective: Students will be able to do the following upon completion.

Open a file in Flash
Add layers to the Timeline
Create a keyframe in the Timeline
Adjust settings in the Property inspector
Open and work with panels
Select and use tools in the tools panel
Search for topics in flash Help
Access online resources for Flash