Digital Storytelling Project

Black Glue Stain Glass Window

Learning Objectives:

In this lesson students will combine their knowledge of painting techniques with their knowledge of

pattern design by creating a watercolor based Stain Glass Window.

Students will have the chance to practice painting within clear lines, and experiment with colors, tints, and shadings.

They will add in their own representational object or objects

MATERIALS NEEDED

1. White construction paper 8.5" x 11"
2. Water colors
3. Tape
4. Pencil/brushes
5. Black acrylic paint for the black Glue

Educational Standards:

Montana K-12 Technology Content Standards Framework (4th & 5th grade)	Benchmarks: End of Grade 4
Technology Content Standard 1	1.1 Identify and investigate a problem and generate possible solutions 1.2 Collect data and information using digital tools 1.3 Organize collected data and information using a variety of digital tools

Common Core	English Language Arts Standards:Writing	Speaking & Listening
Grade 4th and 5th.	Text Types and Purposes:CCSS.ELA-LITERACY.W.4.3,/CCSS.ELA-LITERACY.W.5.1.A. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Research to Build and Present Knowledge:CCSS.ELA-LITERACY.W.4.7/CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.	Presentation of Knowledge and Ideas:CCSS.ELA-LITERACY.SL.4.4/CCSS.ELA-LITERACY.SL.5.4.Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CCSS.ELA-LITERACY.SL.4.5/CCSS.ELA-LITERACY.SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Learning Activities:

Day One (60min):

1. Students can search online for examples of stain glass window design and color patterns.
2. Students will use tape to frame out their windows on a 8.5x11” piece of white construction paper.
3. Students will draw in their representational object/s.
4. Students will draw lines using a ruler to create patterns and shapes around the object.
5. Students will frame in the window.
6. Students will apply watercolor to their designs being careful not to overlap the colors.
7. Students will apply the black glue to the edges of the colors, Where lines meet they can apply more glue.
8. Once completed, students will remove the tape.

Options:

Students can write a short story about their Stained Glass windows.

Assessment:

How well did the students apply color

How effective was their pattern designs

Did the include a representational object and how successful was it composition?

How successful was the overall composition?

Conceptual Analysis Blog Posting for Black Glue Stain Glass Window:

This lesson plan can be incorporated into any art class or activity. The technology used here will help the student and the teacher gain a better understanding of the objectives and provide a real-time exemplar as an added bonus.

6/05 Tech Club Hyalite Elementary School Reflection

This was a continuation of Lana's lesson and the remainder of the students presented on this last day. For those students who completed their presentation, Lana gave the option to work on two typing websites. Lana appreciated their efforts with small trinkets and candy. 

6/03 Tech Club Hyalite Elementary School Reflection

Lana's lesson was another get to know you lesson in which the students created digital biographies answering questions in regards to where they were born, favorite color, animal, food, things they like to do outside of school, and what they want to be when they grow up. She went over the instructions and I assisted her with task management. The students were very engaged and some were able to present creative presentations.

5/29 Tech Club Hyalite Elementary School Reflection

The students finished up their work and used the overhead projector to display their presentations. They were really excited to demonstrate their work and Sam commented that two students, who were introverts, flourished with this activity. I gave a candy incentive for their hard work and extra if they presented. By doing so I generated a lot more willingness from the student to present.

The only drawback was that I forgot to save some of their presentations, but have their word webs.

5/27 Tech Club Hyalite Elementary School Reflection

We continued with the lesson, but this time we lost 5 students and gained another 5. We handed out their works in progress and explained the activity to those who were not in the previous class. Students were progressing at a good pace and most were finished with there examples and word webs. I instructed the class to create a Google doc or presentations and demonstrated how the format should be. The students were now required to match their examples to their own personal musical selections. We engage in conversation about what does musical genera mean and the student gave specific examples. They were also required to list the title of the song, artist, genera, and a fact or two about them.

One major concern we had was in how the students were going to playback/share their play-lists. Since using musical editing software and getting/purchasing mp3's would have prolonged this lesson or cause logistical nightmares, I decided to incorporate “Youtube” videos instead. This decision was also a result of the fact that most student searches were already linking to the “Youtube” music videos. However, it was important that we monitored the students closely. As a result to this adaptation, the students creativity flourished. I was really impressed with the amount of time and effort that was put into their presentations. Students used a variety of templates and added in their own personal designs as well. Kudos to Google for making a program that is easily assessable for 4^th and 5^th graders.

I also recorded my self during this lesson, but due to a request that one student was not allowed to be broadcasted, I can not post this online. I think that this maybe a good addition for future course work as it allows a more in depth look at our teaching practices.

5/22 Tech Club Hyalite Elementary School Reflection

The first day of class. Lana and I met at 4:00 and we briefly went over my lesson plan. We readied all of the materials needed for the day's lesson prior to the students arrival. When they (15 students) sat down, we introduced ourselves and stated what we were studying for. We laid the ground rule of treating others the way we wanted to be treated ourselves.

I handed out the pre-assessment warmup “Music and the Brain” sheet and pointed out the interesting facts. I explained that we wanted to get to know each other and described how one could do that through music. I explained what a playlist was and how we were going to incorporate that in today's lesson. Lana and I identify examples of moments or feelings that the students could use on the board. After the students grasped the concept I demonstrated how to construct a word web and later I corresponded my example, on the board, with a particular song. Students were required to demonstrate their understanding of this assignment by listing 10 examples with 6 to 8 word webs on the sheets of paper provided.

Just about all of the students were very excited to participate in this lesson. Most could start the task and Lana and I prompted the students who had difficulties. For those students who were still having difficulty, I left the number of examples up to them. I didn't want them to feel like it was “school,” but after the first attempts, they were able to produce five to six examples. This part of the lesson took the entire class period and the students handed in their works in progress.

I believe that I adapted to the students abilities and willingness to learn. The only thing that hindered us was time, which Sam, Lana, and myself agreed that this lesson may take more than one day. The students were excited to learn and we shared their enthusiasm for the final product.

5/19 Tech Club Hyalite Elementary School Reflection

5/19

Lana and I met with Samantha Parent at Hyalite Elementary School. Prior to this meeting I wasn't sure on what the tech club was about. It was my impression that students stayed after-school for a stand alone tech/science based activity, ex. Robotics club. I didn't realize that we were an addition to the after-school programing. This was no problem, as I have ran and taught many programs like this with the YMCA and believed that this format allowed more opportunities for diversity in learning activities. Sam went over the guidelines and we decided the meeting times.

She identified that we were going to be working with around fifteen 4^th and 5^th graders and their attendance was not always predicable. Sam stated that this was an after-school program and students could be picked-up by their parents at any time. She noted that it was important to adjust our lesson plans accordingly.

We had access to many technological devices (I-pads, Smart-boards, projection screens, and the use of the library) and Sam encouraged our creativity. She also requested prior notice if we needed additional resources.

Sam stated that most of the students have some basic computer knowledge and have used I-movie (almost too excessively ) with previous tech club classes. Sam emphasized that it was important for our lessons to generate a higher level of interaction and engagement with her students. She didn't want the students to go to a website and just play. This segued into lesson planning ideas and I share my “Student playlist” lesson. Sam and Lana liked my plan and we scheduled to start the first day of class with this getting to know you lesson