Canva Challenge – Kristen Elliott

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Digital Portfolio Artist Statements

This year we will be creating digital portfolios through Seesaw. A digital portfolio will follow the students throughout their years with me and show their growth as artists. This will also build on their writing and speaking skills, as we will write and present artist statements for their artwork. So this assignment will actually be an ongoing assignment that will be repeated over and over again throughout the year.

I created an example poster that I would like to have copies of to hang in my classroom to remind the students some of the questions that should be addressed in their artist statement. For their first portfolio project, we will actually take photographs of their finished artwork and then the students will use Canva to create their own poster like my example answering the questions under the 5 headings using proper grammar, spelling, sentence structure…

After that first portfolio entry using the poster we will have other portfolio entries, some using this Canva method, some with audio recordings of the child’s artist statement, as well as some video recordings. I would like to have an audio/video recording area set up in my closet so that it will be private and allow the students to be able to express themselves without worrying about how they sound or look…almost like a photo booth! I think it would be a fun way for the kids to get excited about talking about their artwork!

TEKS:

(7.1, 8.1) Perception. The student develops and organizes ideas from the environment. The student is expected to:

(B) compare and contrast the use of art elements and principles, using vocabulary accurately.

(7.2, 8.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

Screen Shot 2016-07-28 at 11.20.22 AM(A) create artworks based on direct observations, personal experience, and imagination;
(B) incorporate design into artworks for use in everyday life; and
(C) produce drawings, paintings, prints, sculptures, ceramics, fiber art, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways.

(7.3, 8.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A) analyze ways that international, historical, and political issues influence artworks;
(B) analyze selected artworks to determine cultural contexts

(7.4, 8.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
(A) analyze and compare relationships, such as function and meaning, in personal artworks

Canva Challenge – Natalee Foret

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Digital Citizenship

Lesson Plan for Grade 1, Technology

Prepared by Natalee Foret

OVERVIEW & PURPOSE

The purpose of this lesson is to understand that computers can be used to learn many new things. We must learn to be safe while using computers and protect ourselves as we would in the real world.

TEKS

(5)  Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to:

  • (A)  adhere to acceptable use policies reflecting appropriate behavior in a digital environment;

(B)  comply with acceptable digital safety rules, fair use guidelines, and copyright laws; and

(C)  practice the responsible use of digital information regarding intellectual property, including software, text, images, audio, and video.

 

OBJECTIVES

  1. Computers can be used to learn new things.
  2. Computer/ Internet Safety
  3. What does it mean to be a digital citizen

ACTIVITY

Gather students together and talk about the ways that we use technology in our classroom and in our school. Discuss the rules of that we follow to protect ourselves in real life and how they relate to the rules we need to follow online to protect ourselves and our information.

Discuss computer etiquette

Cyber-Bullying

Passwords and their use

Copyrighted information

Ad’s and why we should not click on them

Ask and engage students by having them chime in with ideas and relate to personal situations. Create a table on the board categorizing the different topics we discuss and where they fall into digital citizenship, have students draw lines to link topics. Use poster created in Canva to show the topics we discuss in a more concrete form. Hang poster in computer area for a constant reminder.

Canva Challenge – Sara Moore

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July Canva Challenge – Original Poem Project

TEKS Addressed:

(14)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:

(B)  write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and

Couple of ways this can be used:

  1. Make examples of literary devices (metaphor, simile, sensory detail, etc)
  2. Create visuals for elements of a particular poetic form (Haiku – Japanese Nature Poem, measured in 5-7-5 syllables)
  3. Final presentation of original poems, using backgrounds to match both style and content

After completing a study in poetic forms and styles, students will compose a nature poem in the style of the Japanese Haiku. Using Canva, students will design and create a photo that includes their poem and the background, text, pictures, styles, and colors all add to the overall meaning of their poem.

As examples, students will look at a variety of well-known haikus before beginning their own compositions. Examples here: http://examples.yourdictionary.com/examples-of-haiku-poems.html

You could even expand this project – Remember a time you took a vacation or spent some time outdoors. What did you feel? What did you see? What did you smell? What did it make you think of? Write a journal entry describing your experience.

Find pictures that you took of things outdoors, or go take your own to represent your poem.

Original Haiku:

The mountains of mist

Calling softly to my heart

Come to me swiftly

These are pictures of Huangshan, the Yellow Mountains in the Anhui province of China. We traveled there last summer and every day I want to go back.

Canva Challenge – Michelle Weichert

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For this Challenge, My Culinary classes will keep track of all recipes and things they cook in lab and at home. (edible homework)  At the end of the year, they will use Canva to create a Class Cookbook with all of their unique recipes.  For instance, we do several cooking challenges with appetizers, desserts, and small meals they can make.  They will use Canva to feature each recipe, the ingredients, and the process of making their food/snacks/desserts.  After compiling and printing an “example pilot Cookbook”, these students can then sell it to staff and family to be put back into the program to be used for them.

This cookbook will also feature anything they make in lab, such as the Apple Pies at Thanksgiving, Crepes, Tortillas, Cookies, Cakes, and their home made pizzas.

TEKS Addressed (Underlined)

(6)  The student understands the history of food service and the use of the professional kitchen. The student is expected to:

(A)  research famous chefs from history and note their major accomplishments;

(B)  identify global cultures and traditions related to food;

(C)  summarize historical entrepreneurs who influenced food service in the United States;

(D)  analyze how current trends in society affect the food service industry;

(E)  use large and small equipment in a commercial kitchen;

(F)  develop food production and presentation techniques;

(G)  demonstrate moist and dry cookery methods;

(H)  demonstrate the preparation skills of items commonly prepared in food service operations such as breakfast cookery, salads and dressings, soups and sandwiches, stocks and sauces, appetizers, seafood, poultry, meat, pastas and grains, and fruits and vegetables;

(I)  demonstrate baking techniques such as yeast breads and rolls, quick breads, and desserts;

(J)  demonstrate proper receiving and storage techniques;

(K)  demonstrate proper cleaning of equipment and maintenance of the commercial kitchen; and

(L)  demonstrate types of table setting, dining, and service skills.

Canva Challenge – Crystal Fea

Character Traits Lesson

Materials Needed: A Bad Case of Stripes by David Shannon and Character Traits poster (Pinterest inspired)

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Before we read the book, we will record how Camilla looks just from viewing the cover. As we read, we will stop and discuss Camilla’s feelings and how they change throughout the book. Students will help add more traits to the poster.

TEKS: (9)Reading/Comprehension of Literary Text. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. B. Students are expected to describe characters in a story and the reasons for their actions and feelings.

This book also teaches a valuable lesson, to be true to yourself. After the lesson students will create their own pic collage showing what they love.They will use pic collage to create their poster. Students will use a picture of themselves in black and white. They may use doodle buddy to add stripes to themselves like the character in the story or they may print the picture, use markers and then take a picture of it to use in pic collage. Students will add text and/or pictures showing who they are and what they love. This will be a great beginning of the year activity.

 

Canva Challenge – Abby Paben

Transformers: Turning Your Poster into an Essay

abby2

Lesson Plan

Teacher : Mrs. Paben

Date: TBD

Overview & Purpose

Students will use images or quotes to develop the layout of their expository essay and understand their need to use specific details in their writing.

TEKS:

7.17A

Objectives:

1. Students will write a multi-paragraph essay to convey information about a topic that presents effective introductions and concluding paragraphs, contains a clearly stated purpose or controlling idea.

2. The essay will be logically organized with appropriate facts and details while not including any extraneous information or inconsistencies.

3. The students will accurately synthesize ideas from several sources, and uses a variety ofsentence structures, rhetorical devices, and transitions to link paragraphs.

Materials Needed:

1. Teacher Canva Demo

2. Student iPads with Canva App

3. STAAR Writing Paper

4. Writing utensils

Verification:

Steps to check for student understanding.

1. Students will use images that relate to the writing prompt.

2. Students will provide detailed sentences to be more specific in writing their expository essay.

Activity:

Describe activity that will reinforce the lesson.

Students are given the following writing prompt:

Studies show that by children playing sports, it helps develop character. Explain why or why not this statement may be true.

Students will use the Canva App on their iPads to create a poster by adding five pictures in sequential order in accordance to their expository essay (introduction, body paragraph 1, body paragraph 2, body paragraph 3, and conclusion). Then, students will use the images to develop detailed sentences into their expository essay to keep it from being too generic.

Modifications:

Depending upon the needs of the individual student, the essay may be shortened to three or four paragraphs and include fewer transitions.

Teacher Canva Demo:

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Google Cardboard – Sara Moore

My Google cardboard project depends on finding the right app which I haven’t yet, and having maybe five in a classroom. I want to either find a tour of a historic literary building (The globe theatre, the library of Congress, Canterbury cathedral) or a particular author’s hometown (Shakespeare, Poe, Hawthorne) and have a scavenger hunt between teams where they have to find certain info about the literary significance, the relation to the novel, stuff like that.

I usually have students find pertinent/interesting information about authors before we begin novel studies so they have a little background on why that author is the way he is- this makes it a little more interesting and seeing stuff rather than reading it is easier to remember and really understand.