ALEX Lesson Plan

Transformation Creations

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  This lesson provided by:  
Author:Somer Miller
System: Shelby County
School: Shelby County Board Of Education
  General Lesson Information  
Lesson Plan ID: 4269

Title:

Transformation Creations

Overview/Annotation:

The students will use critical thinking skills and artistic abilities to "transform" an image into something completely different. The original images can be taken with a digital camera and printed out or cut from old magazines.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
35 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.2.1]

a. Use collective nouns (e.g., group). [L.2.1a]

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). [L.2.1b]

c. Use reflexive pronouns (e.g., myself, ourselves). [L.2.1c]

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). [L.2.1d]

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. [L.2.1e]

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). [L.2.1f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.35- Demonstrate standard English grammar when writing or speaking.
ELA.AAS.2.35a- Use nouns and verbs when writing or speaking.
ELA.AAS.2.35b- Use plural nouns when writing or speaking.
ELA.AAS.2.35c- Identify and use personal pronouns when writing or speaking.
ELA.AAS.2.35e- Use adjectives when writing or speaking.


English Language Arts
ELA2015 (2015)
Grade: 2
36 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]

a. Capitalize holidays, product names, and geographic names. [L.2.2a]

b. Use commas in greetings and closings of letters. [L.2.2b]

c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]

e. Form uppercase and lowercase letters in cursive. (Alabama)

f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]

Arts Education
ARTS (2017)
Grade: 2
Visual Arts
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

Arts Education
ARTS (2017)
Grade: 2
Visual Arts
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

Arts Education
ARTS (2017)
Grade: 2
Visual Arts
8) Explore a variety of ways to prepare artwork for presentation.

Examples: gluing artwork on construction paper, creating a name card

Local/National Standards:

 

Primary Learning Objective(s):

Students will create original visual art. Students will discuss their art using approriate language and vivid descriptive words. Students will use developmentally appropriate artistic language explain how they converted their images into new images. Students will improve skills in using digital cameras and word processors.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

White paper (construction paper or large [14" x 17"] copy paper), crayons, glue

Technology Resources Needed:

Digital Cameras (optional), Alphasmarts or other portable keyboard or computer with word processing software

Background/Preparation:

Students will need to be familiar with digital cameras, if you decide to use them for this activity. Students will need basic knowledge of how to use Alphasmarts and/or word processing software. This activity requires very little typing, so the teacher may choose this activity as a teaching opportunity with the Alphasmarts or word processing software.

Also, students need to be familiarized with the "It's not a ________, it's a _______." activities. To do this, cut out a yellow paper banana. Hold it up in the air and say, "It's not a banana, it's a smile!" Hold the banana over you mouth as if it is a smile. Then have the kids finish the statement. Make them say "It's not a banana, it's a " before their ideas. Possible ideas: It's not a banana, it's a frown, canoe, boat, bridge, moon, tongue, etc.

  Procedures/Activities: 
1.)If using digital cameras, allow the students to take pictures of simple things in the classroom or around the school. If a digital camera is not available, use the school's Ellison Die cutter and cut out various shapes (white paper cut-outs allow for more creativity) or use pages torn from old magazines to get cut-outs.

2.)If using the cameras, print the photographs onto paper. Then have the students cut out one simple image from their photos. For example, if taking a picture of a desk in a classroom, just cut out the desk. For outside images, a tree, a bench, a car, a swing, or other simple objects would be great for this activity. The teacher may need to help the students with their photo selections.

3.)Now, whether using a cut-out or a cut up photo, this step applies to all. On a large piece of white paper (14" x 17" copy paper works great), have the students write the sentence "It's not a _____________, it's a..." They need to look at their pictures for a few minutes. Have them turn it, twist it, rotate, etc. until they are able to see something else creative in the image. If they are using a cut-out of a desk, they may write "It's not a desk, it's a train car."

4.)After the students come up with their "transformation" and they write it on their papers, they will position it on their papers so that it can be transformed. They then glue it down (after plenty of thought). The desk example could be glued down toward the side of the paper. The student could then draw a train engine in front of the desk. The desk could become the second train car. And other cars could be added behind it.

5.)Adding Details: Really push the children to add details to their drawings. Examples: Smoke coming from the engine, coal spilling out of the desk/train car, a street with a railroad crossing sign. Kids are so creative with a little encouragement! Color the transformations after all details are drawn.

6.)WRITE: After the "transformation" is complete, the students will add a descriptive writing to their pictures. This is a creative writing activity that will be typed on the computer or on the Alphasmarts. The students create a story that goes along with their photos. Sticking to the train example, the students could write: "This is the Maylene Express. It is filled with coal and gravel and it's on its way to the factory. The factory is going to use the coal for fuel, and the gravel will be spread over the bumpy road. The engineer needs to hurry, though, because it's running late today! I hope the boss doesn't get mad!"

7.)Students will then do a final edit. Run the spell checker and reread the stories to be sure they make sense. These writings are short; a paragraph would be quite sufficient. However, to adapt it for upper grades, have the students develop a full-length story to accompany the drawings.

8.)Help the students print their writing out on paper and attach it to their pictures. These cute and creative transformations make great displays for outside your classroom or on a bulletin board!

  Assessment  

Assessment Strategies

{This is an activity that can be an excellent indicator of gifted behavior! These work samples can be saved to present to the gifted resource teacher.}

To assess, look at the transformation that occurred. If a student turned a tree, which is a plant, into a flower, which is another plant, that is a fairly simple and common transformation. Turning a tree (plant) into a lion (animal) is a little more creative. However, both are living things. Now, turning a tree into a car's tailpipe is creative! A huge score booster is if the child takes a part of the image and lets it stick off the paper. An example of this would be when a student took a picture of an old canister vacuum cleaner and transformed it into a scorpion. The canister was the scorpions body and the hose became the scorpions stinging tail. To add dimension to this, the student curled the hose around his pencil and left it sticking up off the paper. This work sample indicates a student that might need to be referred for evaluation for a gifted program.

Acceleration:

 

Intervention:

 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.