Extra! Extra! Read all about it!

Extra! Extra! Read all about it!
(Based on the lesson, Cover Stories Designing for The Saturday Evening Post, Norman Rockwell Museum, Teacher’s Resource Packet, http://www.nrm.org/pdfs/teacher_resource.pdf)


Sarah McDaniel



Grade 6

Class periods: Writers’ Workshop
Will set aside 2 weeks to complete (1 hour each day). I will adjust the time frame depending on the needs of the students.

Students will take on the role of author and illustrator. We will be researching Norman Rockwell’s work, and comparing journalism (writing, illustrations, and photographs) from the past and present. Students will create their own page for a class newspaper. They will have the opportunity to use Norman Rockwell as an ‘idea starter’, or they may choose to create their own format/design. Photoshop will be used to create each page of the newspaper. The students will work together to create their own classroom

Indiana Academic Standards:
Language Arts:
6.6.1
Sentence Structure: Use simple, compound, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts.
6.7
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing.
6.6
Students write using Standard English conventions appropriate to this grade level.
Fine Arts: Visual Arts
6.8
Students compare communication of ideas and concepts in the arts and other disciplines. They cultivate opportunities for aesthetic experience through creation of artwork, cross-disciplinary projects, and performances demonstrating in-depth knowledge and integration of processes, technology, and sign systems from various subject areas.



Standard: 1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and
Assessments


Formative Assessment: Assessment will be done over the course of the lesson. Assess using the rubric created- did the students use conventions in their writing? How did they edit? Did they use extra resources? How thorough was their writing? Did they create a unique magazine cover?
Each magazine cover will be used to develop a class book, using the student’s produced entry. Students will share piece after each session to check for understanding and progress.
The published piece from each student will be used as a Summative assessment.
Students will also be asked to self-asses. I will also asses based on the following:
10 -1 (10 being the highest)
Components:
Excellent: I exceeded all the needed requirements
Good: I had everything asked of me
Average: I had most parts, but some were missing
Needs some work: I was missing several of the necessary components
Conventions: 20 points possible (did they write using Standard English conventions appropriate to this grade level?)
10 -1 (10 being the highest)
Effort:
Excellent: I exceeded all the needed requirements
Good: I had everything asked of me
Average: I had most parts, but some were missing
10 -1 (10 being the highest)
Connections
Excellent: I thoughtfully discussed and connected to this experience through different illustrators and magazines from the past and present.
Good: I worked hard, and made connections between magazines, and illustrators/photographers from the past and present.
Average: I did what was required of me
Needs Some Work: I could have tried to participate more fully in discussions and investigations.


Curricular Knowledge or Skills: Ask students what they know about magazines from the past and present. How are they different? How are they the same? What have they noticed? Have a discussion about Norman Rockwell, as well as, a discussion about the genre of writing we will be focusing on, journalism. Based on this discussion, provide support where needed.
Technology Knowledge: Gauge where students’ ability to use Photoshop is, provide assistance (take a day or two to familiarize with Photoshop- if students struggle with Photoshop, consider Paint or other programs- possibly asking children to produce their illustrations using paper and pencil, and then scan pictures into the computer to compile a class book of magazine covers.)

Internet Resources: (please list URLs) http://www.nrm.org/pdfs/teacher_resource.pdf
http://www.normanrockwell.com/, http://aejmcmagazine.bsu.edu/Testfolder/postercovers/Default.htm
Hardware: Enough computers, with Internet access, to accommodate all students in the classroom.
Software: Photoshop

Day 1-2:
· Materials: Norman Rockwell posters his artwork and illustrations for The Saturday Evening Post, Cobblestone Magazine, computer with Internet access, Norman Rockwell website, http://www.normanrockwell.com/
· Explain to students that they will take on the role of author and illustrator. They will be researching Norman Rockwell’s work for The Saturday Evening Post. Explain that they will be creating their own magazine cover. They will have the opportunity to use Norman Rockwell’s work as an ‘idea starter’, or they may choose to create their own format/design. Photoshop will be used to create each page of the newspaper.
· The first day will be spent immersing the students, and getting them familiar with Norman Rockwell and his work.
· The students will work individually, writing on post-it notes, all the interesting things they notice in the provided posters, and through researching the Norman Rockwell website.
· Have a discussion about their noticings.
· Make a chart of these noticings to refer to throughout the lesson.

Day 3:
Materials: Norman Rockwell posters of his artwork, and illustrations for The Saturday Evening Post, chart of noticings, Cobblestone Magazine, pictures of magazines from 1920s and magazines from today; HARPER’S BAAZAR , Vogue, and Fortune,
· Have students work in groups of 4 to compare and contrast magazines from 1920s and now. Questions to keep in mind: How have the magazines changed? How are the illustrations different? What do you notice about the different illustrators, photographs, and writing styles?
· Have a discussion about their noticings.
· Make a chart of these noticings to refer to throughout the lesson.
· Based on their interest and noticings, students will be asked to begin thinking about their own magazine cover; how they plan to illustrate it and what they would like to write about.

Day 4 &5:
Materials: Norman Rockwell posters of his artwork, and illustrations for The Saturday Evening Post, chart of noticings, Cobblestone Magazine, pictures of magazines from 1920s and magazines from today; HARPER’S BAAZAR , Vogue, and Fortune,
· Students will take this time to ‘have a go’ using traditional paper and pencil, to map out their illustrations and narrow in on their topic, and format for their magazine cover.

Day 6&7:
· Materials: Norman Rockwell posters of his artwork, and illustrations for The Saturday Evening Post, chart of noticings, Cobblestone Magazine, pictures of magazines from 1920s and magazines from today; HARPER’S BAAZAR , Vogue, and Fortune,
· Using their paper and pencil illustrations and ideas, students begin working in Photoshop.
· Each day should begin with a mini lesson describing a key aspect of the project; working in Photoshop, writing with craft and voice. The mini lessons will vary based on the needs/interests/noticings of the students.

Day 8-10:
Materials: Materials: Norman Rockwell posters of his illustrations for The Saturday Evening Post, chart of noticings, Cobblestone Magazine, pictures of magazines from 1920s HARPER’S BAAZAR , Vogue, and Fortune
and the same set of magazines from today; HARPER’S BAAZAR , Vogue, and Fortune
· Students will be working in Photoshop.
· The students will spend this time writing and illustrating.
· Leave time to share and discuss at the end of each session.
· Provide mini lessons based on the needs/interests of the students.
Day 11:
Celebration! Each child will be given the opportunity to formally present their work to the class and to their parents. A special after school night will be planned to celebrate their hard work.





Differentiated Instruction
Digital text could be provided for students. Instructions could be provided in multiple formats; written, visually (posters, illustrations), and orally to meet the needs of all students.


I would challenge each student to write an entire magazine article. This piece could be a published piece of writing that was later used for a class magazine.

Students with special needs could be supported throughout this process by adapting each piece to their needs. Support could be given in the form of, extra time and resources, working in groups or with a partner, illustrating and writing using paper and pencil, and/or digital text for the websites searched. To ensure I meet the needs of every student, instructions and presentations will speak to various learning styles. Providing key information and instruction in multiple formats, visually, orally, and written, will give each child equal opportunity to succeed.