Personification Poem using Photoshop Elements
Project Information
Project Area: English/Language Arts
GenYES Student Grade Level: 7
School: Elkton Middle School [MD]
School District: Cecil County
Submitted: January 31st, 2005
Learning Objectives, Assessment Plan and Results of Assessment: Partner-Teacher
Learning Objectives:
While constructing this project with technology my partner-teacher will be learning how:
1) to use our school clipart to place pictures into Photoshop Elements.
2) to use layers while in PhotoShop Elements.
3) to be able to change the opacity in the picture to fade them.
4) to use the customize Shape Tool to type a poem in a quote bubble.
Assessment Plan:
Since my partner-teacher and I are teaching her class together, I will see if she learned the same material as her students by:
1) watching her help her students do the steps correctly.
2) working with her to make a personification poem sample for her class.
Results of Assessment
My partner teacher learned the basics of PhotoShop Elements, like working with layers, adding text, using the custom shape tool, and adjusting the opacity. I know she learned these things because she was able to help students complete their projects in the computer lab and could answer the various questions that came up during this lesson. Additionally, she could answer questions about the basics of using PhotoShop Elements.
Learning Objectives, Assessment Plan, and Results of Assessment: Partner-Teacher's Students
Learning Objectives:
As a result of my project, Mrs. Lincoln's students will be able to use computer to create drawings, illustrations, or graphics to enhance the final product .
Students will use Photoshop Elements- to produce a layered graphic. Specifically they will learn how...
1) to create a background.
2) to use school provided online clipart service to search for an appropriate graphic.
3) to add clipart to a PhotoShop Elements document.
4) to manipulate the pictures.
5) to use the custom shape tool.
6) to add text.
7) to work with layers in PhotoShop Elements.
Assessment Plan:
I will be able to tell if my partner-teacher's students learned the steps to take by:
1) watching as the students present their final project to the class
2) putting together a collection of the best of the best for the teacher to use as samples for her future Personification Poetry lessons.
3) Making use of a Personifacation Poem Rubric for PhotoShop Skills that accompanies this project.
Results of Assessment
All students were able to complete their projects successfully. We used the Personification Poetry Rubric for PhotoShop Skills, and all student scores were satisfactory.
Procedures
1) I met with Mrs. Lincoln and discussed the ideas for the project. She shared her curriculum that she had to have the students complete, and we discussed the dates she would be doing her project.
2) I set up a sample poem so her students would have an idea/possibility for their poems.
3) Then I created a general outline with possible beginning phrases for a personification poem so they could set up their poem.
While working with students...
4)I had all the students launch PhotoShop Elements and create their first layer and fill their layer one solid color.
5) Then I had all the students go onto the Internet (to our provided clipart site schools.clipart.com) to find an approprate picture to describe their poem.
6) Then all students launched Appleworks and typed their poem in plain text with the alignment flush left. Here they used the theasaurs & dictionary in Appleworks to help improve their writing. Then they copied and pasted their text into PhotoShop Elements as a text layer.
7) The students changed the size, font, and color of the text of their poem.
8) If they needed a conversation bubble, they built it, and then they filled their bubble any color they liked.
9) Students saved their layered graphic as a jpeg and turned it in electronically.
10) Students recited their poem to the class as their graphic was displayed via the computer & projector.
11) I checked to make sure my partner teacher had learned the basics of PhotoShop Elements. I know she learned these things because I observed her helping students complete their projects in the computer lab.
12) All students completed their projects successfully.
Equipment & Materials
Hardware
computer
projector
Software
PhotoShop Elements
Appleworks or any word processor
Other Materials
Internet connection
source of copyright free images
scoring rubric
Curriculum Standards
Standard 4.0 Writing
Writing:
Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Topic
A. Writing
Indicator
1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
Objectives
Use a variety of self-selected prewriting strategies to generate, select, narrow, and develop ideas
Evaluate topics for personal relevance, scope, and feasibility
Begin a coherent plan for developing ideas
Select, organize, and develop ideas appropriate to topic, audience, and purpose
Organize information logically
Indicator
2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
Objectives
Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose to develop an awareness of voice and tone
Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language, such as imagery, figurative language, and sound elements
Indicator
3. Compose texts using the revising and editing strategies of effective writers and speakers
Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions, such as capitalization, punctuation, spelling, and pronunciation
Self edit
Peer edit
Dictionary
Thesaurus
Spell checker
Indicator
4. Identify how language choices in writing and speaking affect thoughts and feelings
Objectives
Use precise word choice, formal to informal, based on audience, situation, or purpose
Consider how word choices affect the audience
Indicator
5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing.
Objectives
Language appropriate for a particular audience
Language suitable for a given purpose
Words/phrases/sentences that extend meaning in a given context
Explain how the specific language and expression used by the writer or speaker affects reader/listener response
*Use word processing to create drawings, illustrations, or graphics to enhance the final product
Reflections on Project
Positive GenYES Memories
My best Gen Y memories are being able to teach a class of students a whole lesson- which I've always wanted to do. I also enjoyed learning new material on each program for the computer. I had a lot of fun with the different lessons I completed in Gen Y. Some of these include our signature snowflakes, all about me PowerPoint, our morph, and our individual projects.
Negative GenYES Memories
The hardest part of Gen Y was that the computer lab was always so cold. I don't like working with such a short deadline and having everything so well planned out.
