Think and Reflect
Now that you have created a curriculum related comic, how might you implement the teaching/learning of comics in your curriculum? How does it support Differentiated Instruction?
Please share your thoughts on the process, (teaching/learning) and product (demonstration of expectations).
Wednesday, February 18, 2009
Lesson 3 - Activity 1 - Comic Creation!
In this lesson, we will put our storyboard and images together to create a fabulous comic!
We all have different learning styles, so I'm hoping the resources offered will meet your needs!
1. Please make sure you have Comic Life downloaded onto a computer...all of the information is available within our TEL conference (TECH conference).
2. Access either the Comic Life Video resources, or the pdf handouts under the Resources heading.
There are also links to outside information on how to work with the program.
3. Create your comic and please post to the TEL tech conference if you are having any tech difficulties.
We all have different learning styles, so I'm hoping the resources offered will meet your needs!
1. Please make sure you have Comic Life downloaded onto a computer...all of the information is available within our TEL conference (TECH conference).
2. Access either the Comic Life Video resources, or the pdf handouts under the Resources heading.
There are also links to outside information on how to work with the program.
3. Create your comic and please post to the TEL tech conference if you are having any tech difficulties.
Wednesday, February 11, 2009
Lesson 2 - Reflection
Think and Reflect
How has your understanding of copyright and legal images changed after this week...and how can you help your students with this topic, (perhaps a link to Character Education).
How has your understanding of copyright and legal images changed after this week...and how can you help your students with this topic, (perhaps a link to Character Education).
Lesson 2 - Actvity 2
Image Collection
Now that we are in the process of discussing the legalities of copyright and Comic Life...it's time to get some images!
Comic Life software requires the user to collect images first, and then create a final product.
Images files can come in a variety of formats:
• .jpeg
• .gif
• .pdf
• .png
• .tiff
And from different sources:
• Digital images uploaded to a computer folder
• Built in cameras (webcams)
• Import from other draw applications such as Kid Pix, Corel, etc..
• Copyright Free cartoons from Plasq.com (both Mac and PC)
• Draw and scan original pictures
• Import online images
***Please note: For online images that are copyright free, visit our website link. (TDSB intranet). These sites are all appropriate for educators to use for non-commercial purposes with Comic Life. We do not recommend Google images to be used with students unless permission has been granted by the original artist - see TDSB website link above for more information.
Assignment for week: Collect images in a folder to support your storyboard and future comic.
If you can’t find an image online or in a clipart program, try other things such as plastecine, draw and scan, etc…
Please have your text, storyboard and images ready for next week!
If you are keen to take your own photos, I have attached an eworkshop PDF on using different camera angles to communicate, and a link for photography tips and tricks. Also think of using draw programs like Kid Pix and Corel and exporting them as .jpgs!
***Please make sure to keep a detailed citation list as to where you found your images as a panel for Bibliography and Image Credits must be added to your comic!
Now that we are in the process of discussing the legalities of copyright and Comic Life...it's time to get some images!
Comic Life software requires the user to collect images first, and then create a final product.
Images files can come in a variety of formats:
• .jpeg
• .gif
• .png
• .tiff
And from different sources:
• Digital images uploaded to a computer folder
• Built in cameras (webcams)
• Import from other draw applications such as Kid Pix, Corel, etc..
• Copyright Free cartoons from Plasq.com (both Mac and PC)
• Draw and scan original pictures
• Import online images
***Please note: For online images that are copyright free, visit our website link. (TDSB intranet). These sites are all appropriate for educators to use for non-commercial purposes with Comic Life. We do not recommend Google images to be used with students unless permission has been granted by the original artist - see TDSB website link above for more information.
Assignment for week: Collect images in a folder to support your storyboard and future comic.
If you can’t find an image online or in a clipart program, try other things such as plastecine, draw and scan, etc…
Please have your text, storyboard and images ready for next week!
If you are keen to take your own photos, I have attached an eworkshop PDF on using different camera angles to communicate, and a link for photography tips and tricks. Also think of using draw programs like Kid Pix and Corel and exporting them as .jpgs!
***Please make sure to keep a detailed citation list as to where you found your images as a panel for Bibliography and Image Credits must be added to your comic!
Lesson 2 - Activity 1
Greetings and Welcome to Week 2 of Comic Life online!
It's time to move on, but please continue to add to the discussions and anchor chart throughout the course. All entries in this blog are protected and will not expire.
One of the reasons why we need to create a curriculum related storyboard before the beginning of Week 2 is because the content, which is related to Ministry expectations, is the priority.
Oftentimes when students do a project with images, they choose their images first and then create the content to match –which does not necessarily support the curriculum. Thus, when using Comic Life with students, do not let them proceed with image collection until their storyboards are developed and checked for accuracy and understanding of both content and conventions.
That being said, once the storyboards are checked and corrected, and before any image collection takes place, please make sure to discuss copyright – which is the first activity for this week.
Survey and Share
1. If possible, survey your students and see what their thoughts are on using digital images from the Internet to do school work.
How do they feel about copyright?
• Should digital images be free to use if they are posted online?
• Is it necessary in this collaborative age of online sharing to have such strict laws?
2. What strategies have you used to model copyright and appropriate use of images, text, music etc...in the classroom?
3. Copyright is not the easiest subject to discuss with students - Read the attached comic book on Copyright and comment on your reaction to the text, layout etc…
• How do you think your students will react to copyright if they read about it in comic form?
Please share your thoughts and respond to someone else's ideas!
It's time to move on, but please continue to add to the discussions and anchor chart throughout the course. All entries in this blog are protected and will not expire.
One of the reasons why we need to create a curriculum related storyboard before the beginning of Week 2 is because the content, which is related to Ministry expectations, is the priority.
Oftentimes when students do a project with images, they choose their images first and then create the content to match –which does not necessarily support the curriculum. Thus, when using Comic Life with students, do not let them proceed with image collection until their storyboards are developed and checked for accuracy and understanding of both content and conventions.
That being said, once the storyboards are checked and corrected, and before any image collection takes place, please make sure to discuss copyright – which is the first activity for this week.
Survey and Share
1. If possible, survey your students and see what their thoughts are on using digital images from the Internet to do school work.
How do they feel about copyright?
• Should digital images be free to use if they are posted online?
• Is it necessary in this collaborative age of online sharing to have such strict laws?
2. What strategies have you used to model copyright and appropriate use of images, text, music etc...in the classroom?
3. Copyright is not the easiest subject to discuss with students - Read the attached comic book on Copyright and comment on your reaction to the text, layout etc…
• How do you think your students will react to copyright if they read about it in comic form?
Please share your thoughts and respond to someone else's ideas!
Monday, January 19, 2009
Lesson 1 - Reflection
Think and Reflect
How can you use the information from Lesson 1 in your classroom program to help your students improve their reading comprehension skills?
How can you use the information from Lesson 1 in your classroom program to help your students improve their reading comprehension skills?
Lesson 1 - Activity 3 - Storyboarding
It is very important to storyboard your comic before using Comic Life as the program does not have text or images built into the program. All of the content work must be done prior to going to the computer.
Our Performance task is linked to Ministry expectations, so please select a curriculum area you can create a comic about and storyboard it (science and social studies are great subjects to integrate in the K-8 curriculum!).
Attached are two different blank versions of possible storyboards you many want to use.
When storyboarding, it is not important to focus upon the drawings - stick figures are fine. The main idea is to capture the content, (expectations), and incorporate the new conventions and related images to communicate effectively to your readers. I've attached a completed video storyboard to give you an idea of how simple the drawings should be.
Remember to include the conventions you just learned in your storyboard.
Please have your storyboard ready for next Tuesday to share.
Our Performance task is linked to Ministry expectations, so please select a curriculum area you can create a comic about and storyboard it (science and social studies are great subjects to integrate in the K-8 curriculum!).
Attached are two different blank versions of possible storyboards you many want to use.
When storyboarding, it is not important to focus upon the drawings - stick figures are fine. The main idea is to capture the content, (expectations), and incorporate the new conventions and related images to communicate effectively to your readers. I've attached a completed video storyboard to give you an idea of how simple the drawings should be.
Remember to include the conventions you just learned in your storyboard.
Please have your storyboard ready for next Tuesday to share.
Lesson 1 - Activity 2 - Anchor Chart
To help us better understand the content of a comic, we will create a group Comic Conventions Anchor Chart.
This activity will be completed in a wiki so that everyone can add to it and build our learning!
Please click on this link to take you there!
This activity will be completed in a wiki so that everyone can add to it and build our learning!
Please click on this link to take you there!
Lesson 1-Activity 1 - Read and Discuss
Read the attached article “Using Student-Generated Comic Books in the Classroom” and the ComicDefinitions-text.
Discussion Question:
What are some new conventions that you have discovered through your readings? List three, and discuss if learning about these conventions has changed your impression of how to read, and/or understand a comic.
How might your students respond to this information in terms of engagement in reading and comprehension of text?
Please respond to at least one other participant’s comments.
Discussion Question:
What are some new conventions that you have discovered through your readings? List three, and discuss if learning about these conventions has changed your impression of how to read, and/or understand a comic.
How might your students respond to this information in terms of engagement in reading and comprehension of text?
Please respond to at least one other participant’s comments.
The "Big Ideas" and Comic Life
Greetings and welcome to the overall "Big Idea" of our online course!
We will be using the backwards mapping model of Wiggins and McTighe and Understanding by Design.
Wiggins, G. & McTighe, J. (2006). Understanding by Design. Upper Saddle River, New Jersey: Pearson Education Inc.
We start by "Beginning with the end in mind". What do we want you to know by the end of this course?
Performance Task
Scenario
You have been asked by your principal to design and develop a curriculum related lesson or unit that can be integrated with Comics and the recently licensed Comic Life software and then share it with your staff. In order to complete this request, you must know about the conventions of comics, connect it to Ministry curriculum, know how to collect appropriate and copyright free digital images, and then how to export your final creation into different formats.
Assessment and Evaluation
For a Performance Task, one should create a summative evaluation, (rubric) comprised of overall expectations from the Ministry Curriculum, (what the students have to know) along with the qualifiers from the achievement chart, (how well they know, think, communicate, and apply certain expectations).
For lessons throughout the unit, diagnostic and formative assessment strategies should be used to guide teaching and learning strategies, (check and correct, observation, conferencing etc…)
Throughout this course, the integration of as many subject areas, will be encouraged. Please recognize that secondary teachers are more subject specific so they will have to modify the A & E and learning activities according to their specialty.
Attached is a teacher example of a possible rubric for the project. A student rubric should then be created in "Kid Friendly" language so students know exactly what "target" they have to hit.
**The Art section of the rubric will only apply if explicit teaching of the expectations is used to support student original artwork which can be then scanned into Comic Life.
For more information on assessment and evaluation strategies, click on Elementary and Secondary Fresh AER, (Assessment, Evaluation, and Reporting) for the TDSB.
The animal report attachment is an example of a possible final product.
Comic Life Course Outline and Calendar
Here is the outline for the Comic Life online course.
Each Wednesday, course work will be posted with the expectation that discussions will take place throughout the week, and all assignments will be completed by the following Tuesday.
Week 1 - Feb. 4-10, 2009
Introductions and Diagnostic Survey
Connections to the Curriculum
Conventions of Comics
Storyboarding
Week 2 - Feb 11 - 17, 2009
Copyright
Digital Images and types of shots
Ministry Licensed draw programs and online clipart
Week 3 - Feb. 18 - Feb 24, 2009
Five Steps to a Comic with Comic Life
Tips and Tricks with the program
Week 4 - Feb. 25 - Feb. 27, 2009
Exporting Comic Life files into different formats
Sharing final products
Course Evaluation
Thanks and take care,
Katina:)
Each Wednesday, course work will be posted with the expectation that discussions will take place throughout the week, and all assignments will be completed by the following Tuesday.
Week 1 - Feb. 4-10, 2009
Introductions and Diagnostic Survey
Connections to the Curriculum
Conventions of Comics
Storyboarding
Week 2 - Feb 11 - 17, 2009
Copyright
Digital Images and types of shots
Ministry Licensed draw programs and online clipart
Week 3 - Feb. 18 - Feb 24, 2009
Five Steps to a Comic with Comic Life
Tips and Tricks with the program
Week 4 - Feb. 25 - Feb. 27, 2009
Exporting Comic Life files into different formats
Sharing final products
Course Evaluation
Thanks and take care,
Katina:)
Welcome and Introductions
Hello and welcome to Beginning Teachers and Comic Life!
Please introduce yourself by following these steps:
1. Copy the questions below and then click on the comments link at the bottom of the post.
2. Paste the questions into the comments box and enter your answers.
3. Complete the identity information and then Publish Your Comment!
4. Get to know the other educators in this conference! Read and respond to at least one other participant.
Questions for your Introduction
1. Please share your name, school and teaching assignment.
2. Why did you enrol in this online course, and what do you hope to learn?
3. If you could be a comic book character, who would it be, and why?
Looking forward to meeting you all!
Katina
Please introduce yourself by following these steps:
1. Copy the questions below and then click on the comments link at the bottom of the post.
2. Paste the questions into the comments box and enter your answers.
3. Complete the identity information and then Publish Your Comment!
4. Get to know the other educators in this conference! Read and respond to at least one other participant.
Questions for your Introduction
1. Please share your name, school and teaching assignment.
2. Why did you enrol in this online course, and what do you hope to learn?
3. If you could be a comic book character, who would it be, and why?
Looking forward to meeting you all!
Katina
Subscribe to:
Posts (Atom)
