Extra+Learning+Experience+(scientific+writing+and+drawing)


 * Extra Learning Experience (observational drawing)**

Materials:
 * Small rock collections of visually interesting rocks, in baskets, one per table
 * Pencils
 * final draft drawing paper
 * draft paper [|draft paper.doc]

Learning Targets:
 * I can make a detailed, realistic sketch of a rock.
 * I can revise my sketch so it looks more like a real rock.

Procedures: > //We'll be working on this all year. And we already did some work this year on detailed, realistic sketching! What project were we working on when we practiced making detailed, realistic sketches?// (Mantra project) > Tell them they are only using pencil because the color is so hard and complicated, and we want to start by looking at the other properties of the rock, without color. After we get really good at the other properties, we'll add in color. //Ask what they know about good sketching -- what will they need to remember to do?// > //Who sees one sketch that has something they like about it?// > Call on someone. Put up the sketch they like. Ask why. > Push for concrete details: 5. Generate a list of criteria of a good rock sketch. You may have to direct their attention to certain attributes. At the end, the list should be: 6. Before students go work on their second draft, they must name one or two of the criteria they plan to focus on. Send students to do their second draft. As they draw, give feedback: 1 thing you see them doing, 1 thing you want them to add or change. 7. If there's time, do one more round of feedback (maybe in pairs?), have them choose one more thing to change, and work on their final draft. No color! 8. Revisit learning targets: Did you revise your sketch to make it more realistic?
 * 1) Introduce learning target #1 as a year-long target.
 * 1) //__**OPTIONAL STEP**__: So you remember what it's like to make a few drafts of a sketch to make it look more realistic. I am going to show you an example of how someone did that.//Put up slides of a first draft. Ask for ONE thing someone likes, and ONE thing that could be even better next time. Repeat with the second, third, and fourth drafts. Name what changed in each draft. [|Natalie Grasshopper.ppt] (ie. do you think grasshoppers sit up like that on their bottoms? Do you think they smile like that? Do you think their legs are skinny like that?)
 * 2) Students may choose rocks to sketch from the basket on their table. Ask them to do a first draft, using PENCIL only, on draft paper. Be sure they note Draft #1 on the paper.
 * 1) Students bring drafts and their rock to the rug. Lie the papers on the rug, with each rock on top of the paper next to the picture of it.
 * "How do you know she took her time?"
 * "What can you tell she paid attention to?"
 * SHAPE / EDGES -- Get the right shape of the rock. Are the edges pointy? smooth? sharp? Show that in your picture.
 * SPECIAL MARKS -- lines, spots, designs -- What makes your rock special? What makes it different from the other rocks?
 * ZOOM IN -- even if your rock is tiny, make it big in the picture so we can see it clearly