Artifact+exhibit+and+radio+show+project

=BNC set up= = = =Writing=

week 3 (last week of April)
start graphic organizers for your artifact
 * five senses
 * what is it? Who is it? Why is it important? What does it look like? How did it get there? Why isn't it there? How do they connect to the neighborhood?

=Illustrating=

week 1 (week of 4/5)
>
 * pick artifacts
 * sketching "brainstorms": [|ArtifactBrainstormPaper.doc]
 * __Day 1:__
 * Choose your topic from the list of artifacts: (Annie attach artifact list!)
 * lots of little pictures with or without labels (paper with lots of small boxes): See link above
 * model using milkweed bugs as our example
 * __Day 2:__
 * more specific ideas -- associations and props (same paper)
 * Ask students:
 * What do you associate with your topic?
 * What props go with your topic?
 * Teacher continues to model with milkweed bugs
 * Teacher tells students that they can add to their pictures and get more paper
 * __Day 3 and 4:__
 * Part 1: Look at Farm books and think about what you like
 * Teacher charts what examples of good work have
 * Part 2: Students look at their own work and think about what is the most interesting or intriguing
 * Teacher models a think aloud for this and also mentions that students might want to ask a friend
 * Circle 1 to 4 pictures that you think are most intriguing
 * Part 3: Students chose paper (with one to four boxes and go back to sketch the best images)
 * Don't prep this paper - fold it for students after they tell you how many images they are working with
 * Don't prep this paper - fold it for students after they tell you how many images they are working with

week 2

 * field trips to revisit artifacts
 * do interviews or write emails

week 3-6

 * writing
 * Illustrating
 * More illustrating mini-lessons:
 * How to see shapes in complicated designs you are drawing
 * How to label (write large enough, spell correctly, put a box around it, put an arrow)
 * How to do a heading / title that is large and decorated
 * Fancy borders that connect to your artifact
 * How to use the black pen
 * How to use markers
 * How to use colored pencils / crayons
 * How to use watercolors

week 7-8

 * practice, set up, presentation

= Finishing Up! =
 * __Week of May 10th__**
 * Students create a video invitation (one Bear & Bee): Jen does this during Community Meeting Wednesday
 * Annie & Heidi send out invitations to all those people who have helped us throughout the year

Writing mini-lessons
> Connectors and Starters [|Connectorsstarters.doc]
 * Describe your artifact (look at senses sheet)
 * Explain: Why is your artifact important?
 * Voice with Topic Sentence (grab audience's attention, use a radio announcer's voice)
 * Voice with Audience (what does your audience need to know in order to understand where it is, what it is? How can you inspire them to want to listen to you, and to see it?)
 * Ending with a personal touch: what did you learn? How did your artifact change you? Why is it important to you?
 * Adding powerful words
 * text talk words
 * descriptive words
 * senses sheet
 * think about doing this in a circle where a group of students helps to lift the quality of the work
 * brainstorm words on a separate sheet, then pick a few to include and figure out where they go
 * Varying sentence length
 * Varying word choice
 * An interesting title that grabs attention (difference between a title and a sentence)
 * Editing your partner's work

Student checklists (for when you don't know what to do next): [|what to do next.doc]

Drawing

 * Mini-lesson on labels
 * write the word first then box it
 * draw an arrow to what you are labeling
 * make sure you are spelling it correctly
 * Get nice paper
 * Sketch lightly with pencil
 * Get it checked
 * Good enough – you get it with black pen
 * How to use a colored pencil and choosing the appropriate colors
 * think about coloring over labels
 * complementary color mini-lesson
 * talk explicitly about not coloring in your background
 * Special markers for coloring in small places only
 * Borders and background with watercolors

__**Week of May 17th**__
 * Some students need to start over. We need to make a small group.
 * Some students needs to tell a story (restaurant, mandarin characters)

__PREP:__ think about snacks & tea
 * Type up students stories

__**Week of May 24th**__ > Write ups by kids: > Print final drafts
 * Students will be rehearsing and recording during Reader’s Workshop
 * Annie and Heidi will try and figure out when and where to record
 * Try to find more quiet spaces to record
 * Some students will be finishing up their work
 * Students who are finished can:
 * send out personal invitations
 * help other students
 * Make signs for traffic
 * Make a welcome sign for the BNC
 * do a reflection on their work
 * Make color copies of final drafts
 * Scan the final drafts (Heidi)
 * Record sound (Heidi and Annie)
 * Make DVD (Annie)
 * get photos and scanned stuff ready and burn to CD
 * Send an email reminder (Tuesday)
 * Get in touch with families to confirm attendance (Denise, Jessica, Jen, Sacha)
 * Hang up flyer around school and town
 * Put hangers on black cardstock (all)
 * Print final drafts of writing (figure out how to format)
 * Comic Sans 16
 * Single spaced
 * Title Bold and Underlined
 * Author not bold or underlined
 * align justified
 * Figure out what else we want to display and/or bring
 * other computer slideshows -- photos of the year
 * video "introductions" they did of partners
 * other work?
 * Neighborhood maps (huge)
 * graphs from the fall
 * some kind of brochure? overview?
 * large pictures of the neighborhood icons (Bears)
 * feedback charts (Bees)
 * characteristics of high-quality illustrations (Bees)
 * drafting
 * our trips
 * Write ups by adults:
 * graphing
 * huge maps?
 * overview of the curriculum (on a card)
 * drafting / feedback process
 * Share photos and videos to make slideshows
 * Make videos / slideshows
 * Plan BNC set up

__**Week of June 1st**__
 * Mount all work on posterboards
 * Call to families for reminder
 * Students order their drafts, create a cover, and staple
 * print and fold programs
 * signs for each room
 * adult write-ups (graphing, drafting?, neighborhood maps)
 * Day after, have kids do reflections

Reflecting
How do you feel about your work? What / who helped you? What do you feel proud of? What did you do when you made a mistake? What did you tell yourself so you could persevere? What do you hope people will say when they see your work tonight? What do you think they will say?

__**Questions to Think About**__
 * Can BNN put this on the TV?
 * Can Jose put this on the radio?
 * Does Jackie want to turn student work into postcards?
 * Can we put this on YouTube?

//Save the Date Invitation:// [|FamilyPresentationsSavetheDate.doc]