GS

Gifted Support Program

Enrichment 2-13-2014 Theme of China and Chinese Culture Choose a Chinese FolkTale and read it. You will be writing your own Chinese Folktale using symbols. SWBAT read and comprehend a Chinese Folktale IOT Write their own Chines Folktale with Chinese Symbols in the Folktale. If time permits the Folktale can be recorded in a podcast. Folktales [|A Chinese Wonderbook] [|Chinese Fairy Book] (scroll down to Nature and animal tales) [|The Empty Pot] [|The Magic Paintbrush] Meeting time - 2012- 2013

Thursday 9:00 - 10:30 -- 2nd-5th grade
 * = Mrs. Marburg ||= Ms. McQuade ||
 * = week a

Week b Thursday 9:00-10:30 -- 2nd-5th grade Friday 12:45-2:15 -- open time for research ||= Week A Thurs 9:00 - 10:30 Fri 9:00 - 9:45

Week B Thurs 9:45 - 11:15 Fri 9:45 - 11:15 ||

Unit 1 - Mural Arts program

videos
 * PSA
 * Love Letters
 * http://streettalkin.com/city-of-philadelphia-mural-arts-program/

>
 * 1) History of the Philadelphia Mural Arts program
 * 2) Mission of the Mural arts program
 * 3) Purpose of the Mural Arts program
 * 4) Well know people in the mural arts programs
 * 5) What is Philadelphia's Magic Gardens?
 * 6) Comparison of Magic Garden to Mural arts
 * 7) Choose a mural and retell the history or story behind the mural. Please use two sources to tell about the history behind the mural (example - the Philadelphia mural arts web site and another site to explain more in depth about the history) - http://muralarts.org/explore/all-murals

All grades are to answer questions 1-3

5th grade - choose 4 historical murals and 1 of your choice 6th grade - choose 5 historical murals and 1 of your choice 7th grade - choose 5 historical murals and 2 of your choice 8th grade - choose 6 historical murals and 2 of your choice

Time photos -

Art Component - Ms. McQuade

Technology Component - Mrs. Marburg
 * 2nd grade - create an iphoto book of murals, create a Wordle
 * 5th grade - create a podcast about mural arts program, create a Wordle
 * 6th grade - a PSA about the Murals (photobooth & imovie)
 * 7th grade - movie, book,

PSA - Public service announcements

samples -
 * * ==Education==
 * [|Digital Literacy]
 * [|College Access]
 * [|Financial Literacy]
 * [|GED Achievement]
 * [|High School Dropout Prevention]
 * [|Hispanic College Preparation]
 * [|Reading]
 * [|Supporting Minority Education] || ==Safety==
 * [|Bullying Prevention]
 * [|Hurricane Sandy Relief]
 * [|Buzzed Driving Prevention]
 * [|Child Passenger Safety]
 * [|Dating Abuse Prevention]
 * [|Emergency Preparedness]
 * [|Emergency Preparedness - NYC]
 * [|Fire Adapted Communities]
 * [|Gay and Lesbian Bullying Prevention]
 * [|Texting and Driving Prevention] || ==Family & Community==
 * [|Fatherhood Involvement]
 * [|Caregiver Assistance]
 * [|Adoption from Foster Care]
 * [|Community Engagement]
 * [|Discovering Nature]
 * [|Energy Efficiency]
 * [|Foreclosure Prevention Assistance]
 * [|Foreclosure Rescue Scam Prevention]
 * [|Hunger Prevention]
 * [|Newborn and Child Survival]
 * [|Shelter Pet Adoption]
 * [|Wildfire Prevention] ||
 * ==Health==
 * [|Children's Oral Health]
 * [|Stroke Awareness]
 * [|Autism Awareness]
 * [|Childhood Asthma]
 * [|Childhood Obesity Prevention]
 * [|Food Safety Education]
 * [|Unplanned Pregnancy Prevention] || teen video awards ||  ||

Choose a subject of interest to you and your team, but also consider what your video is aimed to teach. Brainstorm project ideas that meet your teacher guidelines and that can be researched. Then, review the ideas to determine what can be reasonably developed with available resources (props, costumes, time…)
 * 1) DEVELOP THE PROJECT IDEA **
 * “What can your video teach people?”
 * “Is the topic of interest to people who may watch the video?”
 * “Are the resources available to capture the idea on film?”
 * “What research time may be required?”

Seek approval for your video project before moving to the next planning steps.
 * 2) PITCH the PROJECT IDEA **

3) ** RESEARCH ** After your project idea has been approved, begin to fully research your topic. You may have investigated a few topic ideas already to see what content might have been available. Now it is time to **seriously research** **to ensure that your video will include credible information**. As part of your video, always **//include credits/works cited references//** to document where facts were obtained. Showing where facts were gathered allows people to further research the topic if they choose.

An excellent example of a well-researched video project is a production titled Sweatshops (http://homepage.mac.com/mrtorres). The student author, Connie Molina, conveys important facts about the plight of corporate factory workers. This social problem is dramatically brought to our attention with use of research and well-planned video production.

4) ** PLANNING **
 * Write with your audience in mind. **
 * Before you start writing, think about what your audience knows about the topic. Ask yourself: //Why should the audience care about this?// The answer will help you decide what to write.


 * Understand the reason for your PSA. **
 * PSAs typically promote action. What action do you want the audience to take?


 * Start with a rough outline. **
 * To write a good PSA, you need to know how you’re going to grab the listener’s attention at the start, what main point you want to make, and what the call for action is at the end.
 * Sketch it out in a brief outline.


 * Use a format easy to read. **


 * Talk directly to one person in your audience. **
 * When you write for the ear rather than the eye, it’s important to __//speak directly to the person who is listening//__. Make it personal.
 * Use the word “__you__” in the PSA. For example, “Do you drink milk? The calcium in milk helps you grow.”


 * Use the active voice. **
 * PSAs sound better and are more effective when you //__use the active voice rather than the passive voice__//. Active voice uses active verbs – verbs that really do something! For example, “Make a smart decision. Exercise today!” The active voice delivers a much stronger message than this passive voice, “It is possible that exercising would be a smart decision.”


 * Keep your sentences short. **
 * Short sentences are easier for you to read – they provide natural breaks for breathing. They are also easier for your audience to follow. If a sentence includes more than 10 words, look for ways to break it into two sentences.
 * For example: “Does your sentence include more than 10 words? Break it into two sentences!”


 * Read it out loud. **
 * See how it sounds. You will find things you need to change when you read it.



A storyboard is a graphic organizer that shows how a film will progress – frame by frame, shot by shot, moment by moment. It is an essential tool of any filmmaker. A storyboard is like a first draft of the film itself. It shows a visual representation of how the film will look and sound.
 * 5)** **Storyboarding** (http://www.rock-your-world.org/writing-and-developing-storyboards)

A well thought-out storyboard should leave no questions unanswered. It should be so clear that the creator of the storyboard could hand it to a team member with no further explanation, and expect that they can follow and create the film envisioned.

There are many versions of storyboards. For our purposes of ‘storyboarding’ PSAs, all groups will use one common version. In the boxes, you will sketch what we will actually see for each frame. If there will be text on the screen, write the text in the box. If you are using a still image, clearly indicate and attach a copy of the image.

Above each box is space for you to indicate the shot number to keep your storyboard in sequence.The smaller boxes are provided for you to indicate any transitions you plan to use.

The lines provided can be used for various purposes such as:
 * - writing out spoken lines
 * - writing out voice over lines
 * - noting any music or sound effects
 * - describing an effect planned
 * - describing text placement, font, color





Unit 2 - China Google Earth podcast