| Standards: |
Writing Standard 1. Level IV. Uses the general
skills and strategies of the writing process 5. Uses
strategies to address writing to different audiences (e. g.
, includes explanations and definitions according to the
audience's background, age, or knowledge of the topic,
adjusts formality of style, considers interests of
potential readers) Reading Standard 4. Level IV.
Gathers and uses information for research purposes 2.
Uses a variety of print and electronic sources to
gather information for research topics (e. g. , news
sources such as magazines, radio, television, newspapers;
government publications; microfiche; telephone information
services; databases; field studies; speeches; technical
documents; periodicals; Internet) Standard 7.
Level IV. Uses reading skills and strategies to understand
and interpret a variety of informational texts 1. Uses
reading skills and strategies to understand a variety of
informational texts (e. g. , textbooks, biographical
sketches, letters, diaries, directions, procedures,
magazines, essays, primary source historical documents,
editorials, news stories, periodicals, catalogs,
job-related materials, schedules, speeches, memoranda,
public documents, maps) Listening & Speaking
Standard 8. Level IV. Uses listening and
speaking strategies for different purposes 3. Uses a
variety of strategies to enhance listening comprehension
(e. g. , focuses attention on message, monitors message for
clarity and understanding, asks relevant questions,
provides verbal and nonverbal feedback, notes cues such as
change of pace or particular words that indicate a new
point is about to be made; uses abbreviation system to
record information quickly; selects and organizes essential
information) 4. Adjusts message wording and delivery
to particular audiences and for particular purposes (e. g.
, to defend a position, to entertain, to inform, to
persuade) 5. Makes formal presentations to the class
(e. g. , includes definitions for clarity; supports main
ideas using anecdotes, examples, statistics, analogies, and
other evidence; uses visual aids or technology, such as
transparencies, slides, electronic media; cites information
sources) 8. Responds to questions and feedback about
own presentations (e. g. , clarifies and defends ideas,
expands on a topic, uses logical arguments, modifies
organization, evaluates effectiveness, sets goals for
future presentations) Working With
Others Standard 1. Contributes to the overall
effort of a group Thinking &
Reasoning Standard 5. Applies basic
trouble-shooting and problem-solving techniques
Visual Arts: Artistic Expression &
Communication Standard 2. Level IV. Knows
how to use structures (e. g. , sensory qualities,
organizational principles, expressive features) and
functions of art 1. Understands how the
characteristics and structures of art are used to
accomplish commercial, personal, communal, or other
artistic intentions |
| Procedures: |
Building Background My Favorite Chair The
purpose of this activity is to help students activate their
background knowledge on the activity topic. 1. Ask each
student to respond to the following prompts: - Write a
brief description of your favorite chair.
- Draw a picture of
your favorite chair.
Ask for volunteers to share
their responses with their classmates. Post students'
drawings so they are visible to the entire class. Lead a
group discussion based on the following questions: - How
are the chairs different from each other?
- How are the
chairs similar to each other?
- What are some of the words
you would use to describe the chairs?
Steps for Learning
Cataloging the Chair The purpose of this activity
is to help students become aware of the diversity of design
in everyday life. 1. Divide the class into small groups and
tell them that they are going to create a catalog that
contains different kinds of chairs. Give each group a copy
of the "The Chair: A Catalog of Design" handout, and
provide the students with construction paper, scissors,
glue, pens, markers, and crayons to use in constructing the
catalogs. 2. After each group has constructed its catalog,
have the students present their work to their classmates.
3. Host a mock design award show using the students'
catalog selections. First, as a class, decide what
categories you will use for the awards. The following is a
list of suggestions: - Best Design
- Worst Design
- Best Use of
Color
- Most Original Design
- Worst Pattern
- Strangest Design
-
Most Uncomfortable
Teacher Note: These are
simply suggestions. Encourage your students to be creative
as they think of design award categories. 4. Discuss the
results of the award show with your students. Ask them to
share what they learned about chairs and design. |