Communicating

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students were provided the following assignment:

James Shapiro wrote about William Shakespeare, “There are many ways of being original. Inventing a plot from scratch is only one of them and never held much appeal for Shakespeare.” Shakespeare, the English language’s most celebrated playwright, was famous for taking plots from other stories of his age and recasting them as plays. He’d change things in important ways, but even then, the plots of plays like Julius Caesar, Hamlet, and As You Like It were recognizably lifted from other sources. Nowadays that trick could get him sued for plagiarism or at least force him to pay royalties to the writers whose stories he used. In his day, though, no one minded, and now the only reason we remember most of the stories he stole is because he turned them into something better. For this assignment, I’d like you to “steal” a story. Please begin with a story that you’ve already heard--anything from a fairy tale to a myth to a movie to a book--and change it for your purposes. Be sure to credit the original source!

Illustration

Student Work Sample

This student retells the story of Humpty Dumpty and changes the format from a story to a news item.  

Profiles
PROFILE TWO

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

PROFILE FOUR

I communicate clearly and purposefully, using a variety of forms and strategies appropriately.

I share my ideas and try to connect them with others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my interests and present it clearly.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

At the end of a poetry unit, students were asked to write and perform a spoken word poem. Afterwards, they were asked to reflect on their creative process.

Illustration

This student chose ‘loyalty’ as a topic for his poem because he thinks it is an important virtue. He then made deliberate creative choices that he felt enhanced the ideas.

Student Work Sample

Student Reflection

 

Profiles
PROFILE FOUR

I can get new ideas or reinterpret others' ideas in novel ways.

I get ideas that are new to my peers. My creative ideas are often a form of self-expression for me. I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative. I use my experiences with various steps and attempts to direct my future work.

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of communications that feature powerful images and words, and I identify ways to change my communications to be effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students were provided the following assignment:

Some of you may remember watching blurbs on television where participants could gripe for 30 seconds about their biggest pet peeves. 30 seconds to rant about those little things that bug them, like guys giving awkward man hugs, people not flushing the toilet in public restrooms, or grocery baggers putting eggs under canned goods. Consider this assignment your opportunity to speak your piece. Unleash yourself on your personal annoyances but remember: grudges against people are not appropriate subjects and humor is a wonderful way to convey your frustrations without making yourself whiny. In fact, Speaker’s Corner is a real place in England, where people, throughout history, have gone to rant about problems, generally ones of some importance.

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Student Work Sample

Teacher Reflection

This student’s choice of format, the use of language, and the innovative ending created a rant that had an emotional impact on her classmates.

Profiles
PROFILE FOUR

I can get new ideas or reinterpret others’ ideas in novel ways.

I get ideas that are new to my peers. My creative ideas are often a form of self-expression for me. I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative. I use my experiences with various steps and attempts to direct my future work.

PROFILE THREE

I communicate purposefully, using forms and strategies I have practiced.

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn/share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather the basic information I need and present it.

PROFILE FOUR

I communicate clearly and purposefully, using a variety of forms and strategies appropriately.

I share my ideas and try to connect them to others’ ideas. I am an active listener—I make connections and ask clarifying and extending questions when appropriate. I can plan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and for my own interests and present it clearly.

Illustration Elements

Illustration Éléments

Context

A class worked on determining the different perspectives stakeholder groups held on the banning of shark fin products in their city. Their community has a large traditional Chinese community and the ban is controversial. Students were taught about political cartoon devices and asked to create an original political cartoon that expressed one of the perspectives on the issue.

Illustration

Teacher Reflection

The idea in this cartoon is novel in that it takes the sharks’ perspective, recognizing that sharks are also a stakeholder group in the community. This student’s cartoon has the potential to change perspectives and influence people’s thoughts and actions, not only about the shark fin issue, but also about their definition of community.

Student Work Sample

Profiles
PROFILE FIVE

I can think “outside the box” to get innovative ideas and persevere to develop them.

I can get new ideas that are innovative, may not have been done before, and have an impact on my peers or in my community. I have interests and passions that I pursue over time. I look for new perspectives, new problems, or new approaches. I am willing to take significant risks in my thinking in order to generate lots of ideas. I am willing to accept ambiguity, setbacks and failure, and I use them to advance the development of my ideas. 

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of communications featuring powerful images and words, and I identify way to change my communications to be effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

PROFILE FIVE

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

A student created an Investigation Workbook of artistic research, reflection, and original work. An Investigation Workbook is a collection of ideas, critiques, drawings, materials explorations, and reflections.

Illustration

Student Work Sample

Teacher Reflection

The student’s engagement with visual arts is clear. He is creative, curious, and rigorous in his investigations. He questions and challenges social norms and responds through the creation of visual representations. Not only is he observing and recording, he is analyzing the work of others and synthesizing their methodologies into his own, generating his own work and reflecting upon it.

 

 

Profiles
PROFILE SIX

I can develop a body of creative work over time in an area of interest or passion.

I can get ideas that are ground-breaking or disruptive and can develop them to form a body of work over time that has an impact in my community or beyond. I challenge assumptions as a matter of course and have deliberate strategies (e.g., free writing or sketching, meditation, thinking in metaphors and analogies) for getting new ideas intuitively. I have a strong commitment to a personal aesthetic and values, and the inner motivation to persevere over years if necessary to develop my ideas.

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students were asked to write group essays on a poem of their choice and then reflect on their creative thinking. This group of three students chose to write their essay on “The Ballad of William Bloat” by Raymond Calvert.

Illustration

Sample Student Work

Student Reflection

Teacher Observation

It took this group more than one try to complete the essay. When they got stuck, they reported that they just “did other things until they thought of something.” The teacher found that the reflections provided her with more evidence of the students’ creative thinking than did the essays themselves.

 

Profiles
PROFILE THREE

I can get new ideas in areas in which I have an interest and build my skills to make them work.

I generate new ideas as I pursue my interests. I deliberately learn a lot about something by doing research, talking to others, or practicing, so that I can generate new ideas about it; the ideas often seem to just pop into my head. I build the skills I need to make my ideas work, and I usually succeed, even if it takes a few tries.

PROFILE FOUR

I can get new ideas or reinterpret others’ ideas in novel ways.

I get ideas that are new to my peers. My creative ideas are often a form of self-expression for me. I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative. I use my experiences with various steps and attempts to direct my future work.

PROFILE THREE

I communicate purposefully, using forms and strategies I have practiced.

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn and share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather the basic information I need and present it.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students in a French immersion class were asked to write a skit where the characters dealt with a problem with a credit card at the bank. They worked together to create the script and then they acted out their skit.

Illustration

Activity Video

Profiles
PROFILE TWO

In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences.

PROFILE THREE

I communicate purposefully, using forms and strategies I have practiced.

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn and share). I listen and respond to others.  I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather the basic information I need and present it.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

A student asked of she could teach her classmates how to make handprint turkeys. Using classroom materials, she supported and supervised her classmates’ work. Throughout the session, she was quick to support others’ ideas and assist them when they had questions.

Illustration

Activity Photo

Activity Video

Profiles
PROFILE TWO

In familiar settings, I communicate with peers and adults.

I talk and listen to people I know. I can communicate for a purpose. I can understand and share basic information about topics that are important to me, and answer simple, direct questions about my activities and experiences.

 

PROFILE THREE

I contribute during group activities with peers and share roles and responsibilities to achieve goals.

I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal and can evaluate our group processes and results.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students were asked to write a memoir about a significant life experience using dialogue. The project was launched with a brainstorming activity and students were provided a rubric to guide development, revision, and self-assessment.

In the below excerpt, a student fully brings her audience into her “sky diving” experience. The student is very strategic about the language she uses – in describing the setting, the interactions, and the steps in getting to her jump and has convinced her audience that she is preparing to sky dive.

Illustration

Sample Student Work

 

Illustration Elements

Illustration Éléments

Illustration Sub-competencies

Context

Students were asked to write a memoir about a significant life experience using dialogue. The project was launched with a brainstorming activity and students were provided a rubric to guide development, revision, and self-assessment.

In the below excerpt, a student fully brings her audience into her “sky diving” experience. The student is very strategic about the language she uses – in describing the setting, the interactions, and the steps in getting to her jump and has convinced her audience that she is preparing to sky dive.

Illustration

Sample Student Work