Beyond the EU: DORA and NIS 2 Directive's Global Impact
Sweet sweet me
1. Sweet to be ME
Presenter: Joanna Angelopoulos, NBCT
Community Consolidated School District 15
Gray M. Sanborn Elementary School
101 Oak St.
Palatine, IL
angelopj@ccsd15.net
847-963-7051
smockroom.blogspot.com
8
3. The students will use the concept of identity to indentify and
relate their characteristics to the unique qualities of a candy. To complete this project,
students will draw a contour line drawing, create a realistic painting, compare their
characteristics within the context of metaphor and write a poem using their 5 senses.
4. Sweet to be Me
Lesson Narrative:
Students explore the concept of identity through the study, analysis
and interpretation of a selected candy. This lesson will afford the students an opportunity to
establish a person connection to their art work and open the lens to their own personalities
and character traits.
personality candy quiz, contour, cross contour
*practice contour line drawing and cross contour line drawing of their hands
(this is to create a segue towards establishing the students observation skills and
slowing them down)
*personality candy quiz (READ THE QUIZ FIRST TO MODIFY RESPONSES
http://www.livelearn.org/resources/teachers/BAEYC/2012TheCandyBarPersonalityTest.pdf
(the quiz is a fun and interactive way for students to begin connecting the traits of
candy to themselves)
****GIVE RESEARCH HOMEWORK and MUST BRING IN THEIR CANDY
Practice!!! Contour line drawing and learning to observe.
*This day is reserved for practicing the new skill drawing through
observation by looking at their candies as a ‘still life’
(collect candies after each day)
Final Drawings (ONE DAY)
*students were given the challenge of creating their drawings using one continuous
line and adjusting the pressure of their pencils
(this portion of the project really lends to students focusing on their drawings and
controlling their speed of their drawings)
5. Realistic Painting
*Demonstrate the mixing different tones with browns, blues and purples
(my students were not to use black)
*Students paint with very small brushes to paint
Touch up and Complete Paragraphs
*Students used X-tra Fine Sharpies of similar colors to redefine their folds,
wrinkles and smaller shapes
*Upon completing their paintings they work on completing their paragraphs
(students’ goal is to complete all their responsibilities by a DUE
DATE. Every week, students were responsible in continuing
from where they left off and moving forward towards completing
the entire project on their own---HOMEWORK HELPS;) )
Assessment and evaluations
After the students completed their initial line drawing, I
collected and Xerox copied them at 115%. Making the images a little bit bigger
simply helped the students see all the details. I also took their photographs with
each candy as part of their final presentation. The last most important component
is giving them the time to complete everything, remembering that the GOAL is NOT
just the drawing and painting but their understanding of identity through the
investigation of an object. Their realizations and connections are the most
important component of their learning.
6.
7. For this lesson:
1. You will research one type of candy
2. You will compare and contrast you to your candy
3. You will use composition to create an interesting
view of your still life
4. You will create contour line drawing of your candy
5. You will paint your chosen candy in a realistic style
6. You will compose a short paragraph explaining
your rationale for choosing the specific candy
and how you and the candy are alike, through
the context of metaphor and the 5 senses.
Good Luck….
8. 1
Research:
Candy Study
Analyzing:
Compare and
contrast
Composition:
Drawing/
Technique
Drawing:
Contour line
Painting:
Realistic style
Writing:
paragrah
Mini- Me: Self-Portrait
2
Did not thoughtfully study Did little thoughtful
or investigate candy.
investigation and study
of candy
Poor evidence of
understanding differences
and similarities
3
4
Did good thoughtful
investigation and study
of candy
score
Did an excellent
investigation and study of
candy
Some evidence of
Good evidence of
Excellent evidence of
understanding differences understanding differences understanding differences
and similarities
and similarities
and similarities
No evidence of
thoughtful placement
of objects
Some evidence of
thoughtful placement of
objects
Poor evidence of proper
drawing skills. Drawing
looks messy, incomplete
Poor evidence of proper
drawing skills. Parts of
drawing look messy,
Good evidence of proper Excellent evidence of proper
drawing skills. Drawing
drawing skills. Drawing looks
looks clean
clean
No evidence of
thoughtful of execution,
messy, incomplete
Some evidence of
thoughtful execution,
messy, complete
Good evidence of
thoughtful execution,
complete
Some organization, some
thoughtful choices and
reflection, some good
sentence structure, not typed
Mostly good organization,
used thoughtful choices and All well organized, clear
thoughtful choices and reflection,
reflection, good sentence
clear sentence structure, typed
structure, typed
Poorly organized, did not
use thoughtful choices and
reflection, incomplete
Good evidence of
thoughtful placement of
objects
Excellent evidence of
thoughtful placement of
objects
Excellent evidence of
thoughtful execution,
clean, well done, complete
The most difficult part of this lesson was ___________________________________________________________________________________________.
The best part of this lesson was __________________________________________________________________________________________________.
The worst part of the lesson was _________________________________________________________________________________________________.
Student Signature_________________________________________
Parent signature_____________________________________
13. Figure out what type of candy you are
We all have our preferences on what sweet treat we like most but how
can the candy we choose tell us a little about who we are?
Lets take a little quiz. Out of the following candy bars which one do you prefer?
Baby Ruth
Snickers
Three Muskateers
Nestle
Milkyway
Butterfinger
Hershey
Almond Joy
Twix
There is an expression, “You are what you eat”. What does that mean?
14. Organizational Page
The candy I chose that resembles me is__________________________
Use your senses:
The candy tastes ______________________________________________________
The candy smells _____________________________________________________
The candy looks _______________________________________________________
The candy feels _______________________________________________________
The candy sounds _____________________________________________________
Think about the characteristics of your candy that you wrote above.
How do the ingredients from the candy resemble your characteristics and personality?
On the following page use your senses to discover your candy personality. For example, if you
wrote, “The candy tastes sour”, think of all the different meanings for sour.
Why would part of you be sour? Can sour have another a descriptive meaning?
Candies are designed to create layers of flavors, textures, smells and sounds. Your job is to really
investigate and experience this candy to figure out all its nuances.
15. Use this Venn Diagram to compare and contrast you and your candy.
How are you like your candy?
17. Use the space provided, to write a rough draft of your short paragraph. Remember you must explain
your rationale for choosing the specific candy, describe your characteristics and how you and the
candy are alike.
Final draft MUST be typed. 12pt Font, ARIAL NARROW, centered.
20. Cross contour line drawing:
Cross contour lines are parallel lines
that curve over an object’s surface in a
vertical or horizontal manner (or both)
and reveal the item’s surface
characteristics. Cross contour lines are
similar to wire framing used in 3D
design.
