Wired Woods

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WiredWoods 2005 Citizen School Inc.

June 2006 All rights reserved.
`

A resource guide for teaching quality web design and
digital multimedia apprenticeships.
Version 1.0 June 2006

WiredWoods
CUFF CULU| CU 0E

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TABLE OF CONTENTS

1. CURRICULUM IMPLEMENTATION GUIDE 4

2. CITIZEN TEACHER WEEKLY SELF EVALUATION TOOL ... 7

3. GUIDELINES FOR USING THE CT SELF EVALUATION TOOL 8

4. DESCRIPTION OF THE WOW! 9

5. GETTING TO WOW! TEMPLATE ...10

6. GETTING TO WOW! 10 WEEK LESSON PLAN ...11

7. LESSON ONE PLAN ...13

8. LESSON TWO PLAN ..16

9. LESSON THREE PLAN ...20

10. LESSON FOUR PLAN .23

11. LESSON FIVE PLAN ...26

12. LESSON SIX PLAN .29

13. LESSON SEVEN PLAN ...32

14. LESSON EIGHT PLAN ....35

15. LESSON NINE PLAN ..38

16. ALTERNATE ACTIVITIES .41

17. WORKSHEETS........42

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LESSON STRUCTURE & LOGIC

Apprenticeship learning is unique in that it is experiential, hands on and has real
application for students and teachers. The lessons in this guide have been thoughtfully
planned to created experiences that match these requirements. Most have been
successfully taught by at least one Citizen Teacher. In many cases, there is preparation
involved in creating each lesson, therefore it is critical EVERYONE (Citizen Teachers,
Team Leaders and Campus Directors) review and discuss each lesson BEFORE using it
with apprentices.

Each lesson follows the same basic structure. The following is a brief description of the
elements of a lesson plan and how to use them:

Overview: The first page of the lesson plan overviews the learning and lesson
objectives for each lesson, gives a snapshot of the agenda, lists preparation
and set up needs, vocabulary and materials and equipment needs.
In sum: what you need to do to be prepared for this lesson.
Ritual: This is typically a 5-10-minute long opening activity designed to prepare
students for the apprenticeship and get them in the mind set of the
apprenticeship. The ritual should be used as a chance for students to get
settled and prepared for the apprenticeship. It can also be used to practice one
skill weekly that the apprentices need to master for the WOW.
In sum: get them excited and help transition to apprenticeship time.
Set Context: Usually five minutes in length, the introduction should
communicate to students: what they are going to learn and do (i.e. share
learning objectives); why it is important to learn; how it relates to their progress
towards WOW!; and how the learning will happen (i.e. share the agenda). The
introduction is also a time to clarify your expectations of students during the
lesson.
In sum: display the agenda and tell them what they are doing in this session
and how it relates to their WOW.
3-4 Content Activities: Most lessons have three or four content activities that
make up the bulk of the lesson (about 60 minutes). These activities are often
preceded by a short introduction to the skill, usually through modeling or an
explanation provided by the Citizen Teacher. It is through the activities that
students further explore and practice the new skill. Practice is essential for
learning.
In sum: introduce the skill or information and let them practice it.
Closing/Teach back: Typically lasting five minutes, the closing is an
opportunity to summarize and reemphasize what students have learned and
why it is important. Student teach backs are the most important part of the
closing, as they allow you to assess the degree to which students have
accomplished the learning objectives.
In sum: drive home the main point of the lesson and assess how well students
achieved the learning objectives.

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DESCRIPTION OF THE WOW

WOW Stamp of Approval

REAL: Serves a real need for the school to have exposure on the World Wide Web.

ADDS VALUE: During the project students gain skills not only in web design and
digital multimedia but also in teamwork and project management. Furthermore, it
allows for an opportunity to create connections with school by providing them a
useful web site.

PUBLIC: This WOW is public because anyone can access it through the internet
and students can present their web site at their campus WOW or other community
events.

TEACH BACK: Students are continually teaching back to the CT during the project
meetings in the last few sessions and they have an opportunity to share their web
site and the creation process at a WOW or other community event.

VIRTUAL SCHOOL TOUR: A WEB SITE THAT ALLOWS THE VIEWER TO EXPERIENCE
THE SCHOOL AND GIVES THEM A SENSE OF DAILY LIFE THROUGH IMAGES AND
BRIEF DESCRIPTIONS. THE WEB SITE ALSO CONTAINS THE PERSONAL WEB
PAGES THAT THE KIDS CREATE AT THE BEGINNING OF THE APPRENTICESHIP.

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Getting to WOW! Template
Learning Objectives
2. New Basic
Skill

Teamwork
1. New Basic
Skill

Technology
What do I want to teach?

Web design and digital
multimedia
W
O
W
!

P
r
o
d
u
c
t
s

n
e
e
d
e
d

f
o
r

t
h
e

W
O
W
!

VIRTUAL SCHOOL TOUR: A WEB SITE THAT ALLOWS THE VIEWER TO EXPERIENCE THE SCHOOL
AND GIVES THEM A SENSE OF DAILY LIFE THROUGH IMAGES AND BRIEF DESCRIPTIONS. THE
WEB SITE ALSO CONTAINS THE PERSONAL WEB PAGES THAT THE KIDS CREATE AT THE
BEGINNING OF THE APPRENTICESHIP. THE FINAL WEB SITE CAN BE PRESENTED AT THE
CAMPUS WOW OR OTHER COMMUNITY EVENT.
Photo Collages
created with digital
photography and
photoshop

Personal Web Pages
(linked together, and
including photo
collages)

Group Collaborative
Website. (High
Quality, and
possibly serving a
community purpose)

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Week Stage
Lesson Objectives:
What do we need to
get done today?
Learning
Objective:
What will the
students learn
today?
Activities
1
Learn
new skills

MODEL

WOW em!
-Take pictures using
various photographic
techniques
-Upload images
-Surf the net
-The plan for the
apprenticeship
-Build a sense of
team
-Use a digital
camera
-Upload images
-Save files to
correct place
-Save files using
correct file
extension
-Web Building
-Photo
Explanation
-Scavenger Hunt

2
Learn
new skills

MODEL
-Start their photo collage
-Practice identifying and
using different types of text
-The basic tools
and operations of
Adobe
Photoshop.
-How to save
pictures with
different file
extensions
-Basic knowledge
of how to use
different
typefaces and
compositions to
express different
ideas
-Typeface
worksheet
-Magazine
Design Hunt
-File Save
Review
-Digital Self-
Portrait

3
Learn
new skills

MODEL
-Practice Adobe
Photoshop
-Copy HTML coding to
understand basic language
-Basic HTML
coding
-Digital Self-
Portrait Work
Time
-Copy Code
-Create Your
Personal Page
4
Produce

SCAFFOLD
-Complete their personal
web page
-Play Simon writes
-Write and use
HTML
-Simon Writes
HTML
-HTML Review
- Personal Page
Work Time
WOW Plan

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5
Produce

SCAFFOLD
-Decide the WOW project
-Assign roles and timelines
Basic elements of
a well-designed
and well-
functioning web
site
-Poppin Pages
-WOW! elections
-Roles and
timelines
-Group
Brainstorm

6
Practice

COACH
-Create workplans within
their team
-Create the basic
foundation of the website
Team-project
work techniques
-Agenda and Set
Context
-Team Work
Plans
-Work Time

7
Practice

COACH
Complete the bulk of the
website

-Team Report
Back
-Team Work
Time

8
Practice

COACH
-Finish the website
-Brainstorm the WOW!
presentation

How to structure
the WOW!
presentation

-Team Report
Back
-Team Work
Time
-WOW!
Presentation
Planning

9
Practice

FADE
Solidify and rehearse
presentation
Public Speaking
Skills
-WOW!
Presentation
Criteria
-Review
Presentation
Plan
-WOW!
Presentation
Practice
10
Perform

FADE

WOW!

Acknowledgements
TheWiredWoodsprogramandcurriculumweremadepossiblebythePaulF.and
LoriA.DeningerFoundation.PaulandLorihadavisionofcreatingalearning
experienceforatriskchildrenthatcombinedthepowerofcomputerswiththejoyof
summercamp.TheresultisWiredWoods.
Thiscurriculumistheresultofourcreativeanddedicatedteam.
TheWiredWoodsTeam
ExecutiveDirector
DanaWhite
CurriculumDeveloper
StacieCassatGreen
TeachingCoordinators
LarsHasselbladTorresandLisaRadden
CurriculumConsultants
AmeliaAlberghini,AngeldosSantos,AkeshaHorton,FrankHwang,Damion
Martin,KaraMasi,EllenMarieMurphy,TripO'Dell,JohnTherkelsen,Lars
HasselbladTorres,CraigTremblay,Nyuyen"TheAmazingYen"Truong,Weston
Willard,HeatherWilliams,LisaRadden
EditorialSupport
SariBoren,SydneyLeggett,KathrynRasala
ArtandDesign
LisaRadden,NyltonAndrade(BULiDESiGNS),LarsHasselbladTorres
CopyrightNotice2005WiredWoods.Allrightsreserved.
Thisdocumentandtheelectronicfilesdescribedinitmaynot,inwholeorpart,becopied,photocopied,reproduced,translated,or
reducedtoanyelectronicmediumormachinereadableformotherthanthatwhichhasbeenspecifiedhereinwithoutpriorwritten
consentfromWiredWoods.
ForinformationaboutWiredWoods,visitourwebsiteatwww.wiredwoods.org.
IntroductiontotheCurriculum
TheWiredWoodscurriculumconsistsofsevenprojects:
Project1:DigitalSelfPortrait
Thisprojectisdesignedtoteachlearnershowtocreateandmanipulateimagesforthe
Web.UsingdigitalcamerasandAdobePhotoshopElements(imagingsoftware),they
willcreatecollagesthatallowthemtoexperimentwiththedifferentfeaturesavailablein
Photoshop.
(34hours)
Project2:PersonalHomepage
ThisprojectisdesignedtoteachlearnershowWebpagesarecoded.UsingNotepad(text
editingsoftware)tocodeHTML,learnerswillcreatesimplehomepagesthatdisplaytheir
digitalselfportraitcollagesandsafeinformationthattheywouldliketoshareabout
themselves.
(34hours)
Project3:GroupWebsite
Thisprojectisdesignedtogivelearnersachancetocombinetheirknowledgeofdigital
imagesandwebpagestocreatecohesiveWebsites.Learnerswillbeintroduced to
AdobeGoLive(Webauthoringsoftware)andwillworktogetheringroupstoplanand
createWebsitesoftheirowndesign.TheWebsitescantaketheformofastory,
newsletter,digitalscrapbook,ezineanythingthelearnerscanenvision.Timewilldictate
howsimpleorambitiousthisprojectcanbe.
(6hours+)
Project4:AnimatedMotionorEmotion
Thisprojectintroduceslearnerstoanimation,aswellasrefreshesthegraphicsskillsthey
learnedpreviouslyinthestudio.Learnerswilldrawcardsthatspecifyamotionor
emotionandthenhavetheirpartnerstakedigitalpicturesofthemexpressingthatmotion
oremotionindifferentways.TheywillthenlearntoanimatethepicturesusingAdobe
PhotoshopandpublishtheiranimationsonWebpagesusingAdobeGoLive.
(34hours)
Project5:StopMotionAnimation
Stopmotionanimationisaprocessinwhichinanimateobjectsarebroughttolifeby
breakinguptheobject'smotionsframebyframeandthenhavingtheframesplayina
sequence.Theresultisashortmovie.Inthisproject,learnerswilldevelopshort(1020
frame)stopmotionanimationsor"movies."Thisprojectwillhelplearnersunderstandthe
importanceofsequencinginanimations.LearnerswillcontinuetouseAdobePhotoshop
andpublishtheiranimationsonWebpageusingAdobeGoLive.
(34hours)
Project6:AnimatedQuoteswithSound
ThisprojectintroduceslearnerstoAdobeLiveMotion(animationsoftware).Learners
willanimatequotesbybreakingthemintoparts,includinggraphicsforeachpart,and
learninghowtoincludesound.
(6hours+)
Project7:IndependentProject
Thisprojectgiveslearnersopportunitiestousetheirknowledgeofdigitalcameras,
Photoshop,HTML,GoLive,andLiveMotiontoshowcasetheirtalents.Learnersare
giventhefreedomtochoosetheirowngroupsorworkontheirownandtoworkwiththe
toolsthatinterestthemthemost.Somelearnersmaychoosetolearnhowtoimplement
newfunctionalitysuchassoundediting,Webbasedsurveys,andsoon.
(14hours+)
IntroductiontotheProgram
Overview
LearnerswillbeintroducedtotheWiredWoodsprogram,learnthestudiorules,
understandwhattheyaregoingtocreate,andgettoknoweachother.
Timing
Planonspendingabout30minutesfortheIntroduction.
SkillsLearned
Gettoknoweachotherandfeelcomfortableinthestudio
Getexcitedabouttheproductstheywilllearnhowtocreate
Learnhowtotakecareoftheirstudiobylearningtherules.
WhattoDoAtAGlance
1. Icebreaker/Learnnames.
2. Introducetheprogram.
3. LearnerSurvey.
4. Gooverthestudioguidelinesandrules.
5. Assignlearnerstogroupsof46.
6. Havelearnerscreateteamnames.
WhattoDoinDepth
1. Icebreaker/Learnnames.Youwillneedtolearnthenamesofallofthelearners
andtheywillneedtoknoweachother.Ifthelearnersaremeetinginthefirsthalfofa
session,thisisparticularlyimportantbecausetheydonotknoweachother.
SeeActivity>IceBreakersattheendofthislessonplanforsuggestedactivities.
2. Introducetheprogram.LetlearnersknowthattheywilllearnhowtomakeWeb
sitesduringtheprogramandtheywillworkasteamstocreateWebsitesbytheend
oftheprogram.Tellthemthattheyneedtolearnhowtodotwothingsbeforethey
canbuildtheirgroup'sWebsite:
First,theyneedtoknowhowtocreatedigitalimages.Theywillmakeadigital
selfportraitcollage.
Second,theyneedtolearnhowtoprogramWebpages.Theywillmakeapersonal
homepage.
Aftertheylearnthosetwothings,theywillpooltheirknowledgeandideastowork
togethertomakeagroupWebsitethattheywillpresentatacelebrationonthelast
dayoftheprogram.
GetthelearnersexcitedandthinkingaboutwhatkindsofWebsitestheywantto
make.Theyshouldleavehome,MTV,theirfavoritemusicians,andtheWWFalone
forawhilesothattheycanhaveachancetothinkcreatively.Somesuggestionsfor
projectsare:
Whatifyoutoldastoryaboutlifefromabug'spointofview?
Whatifanaliencrashedhisorhershipintothecafeteria?
WhatstoriescanwetellourfriendsandfamilyusingthepoweroftheInternet?
Peoplefromallovertheworldwillbeabletoseeyourstorywhenitispublished
ontheInternet.Whatdoyouwanttoshowthem?
Acommunitybasedorganizationmightchoosetofocusonanissueinthe
neighborhoodforthegroupWebsite.Thecontentforthemultimediaprojectsshould
alignwiththegoalsoftheorganizationandthemissionofWiredWoods.
Thetransitionfromworkingindividuallytogroup workcanbejarringforlearners.At
thebeginning,theymaylikeworkingbythemselvesmore.Fromthebeginning,build
theexpectationthattheindividualwork(thecollageandthepersonalhomepage)is
preparingthemtobeabletomakelargerWebsitesasateam.
3. LearnerSurvey.AsklearnerstofillouttheLearnerSurveysothatWiredWoodscan
researchtechnologyresourcesintheircommunities.
4. Gooverthestudioguidelinesandrules.Letthelearnersknowthatbeforetheycan
getstartedwith thecamerasandcomputers,theyneedtounderstandhowthestudio
works.Itisimportantthatlearnersunderstandhowtotreatotherpeopleandthe
equipmentsothatthestudioisaniceplacetobe.
(seeCompanionMaterials>HelpfulInformation>StudioRulesandGuidelineson
ProgramCD).
3. Grouplearnersintoteamsof46. Showthemwhichcomputerstheirteamwillbe
usingandgivethemanopportunitytocreateashortnameforthemselves.Thisname
willbethenameoftheirteamfolderonthenetworkedserver,somakesureitisshort
andpreferablyreadablewithoutspaces.(Folder/directorynamescannothavespaces.
Forexample,namesmightbe2cool,homeaway,owls,orntouch.)
ATeacherReflects
ItaughttheWiredWoodsprogramatasummercamp.Beforecampbegan,ourteaching
teamdecidedthatwewantedtobeginandendeachstudiodaywitharitualforthekids
andourselves.WeusedaconceptthatisusedinaschoolinHawaii.Inthatschool,
studentslineupoutsidetheschooleachdayandaskforpermissiontoentertheschool.
Theteachersthengivethempermission.Welikedtheideaofusingthiskindofpractice
tohelplearnersdevelopproperrespectforthestudio,theteachers,andeachother.We
askedtwoofthecounselorstocomeupwith anopeningexchangethatasksthekidsto
confrontthemoodtheyareinandthenbeconsciousofhowtheyneedtoadjustthat
mood.ThecounselorsdevelopedanexchangethatisbasedontheHawaiianconceptof
"Aloha"whichmeanshello,goodbye,Iloveyou,andaconnectednesstocommunity
andnature.Welikedusingawordthattheyhadprobablyheardof,butwassomewhat
mysterious.Wefoundthatthewordwasapowerfuloneforthem.
Kidslineupoutsidethestudioandsay:
Aloha
Ourheartsarefreeof anger
Ourmindsareopen
IrespecttheAloha,Irespectthespace.
Theteachersthensay:
Wearereadyforyou.
WerespectyourAloha.
Youmaycomein.
Thekidsthencomeinanduseahandsanitizingliquidasafurtherpartoftheritual.This
providedawayofmakingsurethatthekids'handswerecleanandgavethemsomething
todotopreparethemtowork.
Attheendofthestudio,wehadthelearnersdoaspecialgrouphandshaketomakesure
thatthedayendedonapositivetone.Afterafewdayswerealizedthatthehandshake
wasmoresuccessfulwiththeboysthanthegirls.Theboyslikedtoputalotofenergy
intotheirhandshakesandtheirenthusiasmdidnotresonatewiththegirls.Wethentried
splittingthegroupandhadthekidswhowantedtodothespecialhandshakeoutsidewith
ateacher.Theotherlearnersstayedinsidewithateacherandheldhandsinacirclewhile
theteachergavethemsomepositivewordsofencouragement.Thisworkedmuchbetter
asanendingritual.
Afewsuggestionsforconceptsfromotherculturesthatyoumayusetocreateyourown
ritual:
NakeNulaWaun:ALakotaIndianphrasewhichmeans"bereadyforanything,
anywhere,anytime."OthergoodwordstousefromtheLakotalanguageare
"Wachola"whichmeans"respect"and"Wokspape"whichmeans"wisdom."
umuntungumuntungabantu:AZuluconceptmeaning"apersonisapersonbecause
ofhisorherrelationshipswithotherpeople."Youcouldusethisconcepttoexplore
theideaofcollaborationandcooperationandtherespectthatweallneedtohavefor
oneanother.
AhimsaSatyagraha:ASanscriptphrasefor"nonviolence,truth,andforce."Thisisone
oftheconceptsthatGhanditalkedabout.
Activity>IceBreakers
Icebreakershelpthelearnersgettoknoweachotherandfeelcomfortableinthe
WiredWoodsstudio.Youmayuseoneofthesuggestedactivitieslistedbelowordesign
oneofyourown.
Ifthelearnersdon'tknoweachother,itisgoodtohaveanactivitythatmakessurethey
learneachother'snames.Herearefourgoodactivitiesyoumaytry:
NameToss
You'llneed:severalballsorotherlightweightobjectstotoss.
1. Getthelearnersinacircle.
2. First,holdanobjectandsayyourname.Passtheobjecttoyourright.
Haveeachpersonsayhisorhernameandthenpasstheobject.
3. Aftertheobjecthasmadeitswayaroundthecircle,tosstheobjecttoa
personandsaythatperson'sname.Thatpersonwillthentosstheobjectto
anotherperson,sayinghisorhername.
4. Afterafewminutesofthis,changethegamealittlesothatafteraperson
receivestheobject,heorsheneedstosay"Thankyou,Tamisha."
5. Afterafewminutesofthis,addmoreobjectstothecircle.Continue
sayingthenameofthepersonyouarethrowingtheobjecttoandthanking
thepersonwhothrewittoyou.
CircleIntroduction
2. Startbysayingyourfirstnameandoneadjectivethatdescribesyourself
thatbeginswiththesameletterasyourfirstname.
3. Continuearoundthecirclebyhavingeachcamperrepeatthenamesand
adjectivesandthensharehisorherown.
PetPeeves
2. Startbysayingyourfirstnameandyourbiggestpetpeeve.(Kidslove
talkingaboutthethingsthatbugthem.)
3. Continuearoundthecirclebyhavingeachlearnerrepeatthenamesand
petpeevesandthensharehisorherown.
Jumpin'Jack
1. Getthelearnersinacircle,preferablyoutdoors.
2. Startbysayingyournameandperforminganactionthatdescribesyouin
someway.
3. Thenextlearnerinthecirclemustfirstsayyourname,performyour
action,thensayhisorherownnameandperformanewaction.
4. Goaroundthecircleuntilthelastlearnerhassaideachperson'sname,
performedhisorheraction,andintroducedthemselvesandtheiraction.
5. Now,everyonemust"dothedance."Everyone,atthesametime,shouts
thenameofeachperson,fromfirsttolast,whileperformingthatperson's
action.
Iflearnersknoweachother,itisstillnicetodosometypeofactivitytobreaktheice.
Hereareafewsuggestions:
Telephone
2. Startamessageandpassitalongtothenextpersonbywhisperingit.You
mayonlywhisperitonce.Trytothinkofsomethingthatisfunandhasto
dowithtechnologytohelpsetthemoodforexample,"WickedWebsites
arewaycool."
3. Whenthemessagemakesitbacktoyou,announceit.Itwillprobablybe
verydifferentthanthemessageyoustartedwith.
Candy
2. HandoutM&Ms,jellybeans,oranyothersmallcandies.Letlearnerstake
upto5piecesofcandyeach.
3. Foreachpieceofcandythatacampertakes,heorshemustshare
somethingabouthimselforherself.
4. Goaroundthecirclesothateveryonehasanopportunitytoshare.
TruthsandLies
2. Sayyournameandsayonetruethingaboutyourselfandonelie.Let
peopleguesswhatthetruethingis.
3. Havethenextpersondothesame,untileveryonehasachancetogo
aroundthecircle.
Project1:DigitalSelfPortrait
Overview
Thedigitalselfportraitsarethefirstproductslearnerswillcreateduringtheprogram.
Theprojectallowslearnerstointegratedigitalphotosofthemselveswithotherdigital
images(imagestheytakewiththecamera,draw,paint,orfindelsewhere).By
successfullycompletingthisproject,learnerswillhaveselfportraitsthattheymayusein
Project2,thePersonalHomepage.
Timing
Planonspending11.5studiosessions(23hours)forlearnerstousethedigitalcameras
andcreateselfportraits.
Materials
Digitalcameras
Worksheet:
o seeCompanionMaterials>Worksheets>PhotoScavengerHunton
ProgramCD.
Sampledigitalselfportraits,createdbyteachersorothercampers
Software:digitalcamerasoftware,PhotoshopElementsorotherimagingsoftware
SkillsLearned
Takebasicpictureswithdigitalcameras
Uploadpicturestocomputers
Savefilesincorrectplace
Savefilesas.jpg(understandimportanceofextensions)
BasicsofPhotoshopElements,includinghowto:
o Openfile
o Savefileas.psd,.jpgor.jpeg
o Resizeimages
o Combinemultiplefiles(images)comfortablytocreateonefinalcollage
o Makeaselection
o Uselayers
o AddText
o Paint
o UndoorusetheHistorytool
o HowtoapplyFilters,Effects,andStyles
Understandandusewords:graphic,jpeg,fileextension,andserver
WhattoDoataGlance
1. Demonstratedigitalcameras.
2. IntroducePhotoScavengerHuntactivity.
3. Uploadphotosandsavetofileserver.
4. IntroduceDigitalSelfPortraits.
5. DemonstratePhotoshopElements.
6. Havelearnersworkontheirselfportraitsandencourageexperimentation.
7. Havelearnerssavefilescorrectlytothefileserver.
8. ConductaStudioChatsession.
Attheendofeachday,learnersshouldeithertalkaboutwhattheydid
(engageinStudioChats)orwriteintheirblogsfor10minutes.Itworksbestto
havetheStudioChatsaftertheyhavecompletedprojectsandtodotheblogsonthe
dayswhentheyarestillworkingonprojects.Varythequestionssothatlearnersare
reflectingondifferentthings.Sampleblogquestionsinclude:
Whatthreethingsdidyoulearntoday?
Whichactivitiesdidyouenjoythemost?
Whatdidyoudotodaythatyouaremostproudofandwhy?
SavingFilesCorrectly
InProject1,learnerswillworkwithfilesthatshouldbesavedasfollows:
Files: Type:
digitalphotosfromScavengerHunt .jpg
selfportraitcollage(inprocess) .psd
selfportraitcollage(completed) .jpg
(SeeCompanionMaterials>DataManagementPaperon ProgramCDformorehelpon
filenaminganddatamanagement.)
WhattoDoinDepth
3. Demonstratedigitalcameras.Learnerswillneedtoworkinpairs.Showhowto:
Turnonthecamera
Takeapicture
Zoom
Deleteapicture
Turnoffthecamera(whennotusing,theyshouldkeepcameraoffbecauseof
thebatteries).
Havethelearnerspracticebyhavingeachpairtakeapicture(ofanythingintheroom)
andthendeletingit.Thegoalistogetthecamerasinthehandsofthelearnersassoon
aspossible.Showthemjustenoughfeaturessothattheymaytakepictures.For
example,don'tspendtimeatthebeginningshowingthelearnershowtouseWhite
Balance,RedEyeReduction,orotheradvancedfeatures.
4. IntroducethePhotoScavengerHuntactivity.Giveonepersonineachpairthe
PhotoScavengerHuntworksheet.Thispersonshouldberesponsibleforchecking
theitemsoffthelistastheytakepictures.Learnersshouldtaketurnsusingthe
camera.
Likealltools,thecamerashouldbeunderstoodandlearnersshouldpushtheir
knowledge.TheScavengerHuntisdesignedtohelpthemgraspthebasicsoftaking
thefrontalwideshotandpushthemtotrydifferenttechniquessuchas:
Get up close. Theresoftenacomfortzonefornewphotographers.Encourage
learnerstobreakthroughthatfourfootbarrierbycapturingdetailinafaceor
textureonarock.
Get down low. Whenusingthecameraforthefirsttime,novicestendtofocus
onthingsateyelevel.Encouragelearnerstobendatthewaist,holdthe
cameradownlow,getontheirknees,orputthecameraonthegroundand
underthings.
Vertical and horizontal orientation. Turningthecamera45degrees(or15or5)
providesanewperspective.Encouragelearnerstoexperimentwithframing:
vertical,horizontal,andthingsaskew.
Use reflections. Symmetryandmysterycanoftenbefoundfloatingonthe
surfaceofwaterandhidingondustywindowpanes.Asklearnerstolookfor
reflectionsintheworldaroundthem.
Look for shadows. Loomingandlurking,creepingorwaiting,shadowsare
everywhereandcanaddmultipledimensionstoanimage.
Capture motion. Actioniselusive.Seeiflearnerscancatchblurrymotionor
freezetheirfriendsintime.
MakesurethatlearnersareaccompaniedbyteachersduringtheScavengerHunt.
5. Uploadphotosandsavetofileserver.Demonstratehowtoconnectthecamera
toacomputeranduploadthepicturestothecamerafolderwiththesamenameas
thecamera.
Learnersshouldchoosefilenamesfortheirphotosthataredescriptiveandprovidethe
correctfileextension,suchas"bug.jpg."IfyouareusingaPC,itiseasytochangethe
namesintheWindowsExplorer.
4. Introducedigitalselfportraitcollages.Showexamplesofwhattheteachersor
previousWiredWoodslearnershavedone.Getlearnersexcitedaboutwhatthey
aregoingtolearn.
Todaywedidsomeextraordinaryactivities.Igottotakepicturesthenseemyselfon
thecomputer.UsuallyIwillhavetowaitabout5to7daysjusttogetthemback.I
reallyenjoyedthedigitalcameras.Iamlookingtowardstomorrowformorefun.
James,2002
5. DemonstratePhotoshopElements.ExplainhowtolaunchPhotoshopElements
andopenanimagefileofyourselforanotherteacher.Asklearnerstofollow
alongwiththeirownpicturesthatweretakenduringtheScavengerHuntactivity.
Theyshouldbeworkingwithpicturesofthemselvessothattheywillhaveself
portraitcollageswhenfinished.
MakesurethateveryonefirstsavesthefileasaPhotoshopfile(.psd)andthatthefile
issavedintherightplace.Youwillneedtoexplainthedifferencebetweena
Photoshopfileanda.jpeg.Photoshopfilesallowyoutocreateandedittheimagewith
layers.(Photoshopfilesareverylarge.)Jpegfiles,theformatinwhichthefileswillbe
savedwhenlearnersaredone,arefileswithflattenedlayersthatarereadytobe
publishedontheweb.(Thesearesmallfilesthatwilldownloadquickly.)
Youmightfirstsuggestthatlearnersisolatetheirheadsandbodiesfromthe
background.(Selectbackgroundandworktodeleteit.)
MakesurethatyoucoverthePhotoshopElementsbasicsincluding:
Openingandsavingfiles
Imagesizeandreduction
Combiningimagesintoonefile
UsingtheZoomtool
UsingtheTypingtool
UsingtheMagicwandandSelectiontools
UsingtheMovetool
UsingtheLayerspalette
UsingtheErasetool
UsingtheHistorypalette
ApplyingFilters,EffectsandStyles
(seeCompanionMaterials>HelpfulInformation>CriticalSkillsforPhotoshopon
ProgramCD).
Hereareafewsuggestionstoguideyourinstruction:
Build the tasks on top of one another. Ratherthanjumparoundfromone
softwarefeaturetoanother,trytothreadtasksandfeaturesinawaythat
makessense.
Balance the basics and the coolest features. Tomakethelessonengaging,you
willnaturallywanttoshareyourknowledgeof themostexcitingfeaturesof
Photoshop,suchasapplyingfilters.Makesurethebasicsgetcoveredtoo
otherwiselearnerswillnothavetheopportunitytobuildafoundationfor
understandingthemoreadvancedfeatures.
Build in time to explore. Planthelessoninawaythatgiveslearnersenough
timetopushatool.Forexample,theMagicWandtoolisapowerfulselection
optionthattakessometimetogetright.Havelearnerspracticeusingthetool
indifferentimageenvironments.Somefeatures(suchastheFilters,Effects
andStyles)areexcitingforfirsttimeusers,solearnerswillnaturallywishto
playaroundandshowotherswhattheyhavediscovered.
6. Havelearnersworkonselfportraitsandencourageexperimentation.Give
learnersthetimetoplaywiththesoftwareandpracticewhatthey'velearned.
Challengeeachofthemtodiscoversomethingthattheyweren'tshownbya
teacher.
7. Havelearnerssavefilescorrectlytofileserver.Whenlearnershavefinished
theircollages,theywillneedtosavethemtobewebready,orasa.jpegfile.You
willwanttoagainexplainthedifferencebetweenaPhotoshopfile(.psd
extension)andaJPEGfile(.jpgextension).Theyshouldsavetheirfilestothe
correctplace.
8. ConductaStudioChatsession.Beforemovingtothenextproductthelearners
willmake,thePersonalHomepage,take10minutesforlearnerstoshowofftheir
collagestoeachother.Itisimportantthattheygetusedtotalkingabouttheir
workwithotherstheywillneedthisskillwhenthey workonthegroupWeb
site.Itisalsoagoodwayforthemtogetusedtolearningfromeachother.Keep
theformatsimple.Havelearners:
Showtheircollages
Saywhatisthecoolestthingabouttheircollages
SaywhataretheirfavoritefeaturesinPhotoshopandhowtheyuseditin
theircollages.
Iflearnersarehavingahardtimetalkingabouttheirwork,tryasking:
Ireallylike_________howdidyoudothat?
WhatdoyouthinkisthecoolestthingaboutPhotoshop?
Whatdoyouthink______________woulddowithPhotoshop?(fillin
withnameofcelebrityorfavoritemagazineortabloidnewspaper)
ATeacherReflects
Oneofthelearnersreallystruggledwiththeinterfaceofthecomputerandthesoftware
programsbecauseEnglishwasnotherfirstlanguage.Shetookbeautifulphotographs
duringtheScavengerHuntactivityandhadavisionofhowshewantedtobuildher
collage.Technically,hercollagewasverycomplexandhadmanytasksthatshewould
havetodoinacertainordertogetittoworkcorrectly.Wedevelopedstrategiessothat
shecouldrememberthewordsinthemenuofPhotoshopandworkwithherphotographs.
Shewasveryfrustrated,butworkedveryhardonhercollage.Shewasnotverypopular
theotherlearners,soitwasnotsurprisingthatshestruggledwithlowselfesteem.Atthe
endoftheday,Iheardhersay,"Ohhhmy"Iranoverthinkingthatshehad
accidentallydeletedafileorsomething.ShewastearyandIaskedwhatwaswrong.She
said,"Nothingit'sjustsopretty.Inevermadeanythinglikethatbefore."Shewasso
proud!SheendedupbecomingthePhotoshopguruforherteamWebsiteandsignedup
forthenextsessionofWiredWoods.Bythetimeshelefttheprogram,shewastalking
abouthowshecouldfindaplacetodomorewithPhotoshopanddigitalphotography.
Project2:PersonalHomepage
Overview
NowthatlearnershavelearnedhowtocreatedigitalimagesfortheWeb,theyneeda
placetoputtheirimagesaWebpage.Learnerswilllearnhowtocreateapersonal
homepagethatcontainstexttheywriteaboutthemselvesaswellastheirdigitalself
portraitcollagestheycreatedinthepreviousproject.LearnerswilllearnHTMLcodeto
writetheirWebpages.(LatertheywilllearnhowtouseaWYSIWYGeditor.)Afterthey
finish,theywilllinktheirpagestoeachothertoforma"ring"ofhomepages.By
successfullycompletingthisproduct,learnerswillunderstandthebasicsofhowtocode
WebpagesandthebeginningsofunderstandingthedifferencebetweenaWebpageanda
Website.
Timing
Planonspending1.52studiosessions(34hours).Learnerstypicallyhavealotoffun
makingtheirhomepagesandmighthaveahardtimeconsideringthisproduct"finished."
Continuetobuildtheexpectationthatlearninghowtomakedigitalcollagesandpersonal
homepagesgivesthemtheskillstomakearealWebsitelateron.Thepersonal
homepagescanalwaysbepartofthegroupWebsitebyusingthemasthe"Aboutthe
Authors"section.
Materials
Peanutbutter,jelly,bread,knife,apron,hat,plate,andnapkins(forRobotChef
activity)
PostItnotes,flipchartpaper,markers
Worksheet:
o seeCompanionMaterials>Worksheets>HTMLReferenceSheeton
ProgramCD.
Software:Texteditingsoftwarebundledfreewiththecomputer(Notepad forPC,
SimpleTextforMac),Webbrowser
SkillsLearned
BasicHTMLcoding,including:
o <html></html>
o <head></head>
o <title></title>
o <bodybgcolor="#">
o <h1><h2></h1></h2>
o <p></p>
o <imgsrc="filename">
o <ahref="filename"></A>
Hexadecimalcolorsystem
Savefilesas.htmlextension
Practicesavingfilesincorrectplace
Understandandusewords:HTML,Webpage,homepage,andhyperlink
WhattoDoataGlance
1. DotheRobotChefactivity.
2. Introducepersonalhomepagesandshowafewexamples.
3. IntroduceHTML coding.
4. Havelearnersbeginhomepagesusingtexteditingsoftware.
5. Introducethehexadecimalcolorsystem.
6. Havelearnersworkondevelopingcontent.
7. Havelearnerslinktoeachother'shomepagestocreatea"WebRing."
8. Havelearnerscreateanabstraction(map)oftheirhomepages.
9. ConductaStudioRapsession.
Files: Type:
homepage .html
Attheendofeachday,learnersshouldeithertalkaboutwhattheydidorwritein
theirblogsfor10minutes.ItworksbesttohavetheStudioRapsaftertheyhave
completedprojectsandblogon thedayswhentheyarestillworkingonprojects.Vary
thequestionsothattheyarereflectingondifferentthings.Sampleblogquestions
include:
Howistalkingtoacomputerdifferentthantalkingtoaperson?
WhatToDoinDepth
1. DotheRobotChefactivity. Thisisagreatactivitytointroducelearnerstothe
ideaof"computerprogramming"and,mostimportantly,thinkinglogically.This
activitywillprovideanicetransitiontolearningHTML,andshortactivities,in
general,areagreatwaytotransitionbetweenprojects.
SeeActivity>RobotChefattheendofthislessonplan.
ATeacherReflects
AftertheRobotChefactivity,kidsstartedtounderstandtheideabehindcomputer
languages.Theyunderstoodthattherewasalanguagetheyhadtousetotalktothe
computer.Wewouldask,"Howareyougoingtotalktoyourcomputer?Petyour
computer?Smileatit?Hitit?"Thelearnersreallybegantounderstandthatifthe
computerisdoingsomethingwrong,itisn'tthecomputerorthem,butitisagapin
thecommunication.ItisnotanormalconversationlikeEnglish,butanewlanguage
thattheyhavetolearn.
2. Introducepersonalhomepages.Showexamplesofwhattheteachersorprevious
WiredWoodslearnershavedone.Getlearnersexcitedaboutwhattheyaregoing
tolearn.TheyknowhowtomakegraphicsfortheWeb,sowhatelseisonthe
Webpage?(Answer:text.)
3. IntroduceHTMLcoding. ThewaytomakeaWebpage,withpicturesandtext,
istogivethecomputerclearinstructionsasweregiventotheRobotChefso
thecomputerknowswhattodisplay.ThewaytowriteinstructionsforWebpages
iswithalanguagecalledHTML.
4. Havelearnersbeginhomepagesusingtexteditingsoftware.Openablankpage
inthesoftwareandhavethelearnersdothesame.Itisbesttohavelearnerstype
asyoudemonstratesothattheycandiscoverthroughtheirownexplorationhow
theHTMLworks.
XHTMListhenextgenerationofHTML.Togetreadyforit, youshouldstartwriting
allHTMLcodeinlowercaselettersandgetoutofthehabitofskippingendtagslike
the</p>orthe</li>.WhilethelearnersarenotlearningXHTML,itwillhelpthem
lateriftheydon'tlearnbadcodinghabits.
ItisagoodideatoequatesomeoftheRobotCheflessonstoHTMLcodingasthe
learnersaretyping.Forexample,justaseverycommandgiventotheRobotChefhad
tobeginwiththewordsRobotChef,somusteveryHTMLcommandbegiventothe
computerbyfirsttypinginthecarrots(the<and>symbols).Thenthe
commandistypedinsideofthosecarrots.
ExplainthatHTMLisaseriesofcommandscalled"tags"andthattagshave"carrots"
aroundthem.Sometagshavea"/"inthemandthatmeanstostop doingwhateverthe
tagsaidtodo.Sometagsdon'thavea"/"whentheactionknowshowtostopbyitself
(likeagraphic).Theeasiestwaytorememberwhichtagdoeswhatistolookatthe
HTMLReferenceChartworksheet(seeCompanionMaterials>Worksheets>HTML
ReferenceSheeton ProgramCD).
Typeandhavelearnerstypeaswell:
<html>
<head>
<title>MyHomepage</title>
</head>
Youmayusethehumanbodyasananalogyandawayforthelearnerstothinkabout
howanHTMLpageisstructured.Startwiththehead,thenbuildthebody.Theparagraph
andheadingsareonthebody(likeclothes),andtheonlystuffthatisinsidetheheadis
thetitle,etc.
5. Haveeachlearnersavethepageashisorherfirstnamewitha".html"afterthe
name.Learnersshouldsavetheirfilesintheappropriatefolderfortheirteam,not
intheirindividualdirectories.Ifthefilesarenotsavedintheproperplace,they
willnotbeabletolinktoeachother'spageslater.
6. HavethemloadtheirHTMLpageinaWebbrowser.Whatdoesthe<title>tag
do?
7. Next,type:
<body>
<h1>MyHomepage</h1>
</body>
</html>
8. SavethefileagainandshowlearnershowtoclickontheReloadorRefresh
buttonintheirWebbrowsers.Whatdoesthe<h1>tagdo?
9. Now,type:
<p>
ThisisaboringsentenceandI'llchangeitlater.
</p>
10. Again,savethefileandhavelearnersreloadtheirWebpages.Whatdoesthe<p>
tagdo?
11. Whataboutthedigitalcollagesthatthelearnersmade?Howdothosegetputon
theWebpage?
Type:
<imgsrc="collage_name.jpg">
Havelearnerssavetheirwebpagesandreload.
12. Introducethehexadecimalcolorsystem.Showlearnershowtochangethe
backgroundcolorsoftheirWebpagesbyaddinginahexadecimal(hex)code.
<bodybgcolor="#">.Learnersmayplaywithdifferentcolorsbyusingthehex
chartonthestudiohomepage.ShowlearnersanRGBColorChartsothatthey
maypickouttheirfavoritecolor.
13. Learnersworkondevelopingcontent. Asklearnerstodeletethe"boring
sentence"andreplaceitwithinterestinginformationaboutthemselves.Theseare
theirhomepagesandtheyshouldputsafeinformationonthemthattheywould
likeotherpeopletoknow.
ThisisthetimetotalkaboutInternetsafety.Talkaboutwhatkindsofinformationis
safetopublishontheWebandwhatisnot.(Unsafeinformationincludeslastnames,
schoolnames,addresses,andphonenumbers.)Manylearnerswillalreadyhavea
goodideaofwhatinformationissafetoshareandwhatinformationisnot.Givethem
achancetotalkaboutwhattheyknow.Inshort,theyshouldnotwriteanythingabout
themselvesthatwouldmakeiteasyforcompletestrangerstofindthem.
Iflearnersarestuckaboutwhattowrite,offerthemsuggestionslike:
a. IfIcouldfixonethingintheworld,I'dfix_____________.
b. OnepersonIadmireis______________because___________.
c. Myfavoritethingtodoatschool/camp/programis_____________.
14. Iflearnersaskhowtocenter,bold,italicize,oruseothercommonHTML
functions,showthem.AlsoencouragethemtolookattheHTMLReferenceChart
(seeProgramCD)worksheetforideasaboutwhattheycando.Thisisnotthe
time,however,tointroducetoomanyHTMLtags.FocusonbasicHTMLsothat
learnerscanfocusonthecontent oftheirhomepages.
15. Havelearnerslinktoeachother'shomepagestocreatea"WebRing." This
activityallowslearnerstobuildanunderstandingofhowhyperlinks,akeypiece
offunctionalityontheWeb,work.
a.HaveeachlearnerwriteatthebottomofhisorherWebpage:
<ahref="firstname_of_person_to_their_right.html">Next</A>
(Forexample,ifAmberissittingtotherightofLing,haveLing
typein<ahref=amber.html>Next</a>)
b.Don'texplainwhatthelinkdoes.Letitbesomethingtheydiscoverfor
themselves.
c.HaveeveryonesavetheirfilesandreloadorrefreshtheirWebpages.
d.HavelearnersclickontheNextlinkontheirpages.Whathappens?
Whatdoesthe<ahref>tagdo?Askthemtosharetheirideas.(By
clickingonalloftheNextbuttons,theycanseeeachperson's
homepage.Theyhavewrittentheirfirst"hyperlink.")
16. Learnerscreateanabstraction(map)oftheirhomepages.Inorderto
effectivelytransitiontobuildingaWebsite,learnersneedtorepresentwhatthey
havelearnedabstractly.
GiveeachlearneraPostItnoteandhavehimorherwritethefilenameforthe
homepageandhisorherfirstname.
Givetheteamasheetofflipchartpaper.HavethemputtheirPostItnoteson
thesheetofpaper.
AskthemtoputtheminthesameorderastheywerefortheWebRingand
thenshowhowthehomepagesarelinkedtogetherontheWeb.Somelearners
maynaturallyrealizethatnoonepagewas"first."Iftheyarehavingahard
timewiththat,askthemquestionstohelpthemunderstand.
Apossiblepicturetheycouldcomeupwithis:
17. ConductaStudioChatSession. TheWebRingactivitybuildsintheopportunities
forlearnerstolookateachother'swork.MakesuretofacilitateaStudioChatabout
whatthey'vedone,alongwithyourdiscussionofhyperlinks.Givelearnersachance
tosharewhattheylikemostabouttheirhomepages.
Amber
Ling
Stefan
Tamisha
Activity>RobotChef
Thisactivityhelpslearnersthinkabouthowcomputersareprogrammed.Itcanbeuseful
tobeginadiscussionabouthowcomputersworkandtohelplearnersunderstandhow
Webpagesareprogrammed.
Materials
apron
hat
peanutbutter
jelly
knife
plate
2slicesofbread
napkinsorpapertowels
Introduction
Explainthatthelearnersaregoingtoplayagametohelpthembetterunderstand
computerprogramming.TolearnhowtomakeWebpages,theywillneedtolearnhowto
instructthecomputertoshowtheWebpage.Justasyouwouldwritearecipetoshow
someonehowtomakeacakeoryouwouldwriteinstructionsonhowtobuildamodel,
youalsohavetowriteinstructionsforacomputertodowhatyouwantitto.These
instructionsarecalledaprogram.
WhattoDo
Say:
"Computerprogramsaretheinstructionsthattellcomputerswhattodo.Somecomputers
haveinstructionsthattrytogetthemtocopyormimicthingsthatpeopledo.For
example,anautomatictellermachineisacomputerthatdoessomeoftheworkthata
banktellerdoes.
"We'regoingtofigureouthowtoprogramacomputer.Actually,we'regoingtoprogram
arobotwhichisjustalargecomputerthathasextraparts,likehandsorlegs.
"Iwillbearobotchefandyoumustgivemetheinstructions,orprogramme,tomakea
peanutbutterandjellysandwich.
"First,afewrulesforhowtherobotchefworks:
Therobotchefcanonlyfollowinstructionsthathavetodowithmakinga
peanutbutterandjellysandwich.Forexample,therobotchefwillnotfollow
instructionstothrowthejarofjellyortojumpoutawindow.
Iftherobotchefdoesn'tunderstandaninstructionitwill shutdown
Youmuststayseatedfortherobottowork.
YoumustbegineverycommandwithRobotChefortherobotwillnot
respond.
Youcanonlygivetherobotonecommandatatime.Forexample,therobot
chefwillnotbeabletoopenthejelly andputitonthebreadandeatthe
sandwichallatonce.
"OKareyouallsettoprogramtherobotchef?"
Do:
Nowyouturnyourbackonthegroup,putonyourhatandyourapronandfacethegroup
incharacter.Pointtoorhaveanassistantpointtoeachlearneronebyoneforacommand
sothateveryoneparticipates.Encouragelearnerstohelpeachotherout.Interpretthe
learnersinstructionsveryliterally,sothattheyunderstandtheyneedtoprovideprecise
andclearinstructions.Forexample,iftheysay"Openthejelly,"bangthejellyjaragainst
thetable.Iftheysay"Turnthejarlid,"turnthelidwithonehandsothattheentirejar
spins.Continueuntilthegroupsuccessfullycreatesclearinstructionsformakingapeanut
butterandjellysandwich.Itisagoodideatotimehowlongittakesthelearnersto
programtherobotchefsuccessfully,sothattheyseehowimportantitistogivea
computertheclearestandmostpreciseinstructionsforeventhesimplestoftasks.
FollowupDiscussion
Whatdidtheylearnaboutgoodcomputerprogramming?Trytogetlearnersto
recognizethesekeypoints:
Computersneedpreciseandclearinstructions
Computersneedtobetoldwhentostopdoingsomething
Theorderoftheinstructionsmatters
Thesetofinstructionsiscalledaprogram
Project3:GroupWebsite
Overview
LearnershavenowlearnedhowtocreatedigitalimagesandcodesimpleHTML,and
havebeguntounderstandthedifferencesbetweenWebpagesandWebsites.Theyhave
learnedtolinktheirindividualpagestogetherandtheyhavesomeexperiencewith
creatingamapthatrepresentsacollectionofWebpages.Withthegroupproject,theyare
goingtocementtheirunderstandingofwhatitmeanstocreateWebsites.
Thisistheculminatingproject.Theideaofteamworkisjustasimportantasthetechnical
workthelearnerswillbedoing.Learnerswillthinkaboutwhatitmeanstoworkasa
team,brainstormideasfortheirWebsites,developWebsites,andpresenttheirWebsites
atthefinalcelebration.
Timing
Planonspendingaminimumof3studiosessions(56hours).Ittakesapproximatelytwo
hourstointroducetheprojectandgivelearnersthetimetoplanwhattheywanttocreate.
Itworksbesttobreakupthesetaskssothatyouintroducetheprojectanddothe
teambuildingactivityduringthelasthourofasessionandthenbrainstormideasduring
thefirsthalfofthenextsession.Thisensuresthatthelearnersdonotspendanentire
studiodayawayfromthecomputers.Therestofthedaysneedtobespentdevelopingthe
Websites.Ifthereismoretime,learnerscancreatemoreambitiousWebsites.Manage
thenaturaltendencyfor"featurecreep."
Materials
1rollofmaskingtapeforeachgroup(forTallestTowerActivity)
1inchstackof newspaperforeachgroup(forTallestTowerActivity)
flipchartpaper
markers
Worksheets:
o seeCompanionMaterials>Worksheets>StuffToDoon
ProgramCD.
o seeCompanionMaterials>Worksheets>PresentationPrepon
ProgramCD.
Software:Webauthoringsoftware,Webbrowser
SkillsLearned
Planning
Teamwork
Webauthoringsoftware
ProjectManagement
Understandandusewords:Website,WYSIWYG,andstoryboard
WhattoDoataGlance
1.DoTallestToweractivity.
2.Discusswhatitmeanstoworkinagroup.
3.IntroducethegroupWebsiteproject.
4.BrainstormideasforWebsites.
5. Createstoryboards.
6. Helplearnersplanwhatgoesoneachofthepages
7.Helptheteamplanwhateachpersonwilldo.
8.IntroduceWebauthoringsoftware.
9.Carefullymanagetimeandexpectations.
10.Helplearnersplantheirpresentationsforthecelebration.
Files: Type:
digitalphotos .jpg
imagesforwebsite(inprogress) .psd
imagesforwebsite(completed) .jpg
webpagesforteamwebsite .html
Teamsshouldcheckin atthebeginningofeachstudiosessiontodiscusstheirindividual
andteamgoalsfortheday.Attheendofeachday,givelearnersablogquestiontoreflect
ontheirlearning,forexample:
Whatthreethingsdidyoulearntoday?
Whichactivitiesdidyouenjoythemost?
Whatwouldyouliketoaccomplishatthenextstudiosession?
WhattoDoinDepth
1. DotheTallestToweractivity.ThetransitionfromthepersonalWebpagestothe
groupWebsiteisaveryimportantone.Untilnow,learnershavemostlybeen
responsiblefortheirownwork.Withagroupproject,theywillcollectivelybe
responsiblefortheWebsite'splanninganddevelopment.Ateambuildingactivity
providesagoodwaytohelpthelearnersbegintothinkcollectivelyratherthan
individually.YoumaychooseeithertheTallestToweractivityoranother
teambuildingactivitythatyoulike.(SeeActivity>TallestTowerattheendof
thislesson.)
ATeacherReflects
Formostofthekids,theTallestToweractivitygotthemusedtoworkingtogetherasa
team.Wehadacoupleofgroupswhobecamefrustratedinthelastmomentsofthe
TallestToweractivitybecausetheirtowerswerenotastallastheywouldhaveliked.
Theywantedtoflattentheirtowersandgiveup.Wehadtoworkwiththeseimpulsesto
quitwhenfrustrated.Someofthekidscouldtalkabouttheirfrustrationinbuildingthe
towerasagroupandwerereadytomoveon.Onegroupreallyneededthechancetobuild
theirtoweragain,soweletthemdothat.
2. Discusswhatitmeanstoworkinagroup.Aftertheactivity,spendafew
minutestalkingaboutwhatitmeanstoworkinagroup.Helplearnersmakethe
connectionsbetweentheactivitytheyjustdidandtheideaofgroupwork.Ask
themfortheirideasaboutwhatitmeanstoworkasagroupratherthan
individually.Helplearnerstounderstandthatworkingtogetherissometimesthe
bestwaytogetthejobdoneandthateverybodyhasdifferentareasofexpertise.
Whenyouhaveagroupofpeopleworkingtogether,reallycoolstuff canhappen.
3. IntroducethegroupWebsiteproject.RemindlearnersofhowtheirWebRings
workedacollectionofpagesthatyoucould"surf"byclickingonthelinks.A
Websiteissimilar:theonlythingmissingfromtheWebRingthatwouldhave
madeitaWebsiteisa"firstpage"ora"toplevelpage"thatlinkedallofthe
homepages.Thetoplevelpageusuallyhasinformationonitandprovideslinksto
theotherpagesontheWebsite.Showlearnersadiagramthatshowsthe
differencebetweentheWeb RingandaWebsite.
Home
Page
Amber
Ling
Stefan
Tamisha
"InWiredWoodswehelpedeachotherwiththestory.That'scalledteamwork.Ifyou
don'thaveanyteamwork,youcan'tgetthestuffthatyouneedhelpon."Mark,
WiredWoodsLearner2002
Ifyouhavealearnerwhoreallywantstokeepworkingonhisorherhomepage,
figureoutwhatitisthatheorshereallywantstodoandtrytohelpthelearner
brainstormwaysthatpiececouldfitintothegroupproject.
4. BrainstormideasforWebsites.(seeActivity>BrainstormingtheGroupWeb
SiteattheendofthisProject) ThefirststepincreatingagroupWebsiteisto
comeupwithathemeoranidea.Comingupwithanideacanbeeasyforsome
learnersanddifficultforothers.TheonlycriterionforthegroupWebsiteisthatit
workswiththecontentgoalsofthehostorganization.Forexample,thecontent
goalofasummercampmightbethatthewebsiteneedstobeaboutcamp.The
contentgoalofacommunitybasedorganizationmightbethatthewebsiteneeds
toaddressissuesinthecommunity.Oranacademicsettingmightrequiretheweb
sitetoincludecontentabouttheschooloraspecifieddiscipline.Thelearnerswill
probablybefascinatedwithandknowalotaboutpopularculture(musicians,TV,
movies,sports)however,WiredWoodswantsthemtocreate,ratherthan
consume.Oneofthebestwaystohelpthemthinkcreativelyistoworktomove
themawayfromregurgitatingtheimagestheyseeeverydayonTVortheInternet.
Theycandothisandwillhavefun,butitmaynotbethefirstthingthatoccursto
them.Themajorityofideasthelearnerswillcomeupwithcantaketheshapeof
eitherastory(fictionornonfiction)oranezine(acollectionofarticles,art,
stories,etc.)
5. Createstoryboards.NowthatthegroupshaveconceptsfortheirWebsites,they
needtoplanwhattoputonthem.Agoodwayforthemtovisualizewhatthey
wanttocreateistolookatastoryboardtemplate.Youmaybegintheprocessby
creatingastoryboardtemplateforthem(seebelowforideas).Astoryisoftena
goodWebsitetocreatewhenthelearnerslikethesameideas.Anezineisoftena
goodideawhenthelearnershaveverydifferentideasbecausetheezineallows
themtocreatean"umbrella"fortheirindividualwork.Guidethemtowardthe
appropriateformatfortheirproject.Suggestedtemplatesare:
Possiblestoryboardtemplateforanezineoranysitethatisacollectionofindividual
pages(suchasanewsletter,yearbook,ordigitalscrapbook):
Anezinecanalsolooklikethis:
Possiblestoryboardtemplateforasequentialstoryoranysitewheretheaudience
issupposedtovisitthepagesinasequentialorder:
Thetopboxofthestoryboardservesasthehomepageofthesite.Theotherpages
eitherlinkfromthehomepage(foranezine)orlinktoeachother(forastory).When
creatingatemplatetoshowthem,representoneWebpageperlearnerplusa
homepage.Theymaydecidetocreatefewerpages,butthereisprobablynotenough
timetocreatemorethanoneperlearnerplusahomepage.
6. Helplearnersplanwhatgoesoneachofthepages.Showthemhowtoblock
outtheirpagesforgraphicsandtext.(Thiswillbearoughdraftjustenoughto
letthemgotothecomputerswithaplanofwhattodo.)Itishelpfultouseblank
sheetsof81/2x11papertorepresenteachWebpageatthispoint.Theycanlay
theirpagesoutonthefloor ortapethemtoawall.
Exampleplan:
7. Helptheteamplanwhateachpersonwilldo.Whenlearnershavearoughplan,
theycanchoosetodevelopinoneoftwoways:theycaneachtakeapageandbe
responsibleforthegraphics,coding,andtextforthatpage,ortheycanbreakinto
roles:graphics,writing,coding.Itisnotnecessarytohavelearnersspecializeat
thisstagetheymaynaturallyworkthemselvesintoroleslaterinthedevelopment
process.
Writepage2ofthestoryhere
Previous Next
Putpictureofgoathere
8. IntroduceWebauthoringsoftware.Whenlearnershavetheirplansandtheir
firstassignments,itistimetogetthembackonthecomputersandbuildingtheir
webpages.IfyourlearnersarebuildingtheirwebpagesusingHTML
programming,reviewthebasicsofHTMLprogramming.(seeProject2)Ifyour
learnersareusingaWYSIWYGtobuildtheirwebpages,introducethemtothe
Webauthoringsoftwarethattheywillbeusing.Beginbyexplainingthatthe
differencebetweenHTMLcodingandusingaWYSIWYGeditoristhattheymay
developtheirsitesmorevisually.MostWebauthoringsoftwarepackagesprovide
bothaWYSIWYGdevelopmentenvironmentandanHTMLeditor.Introducethe
basics,including:
Sitedefinition
Filesaving
SwitchingbetweenHTMLeditorandWYSIWYGviewmodes
Tables
Text
Links
Images
Rolloverbuttons
Layers(iftimepermits)
AfterlearnersworkwithWYSIWYGsoftware,somemayfindthattheyreallylike
writingHTMLcode.Thatisfine.MostWebauthoringenvironmentswillallowthe
usertowriteinHTML
Whenlearnersdefinetheirsites,makesurethatalloftheworkissavedinthe
appropriatefolderfortheirgroup.LearnerswillworkontheirgroupWebsites
untiltheendoftheprogram.Thelastdayoftheprogramwillbeatimeforthemto
presentandshowoff theworktheyhavedonetootherlearnersandteachers.Make
surethatthelearnersareclearaboutthedayofthecelebration.
Makesurethatlearnersnamethetoplevelpagefortheirsite,"index.html."
9.Carefullymanagetimeandexpectations.Timemanagementisespeciallycriticalat
thispointintheprogram.Tohelpthelearnersstayontaskandkeeptheprojectdoable,
havelearnersarticulatetheirobjectivesforthedayandthenfollowupwithjournal
writingattheendoftheday.YoumayfindithelpfulforthegroupstocompletetheStuff
ToDoworksheeteachday(seeProgramCD>Worksheets>StuffToDo).
Expectationmanagementisalsocriticalatthispointintheprogram.Aslearnerswork
ontheirprojects,theywillgetexcitedaboutwhatispossibleandwanttodoeven
more.Helpthelearnersprevent"featurecreep"intheirprojects.
Youmayletlearnersknowthatthey'lllearnhowtodoanimationiftheytake
WiredWoodsagain.
10.Helplearnersplanpresentationforcelebration. Eachteamwillpresenttheir
Websiteatthefinalcelebration.HavelearnersusethePresentationPrepworksheetto
helpthempreparefortheirpresentations.Trytoencourageeachlearnertoparticipate.
Teamsshouldpracticegivingtheirpresentations.
Activity>TallestTower
AgoodteambuildingactivitywillprovideafuntransitionbetweenProjects2and3and
helplearnerstostartthinkingcollectively.
YoumayeithertrytheTallestToweractivity,describedbelow,oruseafavoriteactivity
ofyourown.
TheTallestToweractivityisasimple,funactivitythataskslearnerstoworkinteamsto
construct,usingpaperandmaskingtape,thetallesttowerwithintenminutes.This
activitywillgetlearnerstoexperienceworkingasateamforthefirsttime.Learnersmust
workasateam,planandimplementaproject,andworkonatimelineinordertosucceed.
TheseareallkeyskillstheywillneedfordevelopinggroupWebsites.
Materials
1rollofmaskingtape,pergroup
1stackofnewspaper,approximately1inchthick,pergroup
Time
20minutes
WhattoDo
1. Establishaworkareaforeachteam,givingplentyofroomtoworkbetweenthem.
2. Ineachworkarea,placeonestackofnewspapersandonerollofmaskingtape.
3. Ifdesirable,placeablindor curtainbetweeneachworkareatominimizethe
visibleimpactofteamcompetition.
4. Usethesamegroupsthathaveworkedtogetheronotherprojects.
5. Describetheactivitytolearners.Theyhaveonerolloftapeandoneinchof
newspapersandtheyneedtomakethetallesttowertheycanin10minutes.Don't
givethemanymoreinstructionsortalkaboutthefollowup.
6. Runtheactivitywithtimechecksforexample,afiveminuteandatwominute
warning.
7. Gatheralloftheteamstogetherandapproachtheconversationwithamixof
questionsandobservationsforreflection.Thegoalhereistomakelearnersaware
ofsomeofthedynamicsaroundworkinginteams.Topicsforconversation
include:
Whatwasyourgoal? Whatothergoalscouldtheteamhaveidentified(such
asthestrongesttower)?
Roles.Didrolesemerge?Why?Didsomepeopledoonethingbetterthan
another(suchasrollingandtapingnewspapertubes)?
Time.Howdidthepresenceofatimeconstraintimpactthewayyourteam
performed?
Communication.Wascommunicationimportant?Inwhatways?
Activity>BrainstormingtheGroupWebsite
Gettinglearnerstothinkabout,andvisualize,theirfinalproductswillrequirecareful
planningandfacilitation.Thefollowingbrainstormingactivityprovidesawaytogetthe
creativejuicesflowing.Bytheendoftheactivity,learnerswillhaveanideafortheir
Websites.
SettheContext
Beforelearnersstartthrowingoutideasaboutwhattheywanttoproducefortheirgroup
Webproject,givethemabrief introductiontowhatspossible.Takethemonaguided
tourofWebsitesontheWiredWoodsserver,showingoffsomeofthesitesthatyoufeel
willbeofinteresttolearnersaswellasrepresentativeoftheworktheycanaccomplish.If
thereareadditionalsitesyouwishtoshow,makesurethatyouhavelocalcopiesofthese
sitestolinktothestudiohomepage.
GroupDiscussion
Havethegroupjointogetherinadiscussioncircle(learnerswillbedistractedifthey
remainattheircomputers).Designatethefollowingroles:
Notetaker:writesideasdownonflipchartpaper
Timekeeper:setstheamountoftimeavailableforeachdiscussionandprovides
"warnings"astheallottedtimerunsout
Facilitator:moderates,makingsurethatallvoicesareheard,noonedominates,
andconversationsremainpositiveandnonconfrontational
Consensusbuilderorvotetaker:attheendofthebrainstorming,theremaybe
multipleideas.
Inanyoftheseroles,feelfreetostepinandprovideguidanceitislikelytobethefirst
timemanyofthelearnershaveassumedsuchroles.
DiscussionA:PersonalTalentsandInterests
1. Whatareourindividualtalentsandinterests?
2. WhichofthesetalentscanbeusedassubjectsforourWebproject?
3. Whatisthebestwaytotellorsharethetalentwithothers?
DiscussionB:ProgramLife
1. Whatareourfavoritethingsaboutschoolortheprogram?
2. Arethereanythingswedliketoknowmoreaboutatschoolortheprogram?
3. Ofthethingswehaveidentified,whichwouldwemostliketosharewithour
friendsandfamilyoutsideofthisprogram?
4. Whatisthebestwaytosharethesestories?
DiscussionC:BringingItAllTogether
1. Lookingoveralltheideasgenerated,whichonesarethemostinterestingtothe
group? Thiswillbethebasisforcontent.
2. Whatisthebestwayto"headline"orcategorizetheitemswehaveidentified?
Thiswillbethebasisforthemenuitems,orthecontentareas,withinthesite.You
maywanttohaveadiscussionaboutsitestructurehere.
3. Lookingatthecontentandtheheadlines,whatisthebestwaytopresentallofthe
information? Thiswillbethebasisforasiteformatdiscussion.
4. Whatshallwecallthis"thing"wehavejustcreated?
DiscussionD:DelegationofRoles
1. Theresalotofcontenttogather.Whoisgoingtodowhat? Thisisagoodplace
todiscussthewayinformationcanbegathered.
2. ThereisalotofworktodotogetallofthecontentintotheshellofaWebsite.
Thisisagoodplacetointroducethebasicideaofsitedefinition.
3. Whatare theotherelementswedliketohaveonthesite(suchasbuttons,alogo,
etc.)?Whowillberesponsiblefordevelopingsomeofthoseelements? Thisisa
goodplacetodiscussconsistencyandtheidentityofasiteusingvisualand
interactiveelements.
CreateTimeline
Learnerswillveryquicklyrealizethatthereisalottodoinarathershortperiodoftime.
Helplearnersidentifyprioritiesandaworkflowthatwillhelpthemmaximizetheir
productivitywhilestillhavingfunandbeingcreative.
Withyourhelp,learnerswillbeabletosetsomegroupandindividualworkgoalsforthe
remainingdays.Thisaselfgeneratedcommitmentthathaspeerrecognitionwillbe
yourbasictooltokeepthem"ontask."
Project4:AnimatedMotionsorEmotions
Overview
Animationisstorytellingthroughasequenceofpicturesandwords.Thisprojectis
designedtointroducelearnerstothebasicsofanimation.Learnerswilldrawcardsthat
specifyamotionoremotionandthenhavetheirpartnerstakedigitalpicturesofthem
expressingthatmotionoremotionindifferentways.Theywilllearnhowtoanimatethe
pictures(atleastsixindividualscreens,eachmodifiedinPhotoshopElements)using
PhotoshopElementsandthenpublishtheiranimationsonaWebpage.Whilethelearners
workinpairs,eachlearnerwillproduceananimation.Thisprojectwillofferthelearners
whopreviouslyparticipatedinWiredWoodsarefresheronusingthefileserver,digital
cameras,PhotoshopElements,HTMLoraWebauthoringsoftware,aswellasteachthem
thebasicsofanimation.
Timing
Planonspending1.52studiosessions(34hours).
Materials
Hat
Piecesofpaperwithauniquemotionoremotionwrittenoneach
Digitalcameras
Sampleanimationscreatedbyteachersorothercampers
Software:digitalcamerasoftware,PhotoshopElements,Webauthoringsoftware
SkillsLearned
SimpleanimationsinPhotoshopElements
Uploadpicturestocomputer
Savefilesincorrectplace
Savefilesas.gif(understandimportanceofextensions)
RefreshbasicskillsinPhotoshopElements
RefreshbasicskillsinWebauthoringsoftware
Understandandusethefollowingwords:graphic,animated.gif,fileextension,
server,stills,frames,andlooping
WhattoDoataGlance
1. IntroducetheAnimatedMotionsorEmotionsproject.
2. Drawthenameofamotionoremotionfromahat.
3. Demonstratedigitalcameras(ifnecessary).
4. Takedigitalphotosofemotion.
5. Uploadfilesandsavetofileserver.
6. DemonstratePhotoshopElements.
7. Havelearnersexperimentwiththeiranimations.
8. PublishanimationsonWebpages.
9. Helpthedifferentskilllevels.
Files: Type:
digitalphotos .jpg
animations(inprogress) .psd
animations(completed) .gif
webpagetopublishanimation .html
WhattoDoinDepth
1. IntroduceAnimatedMotionsorEmotionsproject.Showexamplesof
animatedmotionsoremotionsthatpreviousWiredWoodslearnershavedone.
ATeacherReflects
Onelearnerdrew"falling"andshereallydidn'twanttodoit.Shefeltlikeitmightbe
anembarrassingthingtodoinfrontoftheotherlearners.Herteammatetalkedher
intodoingitandshowedherhowtogodowntheslideand"fall"onherfacewithout
actuallyhavingtofall(shelaidontheground).Usually,whenwehadalearnerwho
didn'twanttodosomething,wewouldintervene.Thistime,weletherbuddydothe
intervention.Thispairendeduphavingthebestanimationinthestudio.Everyone
lovedit!Thislearnersteppedoutsideherboundariesofcomfortandexperienceda
bigsuccess.
2. Learnersdrawthenameofamotionoremotionfromahat.Dividelearners
intopairsandpassaroundahatorboxwithseveralmotions(forexample,falling,
rolling,standing,dancing,swinging,fighting)oremotions(forexample,happy,
goofy,angry,confused,bored,scared,sad)writtenonpiecesofpaper.Tell
learnersthatthewordwrittenonthecardisthemotionoremotiontheyaregoing
toanimate.Whilethelearnerswillworkinpairs,eachlearnerwillproducehisor
herownanimation.
Fightingisapopularmotionwiththekids,butyouneedtofeelcomfortablewith
it.Ifyouchoosetoincludefighting,tellthelearnersthattheyneedtostagetheir
fightsothattheyaren'tusingfists.Letthemthinkcreatively.Forexample,they
mightdecidetodoa"Matrix"kindoffightbysimplyrotatingtheirpicturesso
thatitlooksliketheycanrunupthewallsorhangfromtheceiling.
3. Learnersplantheiranimationsbycreatingaflipbook.
Havelearnerssketchoutonatleast10indexcardswhateachstillwouldneedto
befortheiranimation.Explainthateachindexcardisastill,eachstillisaframein
theanimation,andeachframeisaseparatephototakenonthecamera.Laterin
Photoshop,eachphotoisitsownlayer.Intheend,learnersshouldhavecreateda
flipbookoutofindexcardsthatanimatestheirchosenmotionoremotion.
Emphasizethatthedrawingsdonothavetobedetailedorperfect,butsimple
sketchesofwhatkindsofphotosneedtobetaken.
4.Demonstratedigitalcameras(ifnecessary).Learnerswillneedtoworkinpairs.
Turnonthecamera
Takeapicture
Zoom
Deleteapicture
Turnoffthecamera.(Whennotusingthecameras,theyshouldkeepthe
cameraofftopreservethebatteries.)
Havethelearnerspracticebyhavingeachpairtakeapicture(ofanythingintheroom)
andthendeletingit.
5. Takedigitalphotosofmotionsoremotions.Workinginpairs,eachlearnerwill
takeatleast10picturesofhis/herpartneractingoutthemotionoremotion.They
willneedtousetheirflipbookasalistofwhichphotostotake.Ifapairdoesnot
likethemotionoremotiontheyweregiven,theymaymakeuponeoftheirown.
6. Uploadphotosandsavethemtofileserver.Demonstratehowtoconnectthe
cameratothecomputeranduploadthepictures.
Theyshouldchooseafilenamethatdescribesthephotosandprovidethecorrectfile
extensionforexample,happy1.jpg,happy2.jpg,happy3.jpg,happy4.jpg.
7. DemonstratePhotoshopElements.ExplainhowtolaunchPhotoshopElements
andasklearnerstofollowalongwithyou,openingoneoftheirfiles.
MakesurethateveryonefirstsavesthefileasaPhotoshopfileandthatthefileis
savedintherightplace.Remindlearnersaboutthedifferencebetween aPhotoshop
fileanda.jpegfile.Photoshopfilesallowyoutocreateandedittheimagewithlayers.
(Thesearebigfiles.)Jpegfiles,theformatinwhichthefileswereoriginallysaved
fromthecamera,arefilesthatarereadytobepublishedontheWeb.(Thesearesmall
filesthatwilldownloadquickly.)Thefinalfileformat,.gif,isaformatthatsupports
animation.
LearnerswillneedtoopenalloftheirphotosandcombinethemintoonePhotoshop
file,makingeachphotoaseparatelayer.
Walklearnersthroughtheproceduretosequenceandanimatetheindividuallayers.
(seeCompanionMaterials>HelpfulInformation>AnimatinginPhotoshop
Elementson ProgramCD).
8. Havelearnersexperimentwiththeiranimations.Givelearnersthetimeto
resequencethelayersandusePhotoshopElementstodrawonthedifferentimages.
Challengethelearnerstochangeatleastoneaspectofeachoftheirimagesusing
Photoshop.(Forexample,theymayaddtext,cropareasofthepicture,paint,and
soon.)Itisveryimportantthattheycontinuetousethedigitalcamerastoproduce
originalimages.MakesurethatyougooverthePhotoshopbasicsifyourreturning
learnersneedareviewthisistheiropportunitytorelearnthetool.
PhotoshopElementsbasicsinclude:
Openandsavefiles
Imagesizeandreduction
Zoomtool
Typingtool
MagicwandandSelectiontools
Movetool
Layerspalette
Erasetool
Historypalette
9. PublishanimationsonWebpages. Ifyourlearnersarebuildingtheirwebpages
usingHTMLprogramming,reviewthebasicsofHTMLprogramming.(see
Project2)IfyourlearnersareusingaWYSIWYGtobuildtheirwebpages,go
overthebasicsoftheWebauthoringsoftware.HaveeachlearnermakeaWeb
pagethathasatitle(forexample,MyAnimations)andprovidesalinktoapage
withtheanimations.Alternatively,learnersmaypublishtheiranimationstothe
personalhomepagestheycreatedforProject2.Thelearnerswillpublishthe
animationsforthisproject,Project5,andProject6,soletthemknowthatthey
willneedtoplanforthreelinks.
10. Helpthedifferentskilllevels.Atthispoint,thelearnerswhorecentlyattended
WiredWoodswillcompletethistaskveryquickly.Challengethembyshowing
themhowtoinsertblanklayersintheiranimationwithwordsonthemsothatthe
animationplayslikeasilentmovie.
Todaywelearnedthattheonlytimeyousavesomethinginjpegiswhenyouonly
wanttobeabletolookatit.Butifyouwanttoaddorremovesomethingthanyou
havetoopenthedocumentinphotoshop.Itookmypictureandthenanimateditsoit
wouldlooklikearealthing.Jamal,WiredWoodsLearner2002
ThelearnerswhoattendedWiredWoodsawhileagowillprobablynotremember
muchaboutWebpublishingandwillneedtospendsometimerelearningthe
basicsbeforetheycanfeelcomfortableworkingonthegroupWebsite.Help
bringtheselearnersuptospeed.
Webauthoringsoftwarebasicsinclude:
Sitedefinition
Filesaving
SwitchingbetweenHTMLeditorandWYSIWYGviewmodes
Basictextformatting
Tables
Links
Images
Rolloverbuttons(introduceduringgroupproject)
Layers(introduceduringgroupproject,ifappropriate)
10.ConductaStudioChatsession.Beforemovingtothenextproject,thestop
motionanimations,take10minutesforlearnerstoshowofftheiranimated
motionsoremotionstoeachother.Keeptheformatsimple.Havecampers:
ShowtheirWebpageswiththeiranimatedmotionsoremotions
Saywhatisthecoolestthingabouttheirproject
SharetheirfavoritefeaturesinPhotoshop.
Iflearnersarehavingahardtimetalkingabouttheirwork,tryasking:
Ireallylike_________howdidyoudothat?
WhatdoyouthinkisthecoolestthingaboutPhotoshop?
Isanimationeasierorharderthanyouthoughtitwouldbeandwhy?
Project5:StopMotionAnimation
Overview
Stopmotionanimationisaprocessinwhichinanimateobjectsarebroughttolifeby
breakinguptheobject'smotionsframebyframeandthenhavingthemplayina
sequence.Forexample,thepopularGumbyfilmsaremadefromclayinaprocesscalled
claymation.Inthisproject,learnerswilldevelopashort(1020frame)stopmotion
animationor"movie"usinginanimateobjects(dolls,stuffedanimals,balls,andmore)
andadigitalcamera.Theprojectwillhelplearnersgainmoreexperiencewithsequencing
animations.TheanimationswillbecreatedusingPhotoshopElementsandpublishedona
WebpageusingWebauthoringsoftwareorHTML.
Timing
Planonspending1.52studiosessions(34hours).
Materials
"Toy"boxofinanimateobjects
paper,pencils,crayons,markers
Digitalcameras
Sampleanimationscreatedbyteachersorotherlearners
Software:digitalcamerasoftware,PhotoshopElements,Webauthoringsoftware
SkillsLearned
Howtomakea"movie"withadigitalcameraandPhotoshopElements
Tellastorywithoutsoundthroughpicturesandwords
Learnaboutsequencing
Understandandusethefollowingwords:stopmotionanimation,frame,still,and
sequencing
WhattoDoataGlance
1. IntroduceStopMotionAnimationproject.
2. Dividelearnersintopairs.
3. Giveeachpairseveralpropsandadigitalcamera.
4. Developstoryidea.
5. Arrangescenesandphotographthem.
6. ArrangeframesinPhotoshopElements.
7. Addtitleandauthorframes.
8. PublishanimationsonWebpages.
Files: Type:
digitalphotos .jpg
animations(inprogress) .psd
animations(completed) .gif
WhattoDoinDepth
1.IntroduceStopMotionAnimationproject.Showanexampleofastopmotion
animation.(SeeKidsCreationson ProgramCD)Ask,"Howdoyouthinkthiswas
made?Ifyouwantedtomakesomethinglikethis,howwouldyoustart?"Helplearners
torealizethatitisaseriesofstills,whereeachframeshowsthattheinanimateobject
hasmovedalittle.Whenthestillframesare"animated,"itlooksliketheobjectis
moving.
2.Giveeachpairseveralpropsandadigitalcamera.Learnersshouldcontinueto
workinthesamepairgroupings.Thepropsshouldincludeavarietyofinanimate
objectssuchasstuffedanimals,dolls,toyfigures,balls,orLegos.Eachpairshould
feelfreetodrawonpapertocreateanyadditionalpropstheymayneed,suchasa
backdropforascene.Eachpairshouldworkcollaborativelytoproduceoneanimation.
3.Developstoryidea.Learnersshouldlookatthepropsandthinkofstoriestheycould
tellwiththem.Theymayeitherworkouttheirstoriesaloudorwritethemdownto
helpthemremember.Thestoryshouldbeveryshortbecausethegoalistocreateat
least1020frames.Somelearnerswillwanttobemoreambitious.Havethembegin
withasmallernumberofframesandifthereistime,theycanaddmorelateron.
4.Arrangescenesandphotographthem.Learnerswillnowbuildtheirscenesand
photographthemwiththedigitalcameras.
5.ArrangeframesinPhotoshopElements.Aftercollectingthephotographs,learners
willuploadthepicturestotheserver(eachpairshouldsavethefilesinoneoftheir
personalfolders)andbringthemintoPhotoshopElements.WithPhotoshopElements,
theycanarrangethepicturesinthelayerstotelltheirstories.
6.Addtitleandauthorframes.Asklearnersfortheirideasabouthowtoputtitleand
authorframesintheiranimation.Somelearnersmaynoticethatthetitleandauthor
framesgobytooquickly.Iftheydo,gettheirideasabouthowtoslowitdown.(In
PhotoshopElements,theonlywayto"slowitdown"istocreateextra,identical
frames,orlayers.)Otherthanaddingatitlescreenandauthorscreen,thelearnersdo
notneedtomodifyeachoftheframesusingPhotoshopElementsunlesstheywantto.
7.SaveasananimationandpublishtoaWebpage.Thelearnerswillsavetheir
animationsasanimatedGIFs(.gif)filesandpublishthemtoWebpages.Ifyourlearners
arebuildingtheirwebpagesusingHTMLprogramming,reviewthebasicsofHTML
programming.(seeProject2)IfyourlearnersareusingaWYSIWYGtobuildtheirweb
pages,gooverthebasicsoftheWebauthoringsoftware.Learnerswillpublishandlink
theanimationstothesameWebpagestheycreatedforProject4ortheirpersonal
homepages.Eachlearnerinapairshouldlinktothejointlycreatedanimation.
8.ConductaStudioChatsession.Beforemovingontothenextproject,Animated
Quotes,givethelearnerstheopportunitytoshow offtheirworktoeachother.
ShowtheirWebpageswiththeirstopmotionanimations
Saywhatarethecoolestthingsabouttheirprojects
Talkaboutwhatadditionalelementstheywouldhaveaddediftheyhad
moretime.
Project6:AnimatedQuoteswithSound
Overview
Ananimationsoftwarepackageprovidesapowerfulwayofcreatingmorecomplex
animationsthanwithPhotoshopElementsalone.Learnerswilllearnhowtouse
animationsoftwaretoanimateinspiringquotes.Theywillcombinetext,images,and
soundtocreateanimationsthatinterpretandvisuallypresentquotes.
Timing
Planonspendingatleast3studiosessions(6hours).
Materials
Digitalcameras
Worksheets:
o seeCompanionMaterials>Worksheets>StoryboardforAnimatedQuote
on ProgramCD.
o seeCompanionMaterials>Worksheets>PresentationPrepon Program
CD.
o seeCompanionMaterials>Worksheets>Quoteson ProgramCD.
Sampleanimatedquotes(seeKidsCreationson ProgramCD)
Software:digitalcamerasoftware,animationsoftware,PhotoshopElements,Web
authoringsoftware
SkillsLearned
Basicsofanimationsoftware,including:
o Timeline
o Tweening
o Position
o Opacity
o Rotation
o Scale
o Text
o Sound
o Export(save)files
Interpretsomeoneelse'swordsvisually
Understandandusethefollowingwords:timeline,keyframe,opacity,position,
rotation,andscale
WhattoDoataGlance
1. IntroducetheAnimatedQuotesproject.
2. Havelearnerschoosequotes.
3. Havelearnersstoryboardtheirquotes.
4. Havelearnerschooseimagesorcreateimagesfortheirquotes.
5. Demonstrateanimationsoftware.
6.Havelearnersexperimentwiththesoftware.
7.Savefilesandpublishtowebpages.
8.Helplearnersplanpresentationsforcelebration.
Besuretogivelearnersablogattheendofeachday.Samplequestions:
HowistheanimationsoftwaredifferentthanPhotoshopElements?
Whatisthecoolestthingyoulearnedhowtodotoday?
Files: Type:
digitalphotos .jpg
animations(inprogress) .fla
animations(completed) .swf
WhattoDoinDepth
1. IntroduceAnimatedQuotesproject.Showlearnersafewanimatedquotescreated
withanimationsoftware.Getadiscussiongoingaboutwhatisdifferentfromthese
animationsthantheanimationstheyjustmadeinProjects4or5.Somedifferences
mayincludethatthetextfadesinandout,thereissound,andtheobjectsmove
aroundsmoothly.HowcouldtheyhavemadethesesamplesinPhotoshopElements?
2. Havelearnerschoosequotes.Workingindividually,learnerswillpickaquote they
likefromtheQuoteworksheet(seeProgramCD)oruseaquotetheyalreadyknow.
Astheyarereadingthequotes,theyshouldthinkabouthowtheymighttellthestory
ofthequote.Whatdoesthequotemeantothemandtheirlives?
3. Havelearnersstoryboardtheirquotes.Learnerswillbreakdownthequoteintoat
leastthreepartsanddecidewhatimagestheyneedforeachpart.Learnerscanusethe
StoryboardforAnimatedQuoteworksheettohelpthemplan(seeProgramCD)
4. Havelearnerschooseimagesorcreateimagesfortheirquotes.Learnersshould
locateimagesforeachpartoftheirquotes.TheymaylookonaclipartCDROM,
drawtheimage,orusethedigitalcameratophotographtheimages.
5. Demonstrateanimationsoftware.InPhotoshopElements,learnersthoughtoftheir
animationsasaseriesofindividualframes.Inananimationsoftwarepackage,they
willlearntothinkoftheiranimationsastimewhathappensintheanimationatwhat
time?Learnersshouldplanonallocating510secondsforeachpartofthequote(for
atotalruntimeof1530secondsfora3partquote).
Learnersshouldfollowalongwiththeirownquotesasyoudemonstrate(some
animationsoftwarepackagesmayuseslightlydifferentterms):
NewComposition
PlacefirstimageandwordsontotheStage
Timeline(setthekeyframeatFrame30)
Position(movetheimageandwordsfromastartplacetoanendplace)
Tween(combinetheframesbetweenthestartandendplacestocreatethe
animation)
Scrub(previewtheanimationfromstarttoend)
Rotation
Opacity
Scale
Placesecondimageandwords(andsoon)
Sound
6. Havelearnersexperimentwiththesoftware.Oncelearnersunderstandthebasicsof
theanimationsoftware,theywillneedtimetoworkontheirquotesandexperiment
withthesoftware.
7. Savefilesandpublishtowebpages. Afterlearnershavefinishedtheiranimations,
eachcampershouldexportthefileintoawebreadyformatandpublishittoaWeb
pagethathasatitle.ThisWebpageshouldbelinkedtothesamepagetheother
animationprojectswerelinkedto.
8. Helplearnersplanapresentationforcelebration. Eachteamwillpresenttheir
Website,withthethreeanimationsfromProjects46,atthefinalcelebration.There
isaPresentationPrepworksheet(seeProgramCD)thatlearnersmayusetoprepare
fortheirpresentations.Theyshouldpracticetheirpresentations.
Project7:IndependentProject
Overview
Theindependentprojectgiveslearnerstheopportunitytouseeverythingtheyhave
learnedintheWiredWoodsprogramtoproduceprojectsoftheirowndesigns.Theymay
workingroupsorontheirown,workingwiththetoolstheylikethemost.Learnerswill
chooseateachertosponsortheirprojectsandpresenttheirideas.Throughworkingon
thisproject,learnerswillbeabletoleaveWiredWoodsandfeelempoweredtoworkon
theirownprojects.
Timing
LearnerswillworkontheirIndependentProjectsthroughoutthesessioninthetime
allotted.
Materials
Digitalcameras
Worksheets:
o seeCompanionMaterials>Worksheets>StuffToDoon ProgramCD.
o seeCompanionMaterials>Worksheets>PresentationPrepon Program
CD.
Software:digitalcamerasoftware,PhotoshopElements,Webauthoringsoftware,
animationsoftware
SkillsLearned
Takeanideaandmakeitintoaproduct
Workindependently
Seekoutnewskills
WhattoDoataGlance
1. IntroducetheIndependentProject.
2. Havelearnerschooseprojectideasandteams(optional).
3. Havelearnerspresentideastothesponsorteacher.
4. Createstoryboards.
5. Developprojectplans(rolesandtimeline).
6. Developprojects.
7. StudioRapsessionand/orblogwriting(endofeachday).
8. Helplearnersplanapresentationforthecelebration.
EngagelearnersinaStudioChatorblogwritingduringthelast10minutesofeach
day.Switchwhattheydotokeepitinterestingforthem.Possiblequestionsinclude:
HowisworkingontheIndependentProjectdifferentthanthegroupWebsites
youdidthefirsttimeatWiredWoods?
Whatkindsofprojectswouldyouliketodoaftercamp?
DataManagement
InProject7,learnershavetheoptionofworkingindividuallyorasateam.Usethesame
datamanagementstructuresthatyouhaveusedforpreviousprojects.
WhattoDoinDepth
1. IntroducetheIndependentProject.Inthisproject,learnerschoosetheirown
ideasforprojectsandwhomtheywanttoworkwith.Somelearnersmayseekoutnew
skillssuchassoundeditingandwebsurveystoincludeintheirprojects.Thelearners
mayworkbythemselvesoringroups.
Projectideas:
Createalongerstopmotionanimationorshort"movie"(60framesormore)
Chooseanotherquoteorapoemtoanimatewithanimationsoftware
BuildathemebasedWebsite
CreateastoryasaWebsite
2. Havelearnerschooseprojectideasandteams.Iftheychoosetoworkingroups,
makesurethatthegroupsaredividingthemselveswell.Interveneifitlookslike
someoneisleftout.Learnerswillthinkaboutwhattheywanttocreateanddevelop
ideas.Iftheyareworkingonateam,theteamwilldiscusstheirideasanddevelopa
plan.Youmaychoosetohavelearnerstypeandhandinproposalsfortheirprojects.
3. Havelearnerspresenttheirideastothesponsorteachers.Thelearnerswill
chooseateachertosponsortheirproject.Makesurethattheprojectsareevenly
distributedbetweenteachers.Whenlisteningtotheprojectidea,makesurethatitis
anoriginalideaandhaslearnersproducingratherthanconsumingtechnology.Help
themexpandormodifytheprojectideaasnecessarysothatitcanbecompletedinthe
timeallotted.
4. Createstoryboards.Afterthelearnersideasareaccepted,theywillneedto
developtheirstoryboard.
5. Developprojectplans(rolesandtimeline).Fromthestoryboard,learnerswill
listwhatcontentneedstobewrittenandwhatimagestheyneedfortheirproject.
Theycanmaketheirnotesonthestoryboard.
6. Developprojects.Helplearnersbycheckinginwiththemandaskingquestions.
Havelearnerswhoneedtotakepictureswiththedigitalcameramakealistbefore
theyleave.Tryandconsolidatepicturetripssothatalltheteachersdonotleavethe
studioatthesametime.
7. Eachday:
Begineachdaybyreviewingthedevelopmentplantoseeiflearnersareon
schedule.Eachlearnershouldknowwhatheorsheshouldaccomplishthat
dayinthestudio.Iftheplanneedstobemodified,helpthemdoso.Learners
mayfindithelpfultofilloutthe"StufftoDo"worksheetatthebeginningof
eachstudioday(seeProgramCD).
Throughouttheday,continuetocheckinandaskquestions.
8. ConductaStudioChatsessionorblogwritingdaily.Attheendofeachday,
haveaStudioChatorhavelearnerswriteblogs.Youcanswitchfromdaytoday.In
theStudioChat,learnersshouldshowwhattheydidthatdayanddiscusstheirplans
forthenextday.Askthemquestionstohelpthemclarifytheirdevelopmentgoals.
Somequestionstoasklearnersinclude:
WhatdidIaccomplish todayonourproject?
WhatdoIneedtodotomorrow?
9. Helplearnersprepareapresentationforthecelebration.Learnerswillhave
presentedtheirworkatapreviousWiredWoodscelebration,buttheystillneedto
prepare.Theymayusethe"PresentationPrep"worksheettohelpthemplanthe
presentation.(seeProgramCD).

Helpful Information > Studio Rules and Guidelines

Well-defined and articulated rules and guidelines help learners respect the studio and
each other.

Rules, like a code of conduct, describe specific behaviors and have consequences when
broken. Be sure to post the studio rules in a prominent, visible location. If you add new
rules to the list, be sure to keep them positive. (A long list of donts isnt very
inspiring.) Share with the learners both the rules and the consequences of breaking the
rules. Be prepared to enforce the rules from day one, and be consistent.

Guidelines describe the necessary conditions for a well-run studio. Unlike rules,
guidelines do not describe specific behaviors and may or may not involve direct
consequences. The guidelines help to set the tone of the studio. Be sure to post the
guidelines in a prominent, visible location as well.

Here are some sample rules and guidelines. Feel free to use or adapt them for your studio.

Rules
Raise your hand to speak or if you need assistance.
Leave computer peripherals, such as microphones, keyboards, mice, etc., plugged
in at all times.
Keep food and beverages outside the studio.
Wear dry, appropriate clothing while in the studio.
When working outside the studio, stay with the group. Learners must be
accompanied by a teacher at all times.
Print only with permission.
Use only your own files, unless you have permission from another learner.

Guidelines
Treat one another with respect.
Treat teachers with respect.
Treat equipment with respect.
Think creatively!
Have fun.

2005 WiredWoods, all rights reserved.

Helpful Information > Animation in Photoshop Elements

Adobe Photoshop Elements makes it possible to create simple animations for the Web.

To set up an animated GIF:
1. Place the image you want to appear in each frame of the animation on a separate
layer. The bottom layer is the first frame in the sequence.
2. Choose File > Save for Web, or click the Save for Web button in the shortcuts bar.
3. Optimize the image in GIF format.
4. Select the Animate checkbox option.
5. Set additional options in the Animation palette such as :
Loop to continuously repeat the animation when it is viewed in a Web browser.
Frame Delay to specify the number of seconds that each frame is displayed when
the animation is viewed in a Web browser. Use a decimal value to specify
fractions of a second. For example, one-quarter second is specified as .25.
6. Click OK and Photoshop will save the file as a .gif.

Photoshop provides a series of frames that can be used to teach or learn animation. Open
"jumpman.psd" in the Tutorials folder located inside the Adobe Photoshop Elements
application folder. Follow the directions above to animate the Jumping Man.


Worksheet > Photo Scavenger Hunt

With your partner(s), try to take as many shots as you can using your digital camera. Make
sure that you take a picture of a different thing each time and that you include at least one
picture of each partner. Use your imagination!

Up close. Take a picture no more than a foot away from something.

We took a picture of: ______________________________________ .

Down low. Bend at your waist, hold the camera down low, sit on your knees, or lie
on the ground and take a picture.


Vertical. Turn your camera sideways so that you take an up and down picture.


Askew. Hold your camera at a crooked angle and take a picture.


Reflections. Interesting pictures can be found in the reflections in the water, in
mirrors, or on windows. Look for a reflection and take a picture.


Shadows. The light can make interesting designs with the shadows. Look for some
and take a picture.


Motion. Try to take a picture that is blurry from the motion. The motion may have to
be really fast to get a blurry picture!


Each other. Use your favorite technique to take a picture of your partner. Make sure
you like the picture that your partner takes of youyou will use it on your homepage
later on.



Worksheet > HTML Reference Sheet

GETTING STARTED
Every Web page you make will have these HTML tags in this order:
<html>
<head>
<title>This title appears in the head </title>
</head>
<body>
Content goes here and will appear in the body of the web page.
</body>
</html>
To give a Web page a different colored background, text, and links, specify the hexadecimal code after the #:
<body bgcolor="#000000" text="#FFFFFF" link="#00FF00" vlink="#FF0000">

Note: If you don't provide hexadecimal codes, your background will be white, your text black, your links blue,
and your visited links purple.

TEXT FORMATTING
<h1> </h1> through <h6> </h6> Headings
<p> </p> Paragraph
<br> Line Break (new line with no space)
<hr> Hard Return (inserts a line across the page)
<b> </b> Bold
<center> </center> Centers the text or graphics
<font size ="2" color="#FFFF00" face=ARIAL>HI! </font> Use if you want to have different colors or
different sizes or different types of text
GRAPHICS
<img src="images/filename"> Replace filename with the name of your image
<marquee>text</marquee> Produces scrolling text from left to right
Note: To make pictures scroll:
<marquee><img src=images/filename></marquee>

LINKS
<a href="filename.html"> Click here! </a> A link to a web page
<a href="http://URL"> Click here! </a> A link to a web site
Note: Click here! is what appears on the web page

LISTS
<ul></ul> Unordered list buller points next to each item
<ol></ol> Ordered list numbers next to each item
<li></li> An item in your list

Example :
<ol>
<li>apples</li>
<li>oranges</li>
</ol>


Worksheet > Presentation Prep

Now that you and your group has done such a great job with your project, it is time to show
off your work and celebrate! At the final celebration, your team will need to present what you
did. Part of doing a good presentation is planning what you are going to do and say in
advance. Use this sheet to help you organize. This is an opportunity for performance, so try to
make your presentations as entertaining as possible!
Introduce Team & Project

Presenter: ____________________________

Let me introduce you to our team (introduce everyone).

Our project is about _________________________________________________ .

We thought of the idea because ______________________________________________ .

Walk-through
Have each person on your team talk about something important to the project.

Presenters: Topic:

What We Learned

Presenter: ___________________________________________

The 3 most important things we learned making this Web site are:

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________
Presentation Tools
List tools needed to make a successful presentation (for example, computer, flipchart, props,
etc.).
____________________________________________________________________


Worksheet > Stuff To Do
Stuff To Do List
List the tasks you need to do in order to complete your project. For each task, decide who is
responsible and then check it off when it is finished.

Day:

What? Who? Finished?


Worksheet > Storyboard for Animated Quote

Directions: Divide your quote into three parts or segments and write each segment in the
appropriate box. List all of the images you need for each segment in the last column.

Quote Images needed
S
e
g
m
e
n
t

1

S
e
g
m
e
n
t

2

S
e
g
m
e
n
t

3


Worksheet > Quotes

It seems to me that trying to live without friends is like milking a bear to get cream for your morning
coffee. It is a whole lot of trouble, and then not worth much after you get it. Zora Neale Hurston

Don't be too timid and squeamish about your actions. All life is an experiment. The more experiments
you make the better. Ralph Waldo Emerson

Man's mind stretched to a new idea never goes back to its original dimension. Sri da Avabhas

Do not go where the path may lead, go instead where there is no path and leave a trail. Ralph Waldo
Emerson

Our lives begin to end the day we become silent about things that matter. Martin Luther King Jr.

We must learn to live together as brothers or perish together as fools. Martin Luther King Jr.

Freedom is not worth having if it does not include the freedom to make mistakes. Mahatma Gandhi

Do not think of knocking out another person's brains because he differs in opinion from you. It would
be as rational to knock yourself on the head because you differ from yourself ten years ago. Horace
Mann

I know but one freedom and that is the freedom of the mind. Antoine de Saint-Exupery

One needs to be slow to form convictions, but once formed they must be defended against the heaviest
odds. Mahatma Gandhi

They always say time changes things, but you actually have to change them yourself. Andy Warhol

Give what you have. To someone, it may be better than you dare to think. Henry Wadsworth
Longfellow

Thinking makes it so. Hamlet

Pick battles big enough to matter, small enough to win. Jonathan Kozol

An eye for an eye makes the whole world blind. Mahatma Gandhi

Education is the most powerful weapon which you can use to change the world. Nelson Mandela

Our feelings are our most genuine paths to knowledge. Audre Lorde

This we know: the earth does not belong to man, man belongs to the earth. All things are connected
like the blood that unites us all. Chief Seattle

Champions aren't made in gyms. Champions are made from something they have deep inside them: A
desire, a dream, a vision. Muhammad Ali


Human subtlety will never devise an invention more beautiful, more simple or more direct than does
Nature, because in her inventions, nothing is lacking and nothing is superfluous. Leonardo DaVinci

Unless someone like you cares a whole awful lot, nothing is going to get better. It's not. Theodor
Geisel (Dr. Seuss)

When you are content to be simply yourself and don't compare or compete, everybody will respect
you. Lao-Tzu

A good head and a good heart are always a formidable combination. Nelson Mandela

Not all who wander are lost. J.R.R. Tolkien

It is good to have an end to journey toward, but it is the journey that matters in the end. Ursula K.
LeGuin

One isn't necessarily born with courage, but one is born with potential. Without courage, we cannot
practice any other virtue with consistency. We can't be kind, merciful, generous, or honest. Maya
Angelou

All that we are is the result of what we have thought. Buddha

Never doubt that a small, group of thoughtful, committed citizens can change the world. Indeed, it is
the only thing that ever has. Margaret Mead

Luck is a matter of preparation meeting opportunity. Oprah Winfrey

You are never strong enough that you don't need help. Cesar Chavez

Friendship is like a sheltering tree. Samuel Taylor Coleridge

There is no agony like bearing an untold story inside of you. Maya Angelou

What we have to learn to do, we learn by doing. Aristotle

Don't walk in front of me, I may not follow. Don't walk behind me, I may not lead. Just walk beside
me and be my friend. Albert Camus

A laugh is a smile that bursts. Mary Waldrip

Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop
questioning. Albert Einstein

Life is like riding a bicycle. To keep your balance you must keep moving. Albert Einstein

Since you get more joy out of giving joy to others, you should put a good deal of thought into the
happiness that you are able to give. Eleanor Roosevelt

We must learn to live together as brothers or perish together as fools. Martin Luther King Jr.


Memory feeds imagination. Amy Tan

When you learn, teach. When you get, give. Maya Angelou

Real integrity is doing the right thing, knowing that nobody's going to know whether you did it or not.
Oprah Winfrey

Hold a true friend with both hands. Nigerian Proverb

Avoid having your ego so close to your position that when your position falls, your ego goes with it.
Colin Powell

Never criticize man until you've walked a mile in his moccasins. American Indian Proverb

Leadership has a harder job to do than just choose side. It must bring sides together. Jesse Jackson

I don't know they key to success, but the key to failure is trying to please everybody. Bill Cosby

A strong positive mental attitude will create more miracles than any wonder drug. Patricia Neal

Courage is the price that Life exacts for granting peace.
Amelia Earhart

"It's hard for young players to see the big picture. They just see three or four years down the
road."
Kareem Abdul-Jabar (b. 1947), American collegiate and NBA basketball player

"I try to do the right thing at the right time.
They may just be little things, but usually they make the difference between winning and
losing."
Kareem Abdul-Jabar (b. 1947), American collegiate and NBA basketball player

"Little friends may prove great friends."
Aesop (620-560 BC), Greek fabulist

"There is always someone worse off than yourself."

"Gratitude is the sign of noble souls."

"United we stand, divided we fall."

"The man who has no imagination has no wings."
Muhammad Ali (b. 1942), [Cassius Clay] American prizefighter


"Service to others is the rent you pay for your room here on earth."

"Friendship is the hardest thing in the world to explain. It's not something you learn in school.
But if you haven't learned the meaning of friendship, you really haven't learned anything."

"Don't talk unless you can improve the silence."
Jorge Luis Borges (1899-1986), Argentinean writer

The main goal of the future is to stop violence. The world is addicted to it."
Bill Cosby (b. 1937), African-American comedian, actor, author, commedian

"You can turn painful situations around through laughter. If you can find humor in anything --
even poverty--you can survive it."
Bill Cosby (b. 1937), African-American comedian, actor, author, commedian

"I'm always thinking about creating. My future starts when I wake up every morning. Every
day I find something creative to do with my life."
Miles Dewey Davis (1926-91), American jazz musician, composer

"Hate the sin and love the sinner."
Mohandas Karamchand Gandhi (1869-1948), [Mahatma] India nationalist, spiritual leader

"Love, I find, is like singing. Everybody can do enough to satisfy themselves, though it may
not impress the neighbors as being very much."
Zora Neale Hurston (1901?-60), American writer, "Their Eyes Were Watching God"
"Both tears and sweat are salty, but they render a different result. Tears will get you
sympathy; sweat will get you change."
Jesse Louis Jackson (b. 1941), African-American civil rights leader, politician, Baptist
minister

"[Today's students] can put dope in their veins or hope in their brains. ... If they can conceive
it and believe it, they can achieve it. They must know it is not their aptitude but their attitude
that will determine their altitude."
minister

"Our flag is red, white and blue, but our nation is a rainbow-red, yellow, brown, black and
white-and we're all precious in God's sight."
minister

"A good head and a good heart are always a formidable combination."


Nelson Rolihlahla Mandela (b. 1918), South African Black political leader, jailed for anti-
apartheid activities

"Education is the most powerful weapon which you can use to change the world."

"The greatest glory in living lies not in never falling, but in rising every time we fall."
"There are no secrets to success. It is the result of preparation, hard work, and learning from
failure."
Colin (Luther) Powell (b. 1937), African-American US army general, Joint Chiefs of Staff

"Never give up, for that is just the place and time that the tide will turn."
Harriet (Elizabeth) Beecher Stowe (1811-96), American writer, "Uncle Tom's Cabin"

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