Lesson Plan
Course Title:
Careers in Architecture & Construction
Session Title:
Introduction to Architectural Journalism
Performance Objective:
Students are expected to read two online articles, which are examples of contemporary
architectural journalism. They will formulate their own opinions on these two topics, and
participate in a blog where they can post their own written commentary as well as respond to
other students’ comments.
6 Specific Objectives: (Refer to Outline below for further information)
· Read architecturally journalistic articles online
· Formulate an opinion of what was written
· Generate a well thought out written commentary
· Navigate to the correct classroom blog
· Log their own interpreted comment in the blog
· Respond to another student’s blog comment
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS:
127.3 (c)(7)(A) “The student develops skills for professional success. The student is expected to
demonstrate effective verbal, nonverbal, written, and electronic communication skills.”
130.42 (c)(16)(F) “The student uses writing and publishing applications. The student is expected
to employ word processing utility tools such as spell check, grammar check, and thesaurus.”
130.42 (c)(13)(E) “The student uses technology tool specific to architecture and construction to
access, manage, integrate, and create information. The student is expected to create memos
and notes.”
Any changes/alterations to the activities may result in the elimination of any or all of the TEKS
listed.
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Interdisciplinary Correlations:
Related Industries that utilize the skill set in this lesson:
Architecture and Design, Interior Design, Landscape Architecture, Engineering, Real Estate,
Property Development, among others.
Relevant Core Curriculum Concepts:
· English Language Arts: reading and writing skills.
Teacher Preparation:
PRIOR TO THIS LESSON, Students should already be able…
·
… to read
·
… to follow written and verbal instructions
·
… to access the Internet and navigate a website
·
… to write thorough and complete sentences
·
… to exhibit professional communication decorum
·
… to contribute constructive criticism comments
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
·
… architectural journalism
·
… online journaling and blogging
·
… online architectural periodical resources
·
… www.edmodo.com (Refer to document titled: Teacher Tips for Edmodo use for
Architectural Journalism. This document will give you some tips for how to get
started setting up and using this website before class begins and with the students.)
·
… Socratic seminar style group discussion facilitation
References:
“A Plan for Haiti: Architecture for Humanity lays out a reconstruction roadmap.” Architecture for
Humanity, March 2010. http://www.architectmagazine.com/planning/a-plan-for-haiti.aspx.
January 28, 2011.
“Enough Arts; More District: Dallas seeks to create a vibrant urban neighborhood out of a slew
of starchitect buildings.” Cathy Lang Ho. January 2010.
http://www.architectmagazine.com/design/enough-arts-more-district.aspx . January 28, 2011.
Instructional Aids:
1. The Student Activity sheet is the form students use to complete the first part of the
exercise, and the students will turn it in for a portion of their grade. Please refer to the
Microsoft Word document found alongside this Lesson titled:
“Intro to Architectural Journalism HANDOUT”
2. Teacher PowerPoint Presentation, please refer to PowerPoint document found
alongside this Lesson entitled:
“Intro to Architectural Journalism PRESENTATION”
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Materials Needed:
1. Pencils or pens- 1 per student
2. 8 ½” x 11” plain white printer paper
Equipment Needed:
1. Teacher computer workstation.
2. Printer, black and white with the capacity to print single sided on size 8 ½” x 11” papers
3. Overhead projection screen that can exhibit the teacher’s monitor
4. One computer for every student- they are working independently
5. Student access to the Internet.
Learner Preparation:
· Refer to “Teacher Preparation” above for list of specific items students should already be
familiar with.
·
Each student receives the proper materials: the “Intro to Architectural Journalism
HANDOUT,” a writing utensil, and access to a computer with Internet access.
·
Definitions of various vocabulary words should be prominently placed in a visible
location in the room:
Journalist: A person who keeps a record of daily events, a journal, or a diary
Journalism: The occupation of reporting, writing, editing, photographing, or
broadcasting news
Architecture: Profession of designing buildings, open areas, communities, and other
artificial constructions and environments; usually with some regard to aesthetic
effect
NOTE: These words were defined online using www.dictionary.com.
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Introduction
Introduction (LSI Quadrant I):
Students enter and receive the slip of paper with their name written on one side and a common
term from the industry of architecture found on the opposite side. Students are instructed to find
the other person in the room with the same vocabulary word, as this will be their partner for
today’s exercise.
SAY: We are going to explore one career area today, in the field of Architectural Journalism.
ASK: What does Architectural Journalism mean? (Teacher gives an appropriate response time
for class participation. There are several vocabulary words to review.)
SHOW: Here are two articles we are going to read today that are good examples of
Architectural journalism. (Teacher shows the two articles from the internet up on the screen so
the students can see.)
SAY: Not all people have to agree on an opinion, though.
ASK: Have you ever blogged before? (Teacher gives an appropriate response time for class
participation.)
SHOW: We are going to blog today using a special classroom website that’s a bit like
Facebook, but just for us, so that we can write our own opinions and imagine we are
Architectural Journalists.
SAY: You are going to read these two articles, then log on to the blog site. You will script your
own comments on paper first; then when you have a well thought-out paragraph, you will post it
as a blog. After everyone posts their own blog comments, everyone will have a chance to read
everyone else’s comments, and reply to what a friend said. Let’s get started!
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Outline
Outline (LSI Quadrant II):
· Instructor uses the PowerPoint presentation (Intro to Architectural Journalism
PRESENTATION) to help with the activities pace and sequencing.
· Instructor will ensure that all Student Partner pairs receive the required materials:
· Printed copies of the Activity sheet. (Intro to Architectural Journalism
HANDOUT) This is part of what they will turn in for a grade, in addition to the blog
comments each student makes on the www.edmodo.com classroom blog site.
· Writing utensils
· Computers with Internet access for each student
MI
·
Outline
Read architecturally journalistic articles
online
· Read two assigned online articles
· Independent work, each student on their
own
Notes to Instructor
· The Presentation slide #4
has the name of the two
articles. Give students
enough time to finish
reading them in a quiet
room free of distractions.
· Formulate an opinion of what was written
· Form your thoughts.
· You are going to write about 1 of the 2
assigned articles.
· Consider what the author is trying to tell
you.
· Ask yourself what you understand the
message of the article to be about.
· Determine whether you agree or disagree
with the author.
· Presentation slide #5.
Direct the students in a
self-reflection, being
accessible to answer
questions as needed.
· Let them have scratch
paper if they like. They
can write on the back of
the Activity sheet if they
want to make notes or a
list.
· Generate a well thought out written
commentary
· Write a “rough draft.”
· On the Activity sheet, there is space for you
to write a paragraph.
· Summarize the general idea of the article.
· Explain in your words the intention of the
author.
· Conclude with an opinion statement as to
whether or not you agree with the author’s
statement or point of view.
· Presentation slide #6.
Give students time to
write a well thought out
paragraph after they
formulated their ideas.
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Verbal
Linguis
tic
·
Navigate to the correct classroom blog
· Access Edmodo
· www.edmodo.com
· Register (if needed) to website
· Logon to correct class group
· Slide #7 of the
Presentation
· Direct students to website.
· Let them register (if they
haven’t already done so)
and direct them to the
correct class group by
giving them the correct
Access Code. This access
code is provided to the
teacher in the settings for
that particular group.
·
Log their own interpreted comment in the
blog
· Transcribe your handwritten paragraph from
the activity sheet to the group on the
website.
· Presentation slide #8
· Allow students a few
minutes to rewrite their
paragraphs and log them
to the group.
·
Respond to another students blog comment
· Comment on another student’s statement.
· Write another well-composed comment
either agreeing or disagreeing with another
student’s posted comment.
· Presentation slide #9
· Allow students to choose
another student in the
group who has posted a
comment, and allow them
to respond to that
student’s opinion by either
agreeing or disagreeing
with their statement.
Logical
Mathemati
cal
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interperson
al
Naturali
st
Existential
ist
Application
Guided Practice (LSI Quadrant III): Students work through the majority of this exercise
independently (when accessing the internet and when writing), and then they participate as
members of the larger “discussion” when they read and respond to each others’ online group
commentaries. These activities are explained above in the Lesson Outline as well as on the
Student Activity sheet document. Refer to all related documents for completion of this activity.
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Independent Practice (LSI Quadrant III): Students take time to read the articles to
themselves, compose their thoughts about the articles, and write a well thought-out and
organized paragraph essay about their assigned article. They will record a “rough draft” by hand
on their activity sheet, and then they will transcribe their refined version to the Edmodo group
discussion (i.e., blog). After everyone has contributed their commentary, students will be given
an opportunity to review each other’s statements, and add commentary in the form of either
agreement or disagreement with another student’s statement.
Summary
Review (LSI Quadrants I and IV): Students participate in a teacher-led class blog. They must
first be aware of the topic, know their own thoughts, and be able to compose their ideas in
writing. Afterwards, they respond to other students commentaries.
Evaluation
Informal Assessment (LSI Quadrant III):
During the predominant activity of reading and writing, the teacher maintains steady observation
to ensure all students are on task and following instructions. Working one-on-one with each
student to check for their understanding and the completeness of their written responses, the
teacher will be able to judge the lesson pace and timing.
Formal Assessment (LSI Quadrant III, IV):
Students should have composed a well thought-out and completed paragraph, following the
prompted queues for their composition. Students have a rough draft, which accounts for 60% of
their assignment grade. After they write the rough draft, they transcribe it online to the Edmodo
website. This accounts for 20% of the assignment grade. They then need to read each other’s
statements, and choose one other student to add a comment to - this final step accounts for the
final 15% of the graded assignment. (Note: that leaves 5% for simply putting their name and
date on the activity sheet paper.)
Refer to the “Intro to Architectural Journalism HANDOUT RUBRIC” document for official
assessment of the individual written responses and participation.
Extension
Extension/Enrichment (LSI Quadrant IV):
Advanced students can take this work further by maintaining their own topic of discussion “blog
board” with their peers. In Edmodo, students can contribute regularly, adding new discussion
topics, links to articles they’ve located themselves, and facilitating collaborate group discussions
through their own contributions.
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Student Name:
_______________________________________________________________________
Class period: __________________ Date: ____________________________________
Instructions:
·
·
·
·
Open the Internet, and go to the www.architectmagazine.com website.
Locate the following articles.
Read each article.
When you finish reading the articles, you will compose a well thought-out and organized
paragraph using the following prompts:
o Summarize the general idea of the article.
o Explain the intention of the author.
o Conclude with an opinion statement as to whether or not you agree with the
author’s statement or point of view.
“A Plan for Haiti: Architecture for Humanity lays out a reconstruction roadmap”
http://www.architectmagazine.com/planning/a-plan-for-haiti.aspx
“Enough Arts; More District: Dallas seeks to create a vibrant urban neighborhood out of a slew
of ‘starchitect’ buildings.”
http://www.architectmagazine.com/design/enough-arts-more-district.aspx
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1. Teacher needs to register
and set up classes.
2. If you have never set up an
account, please do so as a
teacher first.
3. It looks a bit like Facebook,
but it’s much simpler and
much safer.
4. As a teacher, you have to
set up the account with specified groups for student access.
5. Create new groups for each of your classes of students.
6. Have students register.
7. When students login, they will join a group you assign
them. There is an access code you locate in your
teacher Settings for that group. The students will need
the access code in order to join.
8. Everything a student says, you can see. Students will use
this “Comment Status” space to write their blog
commentaries as well as communicate with each other by
responding to each other’s comments.
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Student Name:
Student wrote their name,
_______________________________________________________________________
class period, and today’s date.
YES = 5 points
Class period: __________________ Date: ____________________________________
NO = 0 points
Instructions:
·
·
·
·
Open the Internet, and go to the www.architectmagazine.com website.
Locate the following articles.
Read each article.
When you finish reading the articles, you will compose a well thought out and organized
paragraph using the following prompts:
o Summarize the general idea of the article.
o Explain the intention of the author.
o Conclude with an opinion statement as to whether or not you agree with the
author’s statement or point of view.
“A Plan for Haiti: Architecture for Humanity lays out a reconstruction roadmap”
http://www.architectmagazine.com/planning/a-plan-for-haiti.aspx
Student wrote a complete paragraph. It was
well structured and followed the 3
prompted queues as listed above.
YES
= 60 points
Mostly
= 45 points
Somewhat = 30 points
Barely
= 15 points
NO
= 0 points
Student transcribed their paragraph to the
edmodo website group.
YES
= 20 points
NO
= 0 points
“Enough Arts; More District: Dallas seeks to create a vibrant urban neighborhood out of a slew
of starchitect buildings.”
http://www.architectmagazine.com/design/enough-arts-more-district.aspx
Student responded to another student’s
comment. Student wrote in complete
sentences, and expressed their opinion as
to whether or not they agreed or disagreed
with the statement.
YES
= 15 points
SOMEWHAT = 7 points
NO
= 0 points
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