Telecollaborative Notebook

7/21/2019 Telecollaborative Notebook

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MICHELLE WIEDINGAzusa Pacific University

Telecollaborative

e-Notebook


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Table of Contents

Project # 1 Show and Tell..2

Implementation Plan..3

Lesson Plan..4-8

Web Capture..9-10

Who Are You?....11

Do You Want to Build a...? Clay Challenge Assignment.12

Preliminary Sketches .13-14

Pre-Write Samples..15-18

Writing Samples.19-21

Show and Tell GLP submissions with photos.22-29

Summary and Reflection.30-32

Project # 2 Empty Bowls..33Implementation Plan..34

Lesson Plan..35-38

WebCapture..39-41

Empty Bowls Pictures..42

Summary and Reflection..43-44

Project # 3 Soles4Souls..45

Implementation Plan..46-47

Lesson Plan..48-53Web Capture..54-58

Welcome to Soles4Soles Letter.59

Advertising..60-61

HHS Soles4Souls Shoe Drive Slideshow..62

Summary and Reflection..63-65

Evaluation of first submission for 518 telecollaborative e-notebook..66-67

Final Thoughts..68


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Project # 1

http://showandtellus.weebly.com/index.html

Structures:Electronic Publishing

Information Exchanges

Peer Feedback

August 2014


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Project 1 Show and Tell Implementation Plan

I plan to implement this project at the start of the school year in conjunction with my

Who Are You? assignment I use to help break the ice and establish a physical/learning

environment that promotes respect. I am interested in learning about my students interests,

values, and cultures so that I can help them draw upon those things when asked to design and

create original works of art.

I have already contacted the GLP organizer LeeAnn Rigby asking to participate. She is

very flexible and is willing to take my students and I on for the project. I need to read and agree

to the terms of the project and become familiar with my districts Acceptable Use Policy. I met

with my principal on July 17thto discuss the implementation of this GLP. We talked about the

districts AUP and student photo releases. We agreed that this would be a good introductory

project that would lead to more in depth projects and that it would be a great experience for all

students involved. I will need to distribute permission slips to students getting written consent to

have them and their work posted online, as well as, educating families about the project,

requirement, expectations, and policies.


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Lesson Title:Show and Tell Grade(s):9-12

Curricular Area:Art/Ceramics

California Standards for the Teaching Profession:

Connecting students prior knowledge, life experiences, and interests with learning goals.

1.3 Facilitate learning experiences that promote autonomy, interaction and choice.

2.1 Creating a physical environment that engages all students.

2.2 Establishing a climate that promotes fairness and respect.

Visual and Performing Arts Standards:

2.1 Create original works of art of increasing complexity and skill in a variety of media

that reflect their feelings and points of view.

2.3 Assemble and display objects or works of art as a part of a public exhibition.

2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in

communicating an idea, theme, or emotion.

4.1 Describe the relationship involving the art maker (artist), the making (process), the

artwork (product), and the viewer.

4.2 Identify the intentions of artists creating contemporary works of art and explore the

implications of those intentions.

4.3 Analyze and articulate how society influences the interpretation and message of a

5.2 Compare and contrast works of art. Probing beyond obvious and identifying

psychological content found in the symbols and images.

ISTE/NETS Standards:

1. Facilitate and Inspire Student Learning and Creativity


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2. Design and Develop Digital-Age Learning Experiences and Assessments

3. Model Digital-Age Work and Learning

4. Promote and Model Digital Citizenship and Responsibility

5. Engage in Professional Growth and Leadership

Lesson Objectives:To celebrate the similarities and differences amongst students around the

world including the interests, hobbies, dreams and life experiences. The students will practice

recalling, writing and sharing stories using their verbal, written and creative expression skills.

Students will participate in collaborative learning experiences including group discussions in

class and show and tell forums with other schools and students.

Required Materials: Clay, Ceramic tools, Glaze, Kiln, Paper, Pencil, Colored Pencils,

Computer and Internet access, photo and/or or video camera.

Anticipatory Set: I will use this lesson in addition to my get to know you activity that I do at

the beginning of the school year that helps create the learning environment for student learning.

My Who Are You? lesson is designed to establish and promote a healthy climate of respect,

while drawing on the students interests and backgrounds. This is a crucial component to Arts

Education and Creative Expression. Students must feel comfortable and safe. Leading then up to

the Show and Tell project students will brainstorm various areas in which they are interested in

sharing by completing a questionnaire, group discussions, and a collage that is all about them.


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Instruction/Guided Practice:

1 The teacher will discuss symbolism and meaning in works of Art. Students will practice

analyzing and interpreting symbolism by looking at various works of art in a variety of

mediums.

2 The teacher will review the elements and principles of art and their roles and significant roles

in the development of the work of art and its rationale (symbolism).

3 Students will brainstorm common symbols and their possible meanings.

4 Teacher will tell a story. Then ask the students to draw an image that represents that story.

5

Students will be asked to select one of the items on their collage to share in their table

groups. Students will then be asked to recall what they learned about the members of their

group. What do they have in common? What makes each of them unique? Students will write

on the following prompt in their Interactive Student Notebook (ISN). Taking time to listen

and observe is important

6 Students will recall and brainstorm a list of the hand building and wheel throwing techniques

from Ceramics 1 to be possibly used in the construction of their Show and Tell Project.

7 Students will review the unit objectives, project examples and rubric.

8 Students will be asked to think of and choose a story that they would like to share about

themselves, their culture, hobbies, interests, etc. Teacher will remind students that their

subject, imagery and content must all be school appropriate.

9 Students will write a short narrative about the subject that they have chosen to share and

why.


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10 Students will look for images on the Internet that provide visuals of the subject matter as

reference citing the URL in a works cited. Students will then create a thumbnail sketch of a

project they wish to create from clay that represents their subject of interest.

11 The thumbnail sketch will serve as a visual representation of their item/story and as a

blueprint for the creation of their ceramic project they will build, noting the symbolism,

meaning, and methods of construction. Students will meet with the teacher for review and

approval for design and concepts before beginning construction.

12 Student will fire and glaze the piece. When done students will revise and refine their

summary about the selection of what they chose to share and why, adding the processes they

used to create their project, as well as what they learned in the process about themselves and

the medium.

13 Students will then present their work in a Show and Tell Day/Critique.

Closure:

Students post a photograph of their completed project and their summary on my class forum on

the Show and Tell website.

Students will view the work of others providing comments in the class forums.

Teacher will assess the project including the written summary/description and according to the

rubric.

Independent Practice:

Students will brainstorm five ideas/items to share writing a brief description of each item.

Students will research and find supportive visuals for their share and tell presentation.


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Home

Show Case Videos 1

Show Case Videos 2

Show Case Photos

How to Participate

Helpful Links

Questions/Answers

Class Forums

Blog

Content Standards

Trust and Monitor

Contact Info

Search

What is a Show n Tell

Community ?

A Show n Tell Community is a Global LearningProject that brings students together as a

world wide audience to show case similarities

and differences across the globe. Show n Tell

fosters public speaking and allows students to

express themselves through sharing what is

meaningful to them. According to Wikipedia;

" Show and Tellis the process of showing

an audience something and telling them

about it, predominantly in North America

and also popular in Australia. It is usuallydone in a classroom as an early elementary

school technique for teaching young

children the skills of public speaking,

a child will bring an item from

home and will explain to the class why

they chose that particular item, where

they got it, and other relevant information."

Show n Tell. Wikipedia. (2011).

Show n Tell's Mission -Show n Tell's

mission is to showcase the similarities and differen

of children by creating a world wide audience.

Students share the uniqueness and their individu

in a safe forum with safety at the highest

consideration.

Classes Participating

Mrs. Rigby's Highland, CA, USA

Highland, CA, USA neighbor children
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fshowandtellus.weebly.com%2findex.html&id=ma-140710184154-519d5889http://pdfcrowd.com/customize/http://showandtellus.weebly.com/site-map.htmlhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://showandtellus.weebly.com/index.htmlhttp://showandtellus.weebly.com/show-case-videos-1.htmlhttp://showandtellus.weebly.com/show-case-videos-2.htmlhttp://showandtellus.weebly.com/show-case-photos.htmlhttp://showandtellus.weebly.com/how-to-participate.htmlhttp://showandtellus.weebly.com/helpful-links.htmlhttp://showandtellus.weebly.com/questionsanswers.htmlhttp://showandtellus.weebly.com/class-forums.htmlhttp://showandtellus.weebly.com/blog.htmlhttp://showandtellus.weebly.com/content-standards.htmlhttp://showandtellus.weebly.com/trust-and-monitor.htmlhttp://showandtellus.weebly.com/contact-info.htmlhttp://showandtellus.weebly.com/site-map.htmlhttp://en.wikipedia.org/wiki/Show_and_tell_%28education%29http://en.wikipedia.org/wiki/Show_and_tell_%28education%29http://en.wikipedia.org/wiki/Show_and_tell_%28education%29http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fshowandtellus.weebly.com%2findex.html&id=ma-140710184154-519d5889http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://showandtellus.weebly.com/index.htmlhttp://showandtellus.weebly.com/show-case-videos-1.htmlhttp://showandtellus.weebly.com/show-case-videos-2.htmlhttp://showandtellus.weebly.com/show-case-photos.htmlhttp://showandtellus.weebly.com/how-to-participate.htmlhttp://showandtellus.weebly.com/helpful-links.htmlhttp://showandtellus.weebly.com/questionsanswers.htmlhttp://showandtellus.weebly.com/class-forums.htmlhttp://showandtellus.weebly.com/blog.htmlhttp://showandtellus.weebly.com/content-standards.htmlhttp://showandtellus.weebly.com/trust-and-monitor.htmlhttp://showandtellus.weebly.com/contact-info.htmlhttp://showandtellus.weebly.com/site-map.htmlhttp://en.wikipedia.org/wiki/Show_and_tell_%28education%29


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Revised on January 11, 201 2

Home School Families

Mrs. Shanna O, Murrieta CA

Mr. Jimmy T inoco, Menifee, CA
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fshowandtellus.weebly.com%2findex.html&id=ma-140710184154-519d5889http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://showandtellus.weebly.com/site-map.htmlhttp://en.wikipedia.org/wiki/Show_and_tell_%28education%29http://en.wikipedia.org/wiki/Show_and_tell_%28education%29https://translate.google.com/http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fshowandtellus.weebly.com%2findex.html&id=ma-140710184154-519d5889http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://showandtellus.weebly.com/site-map.htmlhttp://en.wikipedia.org/wiki/Show_and_tell_%28education%29http://en.wikipedia.org/wiki/Show_and_tell_%28education%29http://en.wikipedia.org/wiki/Show_and_tell_%28education%29https://translate.google.com/


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Who Are You?

Over the next school year we will spend a great amount of time together as I teach you about the

Arts. I believe that teaching involves communication and sharing of thoughts and ideas, as well

as, personal experiences, likes, dislikes, even feelings. I am asking you to help break the ice andshare a few things about yourself with me, so that we may get to learn about each other, fromeach other.

Directions: Answer the following questions with school appropriate answers.

What is your full name? ________________________________________________________

How many brothers do you have? ____________________ Sisters? _____________________Where were you born? _________________________________________________________

Who do you live with? _________________________________________________________What is your favorite childhood memory?

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________What do you dream of being when you grow up?

____________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________

Who is your hero? Why?______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Favorite color? ?_____________________________________________________________

Favorite Sport(s)? ?___________________________________________________________

Favorite Music/Band? ________________________________________________________

Favorite School Subject? ______________________________________________________

Favorite Book? ______________________________________________________________

Favorite T.V. Show? __________________________________________________________

Favorite Person in History? _____________________________________________________

What is your Art experience? ?

____________________________________________________________________________________________________________________________________________________________


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Name____________________

Date ____________________Period___________________

Do You Want to Build a...? Clay Challenge Show and Tell

Step 1 Directions: Now that you have completed your project, pull it out of your locker to

look at it as you work through Step 1. It is time to prepare your work for final submission.

A. Check the overall quality and craftsmanship of your work of art: Looking at your artwork

in its given greenware state is there anything that you need to refine/change? What, Whyand How? Can it still be done? If so, handle it!

B. Are there any cracks or areas that are in need of better attachment?C. Does it have areas that need to be smoothed better?

D. Did you legibly sign your work on the bottom of the piece where there is not going to beglaze?

E. Get your work photographed by Mrs. Wieding.F. Place finished artwork on greenware to dry and be bisque fired.

Step 2 Directions: Answer the following questions about what you have chosen to create

and share for this warm up assignment. Be specific and detailed in your answers. It will

help you in the next step.

1. What toy or childhood memory did you choose to create and share?

2. Why did you select this item?3. What was special about it to you?

4. How old were you when you loved this toy or item?5. Do you still own this toy/item?

6. What challenges did you face in selecting an item to share?

7. What research did you complete to assist you in drawing your project sketch as well asyour clay sculpture? List all sources and URLs.

Step 3 Directions: Review the following requirements for the Do You Want to Build a.

Artist Statement. Then complete the written assignment placing it in the shared Period 6

Ceramics Google Drive Folder for assessment.

! Using questions 1-7 in Step 2 write a simple Artist Statement Paragraph about your workthat will accompany your works photo in an online gallery and global show and tell

forum.! Please type as a Google Doc that you will share with me. It should be Times New Roman

size 12 Font.!

Your written paragraph needs to introduce yourself including your first name (only) and

age.! Demonstrate good academic writing including complete sentences, spelling and

grammar, and dont forget the title.! Save and title youre your work: 6_LastName_ FirstName _ ShareStatement

Example: 6_Wieding_Michelle_ShareStatement!

Be Sure to put in the Shared Period 6 Ceramics Google Drive Folder!


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EJ Resus

Period 06

Enlightened Shrek

Hello my name is EJ, Im 18 years old, and what I created was an Enlightened Shrek. Its a

merge between my childhood friend, Shrek, and the Buddha. Growing up as a Christian, I

thought that everything different than I usually saw the world was very interesting, especially

when it was related to the Asian culture. I found the Buddhist religon very interesting. The

stories, the followers, and the rituals was pure entertainment to my eyes, although I still remained

a believer in Christ. My ceramics teacher actually suggested to merge both Buddha and Shrek

and I thought it was the greatest enlightenment as she understood my way of thinking. My

inspiration was my Shrek plush that I won in a 25 cent crane machine. This was a veryaccomplishing moment at the time especially as a ten year old. This was my inspiration because I

grew up watching the movies, mostly during long road trips, collected all the happy meal toys,

buying the merchandises, and even dressing up as shrek as a five year old. During the time, Id

enjoy the movies so much because I was into things that made reference to the real world but in a

humorous way as a young kid and the Shrek movies had parodies of not only the real world but

also the traditional fairy tales that we grew up knowing. My younger brother eventually grew up

liking the movies as the third movie came out around the time he was born.

People look at me and naively think that Im just following the Shrek is love, Shrek is life

trend but in reality, through this sculpture, I am reflecting my odd, twisted, and unique childhoodinterest that I grew up with.


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James 17

Mrs. Wieding

ADV Ceramics

Ohana Means Family

I chose to make Lilo from Lilo and Stitch. She was a huge part of my childhood. Lilo

meant a lot to me because she was exactly like me. Around the time the movie came out I was

around the age of five, and being an only child I could relate to her story, needing a friend, and

wishing I wasnt having to occupy myself. I also got a dog around that time, exactly like stitch,

he would destroy and chew everything he could get ahold of. Max, my dog, is still one of my

best friends to this day. I own a copy of the movie too and I still watch it all the time. There were

no issues picking which item I would share, I knew as soon as I got the assignment that I would

be making Lilo. The only issue I came up with was making her hollow so air could flow freely

inside. I made her by only looking at a photo of her on the internet.


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Serena Rodriguez

September 18, 2014

Period: 6

Jerry the Mouse

Hi, my name is Serena and I am 17 years old. The childhood memory I have chosen to

create is Jerry the Mouse from the show, Tom and Jerry. I chose this memory because I have

always watched this show when I was little and to this day I still watch the show. I started to love

this item when I was about four or five and would watch it everyday at about 5:30 to 6:30. I still

watch Tom and Jerry and I have a movie of the Tom and Jerry show. This show is very special tome because it remind me of my sister and I. I would consider myself to be Jerry and my sister to

be Tom, I bug her all the time and mess with her, running away when she comes after me. When

we need each other, though, we are there no matter what, we have each others back through thick

and thin. I did face some challenges about choosing something to create but this is the one

memory that stood out to me the most. To help me with making this project come to life I

watched the movies again and looked up some pictures of Jerry on the internet. The research I

did for this project would be watching the show every night and from the internet.


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Hi ! im Elisa, 16 years old. The childhood memory I created is Jack Skellington from

The Nightmare Before Christmas. I chose to bring this animated figure to life because growingup I loved Tim Burtons artwork and film work. This item meant a lot to me because it reminds

me of my sisters and how we would stay up late watching this movie. Till this day I ownNightmare Before Christmas and other items from the movie.

Hello my name is Cami. I decided to create and share the character Chip from my favoritemovie as a child, Beauty and the Beast. I selected this item because Chip was the characterin the movie that related to the most to growing up considering he is also a kid, andbecause he was always so fun, entertaining, and cute to watch. I watched Beauty and theBeast over and over again when I was younger, and I never once got tired of watching it.

My sister and I even used to have little tea parties together and pretend our teacups could

talk, sing, and dance, just like in Beauty and the Beast. This toy reminds me of all of the funtimes I had with my sister growing up. I was about seven or eight when I became obsessedwith Beauty and the Beast, and I have loved it ever since.


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Hi my name is Nicole,I am 17 years old. For my Do you want to build a project I chose

Leonardo from Teenage Mutant Ninja Turtles since I grew up watching it with my brother. Wewould always go home expecting the Ninja Turtles to be the only thing on our television. This

project is special to me because I know Im not a child anymore but I will always rememberthose valuable moments with my older brother.

Hi my name is Lizette and I am 17 years old. My childhood memory that I did was a KrabbyPatty from the show Sponge Bob Square pants. I selected this item because I used to love Sponge

Bob when I was smaller.


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Hi! My name is Savannah and Im a 17-year-old cheese lover. There are 3 main

components to my project that I made that make it a part of my childhood. The first one is that I

have just always loved cheese! When I was younger my parents would walk into the kitchen andI would be snacking on a whole block of cheese, so you could say I was a pretty big fan of it.Another reason I chose to make a cheese wedge is that from 5th-7th grade I had a cheese wedge

pencil topper that I always had with me. For me to not lose something as small as a pencil topperin less than a day makes it pretty important to me.

My name is Sara and I am 17 years old. For my project, I chose to create Bubbles from the

PowerPuff Girls. I selected Bubbles because as a child, she was my favorite PowerPuff Girl. Shewas always so positive and happy about every situation. As a child, my sister and I would always

watch that show together. It is even more special to me because my moms best friends daughter,Taylor, who was like a sister to me, would babysit my sister and I and watch this show with me.

Along with watching it with me, she would play with me and all of the Power Puff Girl toys Ihad. When I was 5, she passed away, so the PowerPuff girls will forever remind me of her.


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Hello, my name is Koda Im a student studying under the masterful Lord Wieding in the art ofsculpting earth into masterpieces to be cherished throughout future generations. For this project I

chose to sculpt one of the three-eyed green alien space cadets from Toy Story, known for theirfamous line Oooo... The Claw! I chose this subject because Toy Story was a movie I often

watched before bed as a child, the aliens were always my favorite characters, and it was apositive memory that brings joy to my soul.

Hello, my name is Jennifer and I am 16 years old. The childhood toy I decided to create wasWinnie Pooh. I decided to create Winnie Pooh because he is my favorite character and toy. I

think it is so adorable and love how he is always using honey to make things better. WinniePooh is really special to me because I have had him since I was a little girl. Winnie Pooh has

been my favorite stuff animal since I was 2 years old.


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Hello, I am Jacob, a 16-year-old teenager. My childhood toy/memory I decided to create was

Chomper from the motion picture Land Before Time. The reason I chose to do Chomper from

Land Before Time was because it brought back memories of the days I used to play with my

dinosaurs and watch endless hours of dinosaur movies. He is special to me because dinosaurs were

pretty much my life and I loved T-Rexs and thats what Chomper was. I was about the age of 2

when I loved dinosaurs. To this day I still own my Chomper toy.

Hi I am Christopher a 17-year-old teenager. The childhood memory I chose to create and sharewas Wheezy from Toy Story 2. The reason I selected Wheezy from Toy Story 2 was because it

brought back childhood memories of my old house and my family. The special thing aboutWheezy was he said really meaningful things. Some of my favorites include, "What's the point in

prolonging the inevitable?, and We're all just one stitch away from here...to there."


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Hello my name is EJ, Im 18 years old, and what I created was an Enlightened Shrek.

Its a merge between my childhood friend, Shrek, and the Buddha. Growing up as a Christian, Ithought that everything different than I usually saw the world was very interesting, especiallywhen it was related to the Asian culture. I found the Buddhist religion very interesting. The

stories, the followers, and the rituals was pure entertainment to my eyes, although I still remaineda believer in Christ.

Hi, my name is Serena and I am 17 years old. The childhood memory I have chosen to

create is Jerry the Mouse from the show, Tom and Jerry. I chose this memory because I havealways watched this show when I was little and to this day I still watch the show. I started to love

this item when I was about four or five and would watch it everyday at about 5:30 to 6:30. I stillwatch Tom and Jerry and I have a movie of the Tom and Jerry show. This show is very special to

me because it reminds me of my sister and I. I would consider myself to be Jerry and my sister tobe Tom, I bug her all the time and mess with her, running away when she comes after me. When

we need each other, though, we are there no matter what, we have each others back through thickand thin.


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My name is Bryce and I am 17. I choose to create Olaf, a character from the movieFrozen. My reason for creating Olaf was because he is an iconic inspirational character from the

world of Disney. His personality appealed to the child in me and reminded me of what I lookedfor as an inspiration as a child, this is why I choose him over other childhood toys I have had.

My name is Kimberly and I am 17 years old. I chose to create a train with a Jimi Hendrix theme

to it.I was inspired to choose this because when I was 8 years old my grandfather gave me atrain and my grandfather passed away shortly after that. This was the last thing that he gave to

me. So the train was there when I really missed him and I wanted to feel him there next to meagain.


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Hey my name is Juliette and Im 15 years old.I chose to make a Lego man for my claychallenge. I chose a lego man because I thought it would be easier than making a stuffed animal,

and I love legos. Recently, the Lego Movie came out and oh my gosh, it was so awesome! Myfavorite part of the movie was when Emmett said, I think I got it but just in case tell me the whole

thing over I wasnt listening.

I chose to make Lilo from Lilo and Stitch. She was a huge part of my childhood. Lilomeant a lot to me because she was exactly like me. Around the time the movie came out I was

around the age of five, and being an only child I could relate to her story, needing a friend, andwishing I wasnt having to occupy myself. I also got a dog around that time, exactly like stitch,

he would destroy and chew everything he could get ahold of. Max, my dog, is still one of mybest friends to this day.


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Show and Tell Summary and Reflection

Starting the school year off with my annual Who Are You? lesson in combination with the

Show and Tell Project was a great kick off. I like to begin the year with a warm up activity

where I can get to know my students. This involves something personal to make those

connections that are so important in the classroom, as well as assess their incoming knowledge

and skill set. This year, I chose to participate in the Show and Tell project for it not only would

meet my two goals, but also prep my students for technology usage in my classroom for the

remainder of the year.

As part of this project, and gearing up for my own GLP, I researched my districts policy on

social media, student pictures, and online activities. I came to the sad realization that it was

absent in our policy. With the help of my schools Tech TOSA, we drafted a permission slip and

letter home to the parents and families for my class and the various projects. It was reviewed by

both my administration and at the district level receiving permission to use and distribute. This

was about three months of work; I am sure glad I had started it early.

Having reviewed the typed lesson and proposal, I started the project out with an introduction

to myself, including some of my hobbies, education and talking about my family. Students were

assigned the Who Are You? worksheet and were told to begin brainstorming something that

they thought they would like to share with other students. The clay sculptures would need to be

aimed at a younger audience, which allows them the opportunity to consider who the viewer of

their art would be.

This was a challenging task that I gave them. As a result, we had a class discussion where we

decided to narrow the subject to a childhood memory since we were going to be sharing our

work and thoughts with younger children. Rather than it being simply anything that theyd like to


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share we all agreed that a childhood memory piece would be most appropriate for the project. I

shared with my students a You Tube clip from my daughters favorite movie, Frozen. Frozen

being all the rage, my students sang along with the clip Do you want to build a snowman, it

doesnt have to be a snowman; with that the project gained its true form.

Before I knew it students were calling out project ideas bouncing them off each other. My

students continued exploring ideas and designing their favorite childhood toys, and memories,

something that the others in the share group were bound to find interesting and could relate to.

As homework they completed a preliminary sketch of their idea as a starting point, thinking f

how to construct it as well. Back for design approval and construction feedback and help

students received a stamp of approval and clay and beginning construction.

As my students built their projects I assisted them in developing and refining their work and

skills, all the while assessing them in efforts to design the curricular path in which wed travel

together. Teaching a combination class is challenging. This year it not only consists of varying

advanced ceramic students, but a 2/3 beginning ceramic class as well that are going to work and

learn at an accelerated pace. This first project was indeed a first ever project for many of my

students and took a little longer than I had initially planned for.

Students mapped glazing colors and plans looking at color charts taking aesthetics and color

theory principles into consideration. After glazing the work and seeing their final products, many

were amazed and proud of what they had made, especially those that had never worked with clay

before. Students completed a project reflection and wrote an artist statement about the item they

chose to create and shared them as part of the Show and Tell project requirements. For this we

used their Chrome books and Google Docs to share the documents. Here, I could see their

writing in progress, comment on drafts and then have final versions submitted for assessment


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and project submission. Before students took their work home, I was sure to photograph their

work as well.

Throughout the process, I had been in contact with the project organizer, LeeAnn Rigby, in

efforts to not only participate but check in. While initially she had said that she was going to

continue and go forth with the project later that changed, but I had already completed the

projects and all of the work with my students. She had explained to me that she was not sure if

she was going to in fact do the GLP with her students, but that she was going to try. Throughout

the project I found myself initiating all of the contact. It was as if I was truly on my own. When

it came time to sharing the photos and artist statements that my students wrote I was asked to

downsize their statements, so I did and resubmitted them to her. Leann, struggled with finding

time to upload the images and text, after several reminder emails on my part she did attempt to

do so, however she did confessed that she was having troubles with doing so on the site. To this

date she has not gone back to fix or properly post the work of my students. We did not have the

opportunity to comment on forums or anything. The project essentially fizzled.

Regardless of the GLP website issues, my students were rather happy with their creations.

Reflecting on this project and experience I would say that getting to know my students and all of

their skills was academically and personally beneficial. Through this project, we laid the

foundation from which we could build on including a skill set and relationship, in which we have

continued to build upon the remainder of the school year.


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Project #2

EMPTY

http://www.emptybowls.net/

S T R U C T U R E S :I N F O R M A T I O N E X C H A N G E

S O C A I L A C T I O NE L E C T R O N I C P U B L I S H I N G

OCTOBER 2014

BOWLS


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Project 2 Empty Bowls Implementation Plan

In preparation for implementing the Project Empty Bowls I have already begun thinking

about the time needed to make the bowls and the various aspects to host a dinner event to raise

awareness and money to help fight hunger within our community. I really love this service-

learning project because students will learn to use their skills to help others.

I have met with my principal to discuss this possible service-learning project and have

received her approval. We both agree that this will be a great community service learning

project and that it would be great to get others on board include our Interact Club, Key Club, and

possibly even the AVID students. We talked about the various challenges like not having a

cooking class on campus, donations, and collection of funds.

In order to make this GLP to my curriculum I will need to have taught students the

various ways to make/throw bowls. We will need to look at setting high, but realistic goals for

what we can produce and fundraise. We will need to allocate sufficient time to make the bowl

goal that we set and allow for error in production. We will need to research hunger statistics,

globally and locally and make educational materials to be distributed as advertisements.

In thinking about this project I have already contacted a couple of churches that have a

food ministry programs and soup kitchens that could possibly be recipients of our fundraising.

The students and I will need to continue this research and make decisions together on which

one(s) to donate to. Once a decision has been made I would like to collaborate with the church in

educating the congregation and asking them for their support of the project as well. It would be

awesome if they joined forces with us in a collection, preparing and serving the dinner.


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Unit Title:Bowls

Lesson Title:Empty Bowls Grade(s):9-12


















work of art.


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2.a Interact, collaborate, and publish with peers experts, or others employing a variety of

digital environments and media.

2.b Communicate information and ideas effectively to multiple audiences using a variety

of media and formats.

3.b Locate, organize, analyze, evaluate, synthesize and ethically use information froma

variety of sources and media.

5.a Advocate and participate safe, legal, and responsible use of information and

technology.

Lesson Objectives: Students will learn about a global social issue: Hunger. Students will

research this topic as a global issue and as an issue that is present in their own community.

Students will help bring awareness to others while taking action in making a difference in the

lives of others.

Required Materials: paper, pencil, paint, butcher paper, cardboard boxes, computer and

internet access, photo and/or or video camera, projector, screen, speakers, clay, glaze, kiln,

ceramic tools.

Anticipatory Set: Students will watch a video on hunger. Students will reflect on their

experiences with being hungry such as lack of focus, and energy, irritability, etc. I will ask

students to imagine feeling like this on a regular basis. What it must feel like to not know when

their next meal is coming. Can you be picky? Wasteful?

ISTE Standards; Students:


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1 Teacher will show the class on poverty and hunger followed with statistics of the global

issue. Teacher will pose questions such as, what can you do to make a difference/help?

2 Everyone has a gift/talent or skill that can be used to help others. We have a skill. We know

how to make bowls!

3 Do you know what it is like to have an empty bowl? Teacher will introduce the idea of

Project Empty Bowls.

4 Students will begin to research local charities and or organizations that could benefit from

our fundraising efforts that they would like to donate the proceeds from our event.

5 Students will research and design an original bowl to donate to the project that includes a

message of hope, love, faith, support, or community.

6 Teacher will meet with each student individually to discuss and develop design and grant

approval before construction.

7 Students will create a special bowl to be donated to a Empty Bowls dinner that they will sell

tickets to and host to raise money to help fight hunger within their own community.

8 Students will seek out further support from the community by writing letters asking for

donations for the meal portion of the project.

9 Students will collaborate in small groups using padlet HW statistical information, pictures

etc., in creating brochures, 8 !x11digital posters to educate about the global and local

issue, as well as, to promote their project and dinner event and pre-sale ticket sales.

10 Teacher will have collaborated with the school newspaper/yearbook to photograph the

project in stages and event and to assist in creating a slide show presentation of the project

and student involvement.


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11 The class will host the dinner collecting the donations and raising awareness amongst the

dinner guests.

Closure:

1. Students will account for all funds raised and make a final decision as to what charity

they will donate the money to.

2. Students and Teacher will make arrangements to have it delivered via mail or personal

delivery/pick up along with a card signed by all of the participants.

3. Students will write a summary about the their experience in this project.

4. Teacher will facilitate a group discussion/conclusion of the project as well as help the

students brainstorm other ideas that they do to can make a difference in the small things

they can do.


Students will independently research hunger finding statistic, quotes, graphics, citing the sources

of information including URLs, compiling them on a Padlet created by the teacher.

Students will brainstorm ways to symbolically represent each of the design themes (hope, love,

faith, support, or community) drawing thumbnail sketches for each.

Students will select a theme to focus on and further develop symbolism that they can incorporate

it the design if their original bowl drawing a detailed proposal with concave, convex, and profile

using the elements and principles of art, noting colors and techniques.


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Empty Bowls a grassroots movement to help end hun

Welcome to The Empty Bowls Project

Helping to feed people in need

Empty Bowls is an international grassroots effort to fight hunger and was created by The

Imagine Render Group. The basic premise is simple: Potters and other craftspeople,

educators and others work with the community to create handcrafted bowls. Guests are

invited to a simple meal of soup and bread. In exchange for a cash donation, guests are

asked to keep a bowl as a reminder of all the empty bowls in the world. The money raised

is donated to an organization working to end hunger and food insecurity.

It is the collective genius of all the people involved that has made Empty Bowls what it

Home About Calendar Submit An Event News Worth Noting Contact Stamps for Your Event
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fwww.emptybowls.net%2f&id=ma-140718200044-4da53e59http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://www.emptybowls.net/http://www.emptybowls.net/http://www.emptybowls.net/abouthttp://www.emptybowls.net/calendar-2http://www.emptybowls.net/submit-an-eventhttp://www.emptybowls.net/news-worth-notinghttp://www.emptybowls.net/contacthttp://www.emptybowls.net/stampshttp://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fwww.emptybowls.net%2f&id=ma-140718200044-4da53e59http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://www.emptybowls.net/http://www.emptybowls.net/http://www.emptybowls.net/abouthttp://www.emptybowls.net/calendar-2http://www.emptybowls.net/submit-an-eventhttp://www.emptybowls.net/news-worth-notinghttp://www.emptybowls.net/contacthttp://www.emptybowls.net/stamps


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has become. Events have now taken place across the United States and in at least a dozen

other countries. Many millions of dollars have been raised and donated to hunger-fighting

organizations. We could never have imagined all the things people have done or all the

ways the project has touched people.

Each individual or group organizing an event designs it around the needs of their own

community and is responsible for their own event. We ask that all such events are called

Empty Bowls so that the idea can continue to spread. Please make your event inclusive,

insist that it maintain a high level of integrity, include an educational component to raise

awareness, and give the money raised to an organization helping to feed people in need.

The largest hunger-relief organization in the United States, Feeding America, reports

that the nations food banks could soon be overwhelmed by demand. Statistics show that

1 out of 8 Americans struggle with food insecurity every day. Millions of people have lost

their jobs during the most recent recession and the number of food stamp recipients has

increased dramatically. Your help is needed now more than ever.

Please find the time, make the commitment, get involved. Your single effort can have a

profound impact.

Volunteering is the ultimate exercise in democracy. You vote in elections once a

year but when you volunteer, you vote everyday about the kind of community

you want to live in.

-Marjorie Moore

Empty Bowls is a project of Contact us by em ail: Contact us by phone at 828-67 5- Search the site:
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fwww.emptybowls.net%2f&id=ma-140718200044-4da53e59http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://feedingamerica.org/http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fwww.emptybowls.net%2f&id=ma-140718200044-4da53e59http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://feedingamerica.org/


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Imagine/RENDER, a 501 (c)3

organization

imagineren@y ahoo.com 963 6Search

--> Proudly powered by WordPress
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fwww.emptybowls.net%2f&id=ma-140718200044-4da53e59http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://wordpress.org/http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fwww.emptybowls.net%2f&id=ma-140718200044-4da53e59http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://wordpress.org/


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Project Empty BowlsSummaryand Reflection

The 2014-2015 school year started out for me with many challenges as a new school year

often does, however I was not really prepared for the challenges that were ahead when I was

thinking about the projects that I chose in the summer. The major challenge I was faced with was

an Advanced Ceramics class consisting of 6 students and on the brink of being canceled. Just

prior to the start of the year for both faculty and students I discovered that the enrollment was

down for my advanced class. I knew that this day was coming due to the fact that I teach

primarily upper classmen and each year I continue to get mostly seniors.

Consequently, I worked closely with administration and the counseling department running

searches for students that qualified to take advanced ceramics, made calls home and even sent

them personal emails. Even with that I was only able to recruit a few students, but not enough to

justify a dedicated class period. The pool was just not large enough to start with.

I made a tough choice and with the help and time granted by administration I carried on with a

very small class into the nearly the fourth week of school where I had some time to assess the

new students in Ceramics 1 and recruit from there. Essentially I built a combination class

consisting of a few clay experienced students and some really green newbies. Not an ideal

situation by any means.

I started the year off for these students with a get to know you and clay assignment the Show

and Tell Project, it took a lot longer than I had initially planned but it went well. Meanwhile the

calendars days passed and before we knew it was mid September. These kids had so much to

learn to pull off empty bowls in October. After teaching the throwing basics to the class and

assessing the experienced potters I came to a quick and sad realization that make a 100 plus


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bowls by the end of October was not going to be possible. November did not look much better

either.

Taking on a project like Empty bowls is huge. I was super excited and had already made early

contacts in the summer with the local church and soup kitchen down the street. I genuinely felt

that this project was much larger that my small combo class of 26 kids and their newly acquired

and rather rough around the edges skills. I felt that while we may have been able to make some

bowls that this was just too big of a project considering the circumstances and in all honesty I

was afraid to let it flop.

I had already completed so much of the pre-planning including researching the project, lesson

planning, logistical event planning, and even making community connections that it truly

saddened me to make the formal decision to not do this project. The one consolation that I gave

myself is that when I teach bowl making in the late spring to my Ceramics 1 classes, all 180

students, I will have them make one bowl for themselves and one to donate to Project Empty

Bowls 2015; to take place in October. With 180 bowls made this semester in preparation for the

next school year, along with any others my new advanced class can produce, as well as their

advertising efforts, community connections, and volunteer work, we can make this project

possible and be prepared to host a dinner that will educate, delight and entertain our guests while

raising awareness about the cause as well as funds; fighting against hunger in our local

communities.


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OLES OULSFEBRUARY 2015

http://soles4souls.org/sign-shoe-or-clothing-drive

Electronic PublishingInformation Exchanges

Social Action


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Project 3 Soles 4 Souls Implementation Plan

In preparation for implementing the Soles 4 Souls project I have already signed up to

receive emails from the organization for updates and current events. I have requested a meeting

with my principal to discuss the service-learning project and hopefully be granted approval. I

will need to investigate and write a permission slip for student participation in the A Day

Without Shoes event. Toms shoes have been quite popular for the last few years, and they have

made the global charity work they do part of their entire image. Not only do they participate in

the 1 for 1 project, which donates shoes, but they also are involved in many others, one of which

is Day Without Shoes. While completing this project alone I believe would be impactful with the

group of students, at the school that I am blessed to serve I would also like my students to see

that this is not just another project that their teacher dreamt up. In hoping to achieve greater

participation in bringing awareness. I have contacted Toms shoes and am hoping to work with

them and their Global Event to bring awareness to the greater community. I will need to formally

sign up by filling out the application to host a shoe drive and organize the press- release both in

our school newspaper and the local paper. Soles 4 Souls offers many supportive materials to

assist me in making this project successful. I have already looked into where the shoes need to be

delivered and have decided that I will donate my time and vehicle to deliver them to the Los

Angeles receiving center.

In order to make this GLP fit into my curriculum I will need to have taught the Potters

Wheel and the greater portion of the Texture and Paul Soldner Unit leading up to this lesson. I

will also need to become more familiar with my schools and districts AUP policy so that I may

not only follow it but also educate my students and hold them accountable to it as well.


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I will use the variety of resources provided on both the Soles 4 Souls and Toms website,

but will need to research others that are suitable for students to explore and continue their

learning from. In order to reach a greater audience then my class I will need to collaborate with

the video productions class for filming and airing of our projects message and mission.


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Unit Title:Texture

Lesson Title:Soles for Souls Grade(s):9-12


















work of art.

ISTE Standards; Students:

2.a Interact, collaborate, and publish with peers experts, or others employing a variety of

digital environments and media.


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2.b Communicate information and ideas effectively to multiple audiences using a variety

of media and formats.

3.b Locate, organize, analyze, evaluate, synthesize and ethically use information froma

variety of sources and media.

5.a Advocate and participate safe, legal, and responsible use of information and

technology.

Lesson Objectives: Students will learn about a global social issue: Poverty and the lack of

shoes. Students will help bring awareness to others while taking action in making a difference in

the lives of others.

Required Materials: paper, pencil, paint, butcher paper, cardboard boxes, computer and

internet access, photo and/or or video camera, clay, acrylic paints, pearlex powders, clear spray

paint, leather lace, kiln, ceramic tools.

Anticipatory Set: The following lesson is an extension of a texture exploration in clay unit and

project where students will have learned about the art element texture and its visual and tactile

qualities that can decorate adding aesthetic variety in the surface creating interest. Students will

have explored texture in found objects and specifically found on the bottom of their shoes, as

found in the works of art by Paul Soldner. Students will have thrown a pot upon the potters

wheel and altered the form using some sort of stamping texture to create visual patterns or

interest and record.


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1 The teacher will ask students why they think Soldner used shoes for texture in his artwork.

Students will discuss in small table groups and then share out to the entire class.

2 Teacher will ask the students a variety of questions for them to then discuss. What is the

significant role of shoes? In other words why do we wear them? What social statements can a

pair of shoes make? What would it be like to not have a pair of shoes? Would you be

limited? How? Why?

3 Teacher introduces the Soles for Souls website and mission followed by proposing the

exciting learning experience called A Day Without Shoes where students will go without

shoes from the time the wake until bed on a specified day.

4 Teacher will ask students to participate in A Day Without Shoes to experience this first

hand. Students are given permission slips to get signed and return.

5 The teacher will explain the various areas of involvement to carry out this project enlisting

students to be responsible for the various components to make the project successful. These

areas including website creation, photography and video production, and advertisement.

6 Students will collectively create a project website filled with facts, graphics, photos,

testimonies, advertisements, and blogs about poverty and being without shoes.

7 Students will record peoples reactions, challenges they had, vulnerability of exposed feet

etc. in a blog journal. Students will then respond to the others blog entries.

8 Having experienced a day without shoes students will empathize with those that cannot

afford shoes. Students will create an advertising campaign to bring awareness to others about

this global social issue including posters, audio announcements, and a video announcement.


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9 Students will create shoe collection boxes to place about campus to collect and then donate to

the Soles for Souls foundation.

10 Students collect on a daily basis the shoes in the donation bins and update the shoe tally that

is publically displayed on the projects website.

11 Teacher will introduce the clay project Sole Pendants and demonstrate the project

construction.

Closure:

1. Students will tie and count all of the donated shoes in preparation for their delivery to the

receiving center.

2. Students will reflect upon how many individuals they will have helped make a difference

in their lives as well as how they can continue to help those living in poverty.

3. Students will create a Sole Pendant from a sole found in the collection box that caught

their attention making a texture pendant and necklace to commentate their efforts in

helping others and this global social issue. They will be hand crafted from clay, fired,

acrylic stained and strung from a leather chord to be worn as a necklace. When they wear

them they that will serve as a reminder of their efforts to bring social awareness to others

and the difference they made in the life of the recipient of the shoe they took an imprint

of.

4. Students will create a thank you video that shares the results of their collection efforts.

5. Students will write a summary about the their experience in this project.


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6. Teacher will facilitate a group discussion/conclusion of the project as well as help the

students brainstorm other ideas that they do to can make a difference in the small things

they can do.


Students will educate their friends and family through their social media posts and face-to-face

conversations. They will encourage others to get involved by donating shoes to the collection for

Soles for Souls and/or by participating in the Day without shoes event.


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Additional References

http://www.toms.com/onedaywithoutshoes

https://twitter.com/TOMSsupport/with_replies


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DONATEShoes & Cloth

GIVEa Gift

See Our Blue Bins?

Sign-up for a Shoe or Clothing Drive

GENERAL 60/40 FUNDRAISER FUNDRAISING EVENT SIGN-UP FOR A SHOE DRIVE

PARTICIPATE HOST A SHOE DRIVE TRAVEL ACTIVE 4KIDS COLLEGE CHAPT

ABOUT STORE COLLEGES PARTICIPATE SHIPPING TRAVEL
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Soles4Souls receives mil lions of articles of used shoes and clothing that have been collected by individuals,

schools, faith-based institutions, civic organizations and corporate partners. After sorting items in its national

warehouse system, Soles4Souls sells the used and allowed new shoes and clothing to carefully selected micro-

enterprise organizations.

These private and non-profit companies are contracted by Soles4Souls to provide shipping, financing, inventory,

training and other support to ultra-small businesses in countries like Haiti where there are virtually no jobs to

generate personal income.

Through the collection and sale of clothing and shoes, Soles4Souls helps create self-sustaining jobs that

generate desperately needed revenues throughout those communities. The sale of footwear and apparel tosupport micro-jobs also provides the majority of funding to sustain Soles4Souls operations and further expand its

donations of new shoes and clothing.

To get started, please determine the dates of your drive and complete the application below. Be sure to download

to download the press release and promotional materials HEREand use our logo and pictures to make your own

collection boxes!

We recommend collecting $1.00 per pound of items collected to help offset the fees of shipping to our

warehouse. Or if it is more reasonable, you can drop the collected items off at one of our warehouses found

here: http://soles4souls.org/shipping-informationPlease note, shoes collected cannot be taken to participation

locations, as they too are responsible for shipping costs.

By collecting shoes, you're automatically part of our Donor Rewards program! Receive rewards such as:

Soles4Souls Armband = 100 pairs of shoes

Soles4Souls T-Shirt = 200 pairs of shoes

Soles4Souls Poster - 1,000 pairs of shoes

Shoe Distribution in YOUR town = 10,000 pairs of shoes

Trip for 2 to Haiti = 25,000 pairs of shoes

Trip for 2 to Costa Rica = 35,000 pairs of shoes

Trip for 2 to Africa = 50,000 pairs of shoes
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fsoles4souls.org%2fsign-shoe-or-clothing-drive&id=ma-140710184717-787713a2http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://www.soles4souls.org/shoe-drive-supporthttp://www.soles4souls.org/shoe-drive-supporthttp://soles4souls.org/shipping-informationhttp://soles4souls.org/shipping-informationhttp://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fsoles4souls.org%2fsign-shoe-or-clothing-drive&id=ma-140710184717-787713a2http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://www.soles4souls.org/shoe-drive-supporthttp://soles4souls.org/shipping-information


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Type of Shoe Drive * - Select -

Organization/Company Name *

First Name *

Last Name *

Physical Address *

City *

State / Province * - Select -

Zip *

Phone * xxx-xxx-xxxx

E-mail *

How Many Locations? *

If you have additional questions, feel free to Contact Us!
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fsoles4souls.org%2fsign-shoe-or-clothing-drive&id=ma-140710184717-787713a2http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://soles4souls.org/contact-ushttp://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fsoles4souls.org%2fsign-shoe-or-clothing-drive&id=ma-140710184717-787713a2http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://soles4souls.org/contact-us


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LOCATIONS CONTACT MEDIA TERMS & CONDIT IONS CAREERS Search SEAR

BLOG REQUEST A TAX RECEIPT

es4Souls is a global not-for-profit inst itut ion dedicated to fighting the devastat ing impact and perpetuation of poverty. The organization advances its anti

sion by collecting new and used shoes and clothes from individuals, schools, faith based institutions, civic organizations and corporate partners, then dist

Pairs Pledged *

Start Date * Year Month Day

End Date * Year Month Day

I understand that I am responsible for shipping or delivering shoes to Soles4Souls.

Gender - None -

Age - None - SUBMIT

*Pairs pledged is only your best guess at w hat you might collect, so w e

have an amount to use f or forecasting. You are not obligated to collect

this amount.
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fsoles4souls.org%2fsign-shoe-or-clothing-drive&id=ma-140710184717-787713a2http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://soles4souls.org/locationshttp://soles4souls.org/contact-ushttp://soles4souls.org/media-0http://soles4souls.org/terms-conditionshttp://soles4souls.org/careershttp://blog.soles4souls.org/http://soles4souls.org/tax-receipt-formhttp://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fsoles4souls.org%2fsign-shoe-or-clothing-drive&id=ma-140710184717-787713a2http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://soles4souls.org/locationshttp://soles4souls.org/contact-ushttp://soles4souls.org/media-0http://soles4souls.org/terms-conditionshttp://soles4souls.org/careershttp://blog.soles4souls.org/http://soles4souls.org/tax-receipt-formhttp://soles4souls.org/https://www.facebook.com/GiveShoes?ref=tshttp://twitter.com/Soles4Soulshttp://www.youtube.com/user/soles4soulshttps://plus.google.com/u/0/112800875345567922549/postshttp://pinterest.com/soles4souls/


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se shoes and clothes both via direct donations to people in need and by provisioning qualified micro-enterprise programs designed to create jobs in po

advantaged communities. Based in Nashville, Tennessee, Soles4Souls is committed to the highest standards of operating and governance, and holds a

ng with Charity Navigator. Please visit www.giveshoes.orgfor more information.
http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fsoles4souls.org%2fsign-shoe-or-clothing-drive&id=ma-140710184717-787713a2http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://www.giveshoes.org/http://pdfcrowd.com/http://pdfcrowd.com/redirect/?url=http%3a%2f%2fsoles4souls.org%2fsign-shoe-or-clothing-drive&id=ma-140710184717-787713a2http://pdfcrowd.com/customize/http://pdfcrowd.com/html-to-pdf-api/?ref=pdfhttp://www.giveshoes.org/


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Welcome to Soles4Souls!

Meredith

Hagerto me

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Visit us online: www.soles4souls.org

When:

Where:

Contact:

Donate Your Gently Used Shoes At Our Next Shoe Drive!

Your old shoes provide new

opportunities in your hometown.

Did you know there are 46.5 million people living in poverty right here in the

United States? Did you know that 16.1 million of these are children?

We help people living in poverty gain new dignity, courage and hope. When you donate

used shoes to Soles4Souls, you are helping finance our distributions of new shoes to people

in your own community.

March 2nd-20th @ Heritage High School26000 Briggs Rd., Menifee

Saturday, March 7, 2015 9:00-2:00pm @ Sides Auto Repair29750 Bradley Rd, Sun City

Thursday, March 12, 20154:00-8:00 pm@ Five Guys Restaurant 27774 Newport Rd., Suite F-103, Menifee

Friday, March, 20, 20155:00- 8:00 pm @ Kiwanis Spaghetti FeedTemecula Community Recreation Center 30875 Rancho Vista Road, Temecula

Michelle [email protected] High School 951-949-5447 x 20200


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Visit us online: www.soles4souls.org

When:

Where:

Contact:

Donate Your Gently Used Shoes At Our Next Shoe Drive!

Your old shoes provide new

opportunities in your hometown.

Did you know there are 46.5 million people living in poverty right here in the

United States? Did you know that 16.1 million of these are children?

We help people living in poverty gain new dignity, courage and hope. When you donate

used shoes to Soles4Souls, you are helping finance our distributions of new shoes to people

in your own community.

March 2nd - March 20th

Heritage High School26000 Briggs Rd. Menifee, Ca.

Look for the donation boxes in the Front Office, Career Center and Counseling Departmen

Michelle [email protected] x 20200


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https://youtu.be/yQ3Yj-gkVAA


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Soles4Souls Summary and Reflection

After the first submission of my telecollaborative portfolio, I met with my administration to

discuss the various projects. Administration really loved both Project Empty Bowls and the

Soles4Souls projects and thought it would be really awesome if we could get additional groups

involved in the project. When the school year began, I reached out to a few of my colleagues to

see of they, and the student groups in which they led, were interested in joining and lending a

helping hand.

For the Soles for Souls project I began in mid January when we returned from Winter break

revisiting the project with my colleagues, scheduling times to meet with their students to present

the project. After having received such a positive response from our schools Key Club and

video productions class, I knew that we were in business. I then developed high hopes of making

this more successful than I had originally planned by opening it up and involving others. I felt

that this was a special aspect of the project that would increase the learning experience for

students and help make it more meaningful in that it was not going to be just another class

assignment or project, but one that was going to get students, not just those in my class, involved

and make a difference in the lives of others.

As an introduction to this project my students learned about a famous artist, Paul Soldner, and

his contributions to the ceramic field. One of the things that Soldner was noted for was the use of

textures, specifically of shoes in his work. We studied Paul Soldner and his contributions to the

field of the Ceramics and gaining an appreciation of his work and legacy. Having explored the

texture as a design element, and both as way to a record history, a moment or thing in time, we

also discussed recording this time and their work in commemorative pieces or texture necklaces.

These textured necklaces would not be formed from just any old texture or shoe, but the shoes


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that we collected to help others; those living in poverty that do not have shoes, whose lives

would be changed by their efforts. Here is where I showed the video to my students found on the

homepage of the Soles4Souls website.

We held several meetings during the month of February coordinating schedules and events.

We explored ideas for ways to extend the shoe collection beyond the high school and into the

community, as well as other groups that may support us such as the Menifee Kiwanis Club.

Making this event official I completed an activities request form to get the project placed on the

school calendar, as well as submitted fundraising request forms with Key Club for three different

events that we will essentially co-host and run collection centers at the various events we decided

to collaborate on.

Next, we made a workday calendar for box making and flyer design for advertisement, and

then we let the fun begin by building and making boxes, posters, flyers and handouts. Research,

fact finding, also went underway as my students and Key Club members set out to create

materials to educate and motivate others to donate and help. The students worked for two weeks

in class, several days at lunch and after school to get it all ready for our first event, which was the

carwash that took place on the 7thof March. We held two events to raise funds and awareness as

well including the HHS Key Club UNICEF dinner fundraiser at Five Guys on March 12th

, and

the Kiwaniss Scholarship Spaghetti Feed fundraiser dinner on March 20th

.

While we did go out into the community hanging flyers locally around the school, used social

media to advertise the first community event at Side Auto Body and collected shoes around

campus we initially did not see many shoes pile up. The video productions class was no longer

able to help out in creating a video and well our collection boxes were looking empty. After the

first week we decided that we should encourage teachers across campus to join us in a little


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friendly class competition. As a result, we made smaller boxes for classroom collections, sent out

email invitations, and got other classes involved too. While video productions was not able to

make a video for us, we did squeeze a promo video from Soles4Souls in the morning

announcements, I just had wished it was student produced (see the video announcement @

https://youtu.be/o8igje0u3Ac) With all of these changes and additions, we finally started to see

our students show their compassion for others and bring in their gently used shoes. We even had

a teacher and a student donate the shoes right off their feet on the final day.

As the shoe drive came to its third and final week, it was time to create the Soles4Souls

Commemorative Pendants. I presented a demonstration and provided students with examples of

how to create textural sole beads using the donated shoes. Students followed suit, each making a

group of 10 beads to then select from to be fired, finished and strung on a leather cord as a

necklace. They made one to keep and one to give to our collaborating partners to serve as

reminders of the good work they had done in an effort to change the lives of others through this

community service-learning project in collaboration with Soles4Souls.

We wrapped up this project by counting and pairing up all of our collected shoes, processing

them for delivery to the Dart warehouse in Los Angeles. While I had hoped to collect one pair of

shoes for every student enrolled at our school,I am proud to say that we still managed to collect

1013 pairs of shoes to help in the goal set by Soles4Souls to collect 1 million shoes by April

22nd

. I case you missed it,here is a short slideshow(https://youtu.be/yQ3Yj-gkVAA ) of our

work and efforts to help wear out poverty.


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Evaluation of first submission of 518 telecollaborative enotebook

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o Title pagewith name of the projectand telecollaborative structure/sit utilizes

and whenyou will implement it into your existing curriculum (can be anytime of

the year). ____2__/2

o Webcaptured URLof the project ___1_/1o Implementation Plan - Specific details of howyou you will implement it into

your existing curriculum. This is the critical part of the assignment so be specific

as to types of activities - organization - in other words how you will make ithappen. Think through all the components like you are creating a lesson plan and

include those elements. 4.5/4.5

Amazing that you have already done some preparations to begin theproject. Im so glad you are doing an APU alums project. Great plan andIm excited to hear how it all goes in your final notebook.

o

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o Title pagewith name of the projectand telecollaborative structure/sit utilizesand whenyou will implement it into your existing curriculum (can be anytime of

the year). ___2___/2

o Webcaptured URLof the project __1__/1

o Implementation Plan - Specific details of howyou you will implement it into

your existing curriculum. This is the critical part of the assignment so be specificas to types of activities - organization - in other words how you will make it

happen. Think through all the components like you are creating a lesson plan and

include those elements. _4.5___/4.5

This is an amazing project and seems so perfect for you. I really like itand love your introduction in explaining what you are going to do. WOW!Dont forget to take photos!

#3 project for souls all elements beautifully done with that onetoo.

Your notebook is beautifully designed and you selected great projectsthat fit with your curriculum. I cant tell you how excited I am aboutthis!! Exemplary!!!


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Final Thoughts

In conclusion, when I designed this project in the summer and initially wrote the lesson plans,

for it I was dreaming big. I think that is never hurts to dream big or to set high goals and to fall a

little short, rather than set no goals at all and never try. Honestly , there was so much to do in

what felt like so little time.

I definitely felt the stress of time constraints with all there is to teach in the classroom and

having several projects running at the same time both in my classroom and in my own

educational journey. While my projects did not all go as planned a

Documents

Telecollaborative Notebook