Fame

Students will picture themselves as competent and successful. They will create a picture using their photograph showing themselves as famous people.

Primary Learning Outcomes

What makes a person famous? What could I do to be famous?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 1

Guidance

A. Self Knowledge

Topic: Knowledge of the importance of self-concept.
Standard: Describe positive characteristics about self as seen by self and others. Identify how behaviors affect school and family situations. Describe how behavior influences the feelings and actions of others. Demonstrate a positive attitude about self. Identify personal interests, abilities, strengths, and weaknesses. Describe ways to meet personal needs through work.

Procedures/Activities

Step: 1 Duration: 5 min.

Begin by telling students that they are to imagine themselves as famous people. Students should think about what they would be if they could be anything they wanted to be or do anything they wanted to do.

Step: 2 Duration: 20 min.

When they have an image of themselves that they really like, have them paste the photo of themselves on their paper. Direct them to illustrate the rest of the scene, showing themselves as “the great, famous me.” For example, if they were a famous scientist, they might draw themselves receiving the Nobel Prize.

Materials and Equipment

Photograph of each student, Art paper, Scissors/paste, Drawing and coloring materials

Standards (Local and/or National)

Total Duration

30 min.

Technology Connection

Assessment

Students will be assessed on their participation in the activity.

Extension

Have students identify famous people they look up to and draw a picture of them. Then ask them to write a few sentences along with the picture.

Remediation

Ask students to look through a magazine and find pictures of people doing things that they think they would be able to do. Ask students to make a collage of these pictures.

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.