alyssaserfling.weebly.com · Web viewL2. Students will be able to categorize warm and cool colors. Students will be able to identify and use different types of line: vertical, horizontal,

Task I: Professional Goal Setting (Goal Statement and Action Plan due week 2; Goal Reflection due week 10).

Objective: Candidates set a professional goal, identify the action strategies they will use to achieve that goal, and reflect on their learning and growth (as it relates to that goal) near the end of their student teaching experience.

Resources: Candidates will use the NSU Conceptual Framework (see table below) as a guide for determining their professional goal.

NSU Conceptual Framework Categories

Potential Category Outcomes (You will choose one of these outcomes as the basis for your

goal)

Description

Knowledge of Self as an Individual

Respect and Concern for Students

Commitment to Health and Safety

Knowledge of Self as an Individual recognizes the educator’s influence in the lives of students and emphasizes the importance of building trust relationships, and setting positive examples.

Knowledge of the Learner Developmental Needs

Student Diversity

Knowledge of the learner focuses on an understanding of growth and development of learners in the contexts in which development takes place and an understanding of how student diversity interacts with the learning process.

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad understanding of the centrality of content knowledge for teaching, and ability to organize central concepts and principles of a subject matter, and a responsibility for acquiring new knowledge.

Knowledge of Pedagogy PlanningImplementationAssessmentClassroom Management and OrganizationInstructional Materials and Technology

Pedagogical Knowledge includes those principles and strategies necessary for effective teaching, including the planning, implementation, and assessment of instruction, classroom management and organization, knowledge of curriculum and instructional materials, and integration of technology.

Knowledge of Self as a Teacher and Member of a Learning Community

Parent and Community InvolvementCommitment to TeachingInterpersonal RelationsProfessional Growth and Development

Knowledge of Self as a Teacher and Member of a Learning Community calls for a collaboration among teachers, students and their families and communities that embraces diversity, promotes a positive sense of personal identify, and enhances the possibilities for academic success.

Conceptual Framework Goal Statement, Action Plan, and Reflection:

Identify the Framework Category to which your goal aligns:

Knowledge of Pedagogy

Identify the specific Category Outcome you will use to determine your goal:

Classroom Management and Organization

Based on the outcome you selected, write a specific goal for this experience. After your goal statement, provide a brief narrative explaining the reasons as to why you chose this goal.

My goal is to develop effective management strategies to keep my classroom quiet and controlled. This goal was chosen because this is the area that I feel least prepared for as a new teacher. If the students are disruptive, not on task, or acting out, then they will not be learning. I strive to have a positive work environment for the students that is conducive for learning and productivity.

Describe the action plan (steps/strategies and resources) required to accomplish this goal:

I will write down notes on the methods used by my cooperating teachers and other teachers that I observe during my experience. I will use these notes help learn and implement different methods to keep my classroom under control. After using various methods, I will reflect on if these strategies worked with the students and adjust accordingly.

Reflect on your progress/growth toward achieving this goal (this section due by week 10):

I believe that I have made considerable progress toward my goal. I have an array of various techniques and strategies that my cooperating teachers have used both at the elementary and high school levels. Some similarities exist between the two grade levels, but many times what works at one level may not work at the other. I have a much better understanding of what works at the different age levels and what works for my personal management style.

Task II: Contextual Information (due week 2); see rubric for scoring details

Objective: Candidates gather contextual information and discuss factors that may influence the teaching and learning process.

Resources: Use a variety of resources to gather contextual information including Census data for the community, school Improvement Plan, cooperating teacher, Title I/SPED teachers, principal, school counselor, Infinite Campus, student files (with administrative approval), school data available online.http://doe.sd.gov/reportcard/listnew/

**The below information and resource is taken from Educational Testing Service Praxis Performance Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright 2015. All rights reserved.

Contextual Information: This chart is designed to help you understand the many factors that affect teaching and learning. Such factors include the community, classroom procedures, student demographics, and the physical environment in which teaching takes place. Understanding these factors as they relate to your teaching will help you determine the instructional strategies and approaches that will support your students’ learning. In this chart, address any factors listed as they pertain to your teaching assignment. The subcategories listed under each category are just suggestions; there may be other subcategories that you would like to address, or there may be a subcategory listed that does not apply to your situation.

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students(All subcategories listed in this box are required.)

Students’ grade and developmental levels; the age range of students; the content area being taught; any other factors that are pertinent to understanding your class assignment

Grades 9th-12thDrawing I, Drawing II, Independent Art Drawing, Painting I, Painting II, and Independent Art Painting

Community(e.g., whether the area is urban, suburban, or rural; socioeconomic information; census data for the community)

UrbanLargest city in the statePopulation 164,676

District(e.g., enrollment; percent of students receiving free or reduced-priced lunches; graduation rates; ethnicities; percent of students with IEPs; percent of students who are ELLs; per-pupil expenditures)

23 elementary schools, 5 middle schools, 3 traditional high schools, a technology focused school, and a technical education academy.Over

http://doe.sd.gov/reportcard/listnew/

24,00 students pre-K to 1233.6% on free or reduced lunch665 students with disabilities386 English language learners41 migrant students

School(e.g., enrollment; percent of students receiving free or reduced-priced lunches; ethnicities; percent of students with IEPs; percent of students who are ELLs; teacher-to-student ratio)

1,967 enrollment88.9% average daily attendance198 students with disabilities79.8% on free and reduced lunch 74.1% White9% Black5.9% Hispanic4.9% American Indian3% Asian75 ELL1 to 17.5 teacher to student ratio

Classroom Demographics(e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students physical needs, and those due to cultural characteristics).

61 White9 Black4 Hispanic4 Asian2 American Indian3 two or more races41 male42 female11 IEPs or 504physical needs8 ELL2 foreign exchange

Knowledge of Students(in terms of the whole class and individual students)

(e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest).

Some students in my classroom have IEPs or 504s for anxiety, depression, autism, dyslexia, and ADHD. Some students no art background, while other have taken other art classes, including Exploring Visual Arts, 3D Design, Photography, and/or Painting I.

Task III: Instructional Design and Implementation (due week 10)

Objective: Candidates design, implement, and assess a minimum of five lessons from multiple subject and/or content areas. (see rubric for scoring on each component)

To complete this task refer to the Common Lesson Plan Template. You will complete the Common Lesson Plan Template (below) for 5 different lessons, 3 of which must be lessons that were observed by your university supervisor.

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Alyssa Serfling

Grade Level: Kindergarten

Subject: Art

Date: February 21, 2017

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson:

2.1 Students will recognize various media and materials which may be used in artwork.2.2 Experiment with selected techniques' to improve the presentation of artwork.

List the Learning Objective(s) to be addressed in this lesson. Use the following format: “Student’s will be able to…”

Students will be able to mix three different secondary colors from primary colors.Students will be able to create three bugs of their own design from ink blots.

Describe how the objective is relevant to students’ lives.

The students will use this knowledge with most artwork that they make in the future. They will be creating an art book that includes different elements of design that the students will be learning. The project from this lesson will go into their art book.

List the words relevant to the content area that you will either introduce and/or review during your lesson.

Primary ColorsSecondary ColorsColor MixingHypothesis

List the materials you will need to teach the lesson.

PaperPaintPaint brushes or droppersWaterPaint shirtsHandoutCrayons

ASSESSMENT

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

Prior to this lesson, the class will complete a project using primary and secondary colors in watercolor paint. Students will be using the mixing color activity worksheet to see what they known and then have them complete it at the end of the lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

☐ Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment? (Recommended timeline is a minimum of two days prior to teaching your lesson).

The pre-assessment will be completed several weeks before the lesson.

Create and insert a table/chart/graph that shows the pre-assessment data results. (if applicable)

Insert an image of your table/chart/graph here.

Example of pre-assessment

Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.

Their achievement in that project will show me how much I will need to cover or reteach in my lesson regarding secondary colors and proper material use. Many of the students did not mix the correct colors together, many had difficulties following directions. Because of this, I will repeat the directions several times, simplify the steps that they complete, and remove any unnecessary materials, so that they have limited possibilities for mistakes.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure students’ level of understanding toward the learning objectives after teaching the lesson.

☐ Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model of the desired outcome.

☒Is your key included at the end of this lesson plan?

TECHNOLOGY

Describe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.

A document camera will be used during the demonstration portion of the lesson. This will enable the student to

better see what is being demonstrated. The students will also watch a video on the projector. Link: https://www.youtube.com/watch?v=yu44JRTIxSQ https://www.youtube.com/watch?v=a-jPNqQzc2Q

ACCOMMODATIONS

Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

A speaker system is used to help students with hearing problems.

MANAGEMENT

Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

Periodically, I will ask for a thumbs up if the students have completed a task to check for progress. I will continually ask questions to keep the students engaged. I will be putting the paint each student’s paper myself to avoid messes and keep the students on track. Supply collecting and cleanup will be done by tables to avoid students running into each other and getting distracted. The first tables to get cleanup and ready to go receive a numbers 1-6; number correlate with the tables that line up first. I will use prompts that the students respond with to get their attention: ex. “3,2,1…Talking’s Done” “Hocus Pocus…Everybody Focus.” I will use visual for getting talking under control: the letters A,R,T are on the board. When one letter is flipped, it is a warning. Two letters is whispering, and three letters means the class cannot talk anymore.

LESSON IMPLEMENTATION

https://www.youtube.com/watch?v=a-jPNqQzc2Q

https://www.youtube.com/watch?v=yu44JRTIxSQ

“I Do” (Teacher introduces lesson and models expected outcome of learning objectives)

Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).

I will begin the lesson by introducing the project and that we will be using paint. The possibility of working with paint excited students of this age. I will explain that we will be mixing primary color to create secondary color splotches on our paper.

Describe how you will communicate (to students) how the objective is relevant to their lives.

I will explain that we can mix colors to make other colors, which allows us to use less colors. I will also introduce a new and fun way of making art that they can use.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)

I will make objectives explicit so that the students understand what is expected. When asking what color will be produces, I will use an appropriate amount of wait time to allow the students to think deeply about their hypothesis.

Describe how you will check for students’ understanding before moving on to guided practice.

I will ask for thumbs up when they are finished with a task to check for progress. I will use oral questioning to see if they understand the information. I will have them repeat back information to ensure they are listening.

“We Do” (Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).

During the guided practice, the students will not only see what is being done, but they will also hear what they are to do several times.

Day 1.Start of the project will be folding our paper in half (hotdog way).Then, we will place a dot of yellow and red paint touching each other next to the fold.I will ask for a hypothesis on what these two colors will make. Fold the paper in half again and press the two colors together. These steps will be repeated with yellow and blue, and red and blue. Day 2. In a large group discussion, the class will discuss what we could add to the blots to make them into bugs. We will also discuss what types of bugs we could turn the blots into.

Describe how you will check for students’ understanding before moving on to independent practice.

I will walk around an observe if each student has completed the steps demonstrated before moving on the next color combination.

“You Do” (Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)

Day 1. The students will complete a summative assessment on mixing primary colors to make secondary colors. They will fill in the boxes with the corresponding color.

Day 2. The students will make bugs out of their blots by adding eyes, legs, etc. with outlining pens. Then they will cut the bugs out and paste them and the blotter bug worksheet into their art book.

APPENDIX: Include a blank copy of your post-assessment.

☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan? Yes

Lesson Closing

Describe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).

We will review which secondary colors we made. If there is time the class will watch a video on color mixing.

ANALYZE(This portion may only be done after the post assessment is collected/scored.)

Describe the results of the Post-Assessment and be sure to address the following: ✓ Students’ progress from pre-to-post assessment. (if applicable)✓ Factors that may have influenced the post assessment results. ✓ How the results of the post assessment highlight what areas of the lesson will require re-teaching (if

any). If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.


Description: Examples of a student projects that meet criteria and is done with good craft, and one that does not meet criteria and/or is not done with good craft

REFLECT

List and describe two things you feel you did well to plan, implement, or assess instruction (successes).

I think that student engagement in this lesson was high. I was successful in my classroom management. I was

proactive about possible problems with student behavior (getting too loud out of excitement of the paint.) and addressed them before the students had a chance to make these actions (the quietest tables received paint first).

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.

One of the challenges was the amount of time and attention it took for me to hand out the paint. If I did not have a second pair of hands, the lesson would not have been as successful. Another challenge was amount of extra time that the class had on the second day.

List and describe two ideas for redesign you would make if you were to teach this lesson again.

If I were to teach this lesson again, I would have the students sit on their hands so that they do not mess with their paper before they get the second color. I should have had another activity planned for the extra time on the second day. We read three books, but there was enough time to possible add short activity.

Pre-assessment:

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Alyssa Serfling

Grade Level: 2 nd Grade

Subject: Art

Date: March 13, 2017

PLANNING

List the Common Core/State Standard(s) to be addressed in this lesson:

Lesson 1 (L1.)

2.VA.Cr.1.1

Brainstorm and implement multiple approaches, materials, and tools to solve an art or design problem driven by personal interests and curiosity or to repurpose objects to make something new.

2.VA.Pr.5.1

Distinguish between different materials or artistic techniques for preparing artwork for presentation.

2.VA.Re.9.1

Use learned art vocabulary to express preferences about artwork.

Lesson 2 (L2.)

2.VA.Cr.1.1


2.VA.Pr.5.1


2.VA.Re.9.1


Lesson 3 (L3.)

2.VA.Cr.1.1


2.VA.Pr.5.1


2.VA.Re.9.1



L1. Students will be able to create a Cat in the Hat and use vertical and horizontal lines.L2. Students will be able to categorize warm and cool colors. Students will be able to identify and use different types of line: vertical, horizontal, diagonal, and curved lines. Students will be able to use warm and cool colors to distinguish different shapes with markers. L3. Students will be able to create optical art (op art) with marker using complementary colors, vertical lines, and shapes.


L1. L2. And L3. The students will use this knowledge of colors, shapes, and lines with most artwork that they make in the future.


L1. Vertical linesHorizontal linesL2. Warm colorsCool colorsShapesHorizontal linesVertical linesCurved linesDiagonal linesL.3 Op artComplementary colorsVertical linesShapes

Checkered pattern


List of materials is on board for each class period.

L1. 12x18 colored paper12x18 white paper1x18 colored paper stripsPencilSharpieMarkersScissorGlue

L2. 9x12 paperPencilSharpieMarker

L3. 9x12 paperPencilsRulerMarkersSharpie

ASSESSMENT

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

L1. Prior to this lesson, the class will answer questions about vertical and horizontal lines. A prior lesson uses markers which will allow me assess their level of craft with this material. Their achievement in that project will show me how much material that I will need to cover in my lesson. L2. I will have the students categorize warm and cool colors on the board to demonstrate their knowledge of the

color theory. They will also separate their crayon into two piles or categorizes: warm and cool colors.L3. The student will divide colors into complementary color pairs.




The pre-assessment will be completed a week before the lesson.


Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.

L1. Their knowledge of vertical and horizontal lines and abilities with the marker will determine how much review will need to be done on lines and craft.

L2. Their abilities to categorize the colors into two groups will allow me to visually see if the students need more

instruction or one-on-one review of the color schemes.

L3. Their abilities to categorize the colors into three groups of complementary colors will allow me to see if the students need more instruction or one-on-one review of the color schemes.


☒ Is your post-assessment included at the end of this lesson plan? Yes


☐ Is your key included at the end of this lesson plan?

TECHNOLOGY


L1. A video may be shown on the projector. Link: https://www.youtube.com/watch?v=HQW8AfBdea4 L2. A document camera will be used during the demonstration portion of the lesson. A video on warm and cool colors will be shown. Links: https://www.youtube.com/watch?v=w6K08wrI9dA https://www.youtube.com/watch?v=htN1VJW3ePo L3. A document camera will be used during the demonstration portion of the lesson. Link: https://www.youtube.com/watch?v=wIi07k6ghc4 https://www.youtube.com/watch?v=N1rHTlPBZgM

ACCOMMODATIONS

Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

https://www.youtube.com/watch?v=N1rHTlPBZgM

https://www.youtube.com/watch?v=wIi07k6ghc4

https://www.youtube.com/watch?v=htN1VJW3ePo

https://www.youtube.com/watch?v=w6K08wrI9dA

https://www.youtube.com/watch?v=HQW8AfBdea4

L1. L2. And L3. A speaker system is used to help students with hearing problems.

MANAGEMENT

Identify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

Periodically, I will ask for a thumbs up if the students have completed a task to check for progress. I will continually ask questions to keep the students engaged. Supply collecting and cleanup will be done by one student at each table to avoid students running into each other and getting distracted. Music will be played during work time to help keep the student quiet while working. The first tables to get cleanup and ready to go receive a numbers 1-6; number correlate with the tables that line up first. I will use prompts that the students respond with to get their attention: ex. “3,2,1…Talking’s Done” “Hocus Pocus…Everybody Focus.” I will use visual for getting talking under control: the letters A,R,T are on the board. When one letter is flipped, it is a warning. Two letters is whispering, and three letters means the class cannot talk anymore. When a student is finished with the project, but the rest of the class is not finished, they can do a free draw activity.

LESSON IMPLEMENTATION

“I Do” (Teacher introduces lesson and models expected outcome of learning objectives)

Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).

L1. I will show students the project that they are going to complete and show a quick video of Cat in the Hat to gain student attention. L2. I will begin the lesson by showing two videos on warm and cool colors. I will be introducing the project and review types of line. I will introduce/review diagonal lines, curved lines, warm colors, and cool colors. I will have the two categories of warm and cool colors on the board, and the students will place colored pieces of paper on the board under the correct category.L3. I will show a PowerPoint of op art and show a video of different op artists. This will gain their interest in the lesson. I will also show a video of complementary colors.

Describe how you will communicate (to students) how the objective is relevant to their lives.

L1. I will explain how horizontal and vertical lines are used to make stripes, which is the dress-up day theme for that day (Reading Across America/ Dr. Seuss Week).L2. I will explain that we will be using warm and cool colors for the next several years in art.L3. Op art is interesting and tricks your eyes.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)

L1. I will use a directed drawing as a method of scaffolding (Vygotsky) to ensure that the students are confident and not overwhelmed by what they must draw. L2. And L3. I will make objectives explicit so that the students understand what is expected.

Describe how you will check for students’ understanding before moving on to guided practice.

L1. L2. And L3. I will ask for thumbs up when they are finished with a task to check for progress. I will use oral questioning to see if they understand the information. I will have them repeat back information to ensure that they are listening.

“We Do” (Teacher engages students in guided practice)

Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).

L1. I will lead a directed line drawing of the Cat in the Hat.L2. We will start by tracing our hand onto the paper. I will demonstrate where to make first shape, how to continue that shape until it fills the paper, and how to trace my hand. The students will complete these steps as I do them. During the guided practice, the students will not only see what is being done, but they will also hear what they are to do several times.L3. We will start by drawing vertical lines on our paper with the ruler then add three different shapes onto the paper.

Describe how you will check for students’ understanding before moving on to independent practice.

I will walk around and observe if each student has completed the steps demonstrated before moving onto the next step.

“You Do” (Students engage in independent practice)

Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)

L1. The students will outline everything with sharpie, color the hat and bowtie with marker, then cut it out and paste it to their background paper.L2. The students will outline everything with sharpie then use marker to color in the cool and warm colors.L3. Students will outline everything with sharpie, then use markers to create a complementary colored checkered pattern.

APPENDIX: Include a blank copy of your post-assessment.

☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson Closing

Describe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).

L1. I will read Cat in the Hat, time permitting.L2. As a whole group, we will review warm and cool colors. I will lead an informal art critique if we have extra time.L3. At their tables, the students will compare/contrast projects from lesson 2 and lesson 3.


Describe the results of the Post-Assessment and be sure to address the following: ✓ Students’ progress from pre-to-post assessment. (if applicable)✓ Factors that may have influenced the post assessment results. ✓ How the results of the post assessment highlight what areas of the lesson will require re-teaching (if

any). If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.


Description: Lesson 1, 2, and 3 examples of a student project that meet criteria and is done with good craft, and one that does not meet criteria and/or is not done with good craft.

REFLECT

List and describe two things you feel you did well to plan, implement, or assess instruction (successes).

L1. I felt that my pacing of the lesson went well, since most of the students finished on time. I think the choice of subject was good for this grade level. They had recently read Cat in the Hat in class, and were excited to be making one themselves.L2. The use of multiple videos and sorting colors worked well at demonstrating the differences between warm and cool colors. I think that I had kept their attention and avoided disruptions better than in Lesson 1. The project was better suited for the short attention spans in this group of students.L3. I think that I did well at incorporating complementary colors into a lesson that the students enjoy. I think my choice of video was received well by the students. It kept their attention, and got them excited about our project.

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.

L1. The challenges of this lesson were dealing with classroom management. I had spent a lot of time addressing behaviors and catching up students who came in late, so I did not have much time to give feedback to most of the students. Consequently, some students did not complete the projects per the requirements. I was not proactive about addressing the challenges that would need to be addressed during clean-up.L2. Two of the challenges was making sure all the students correctly added echo lines to the shape with enough space in between, and how each area or section is a different warm or cool color. I had some student color the entire hand one color. L3. Some students forgot to skip a line and ended up with two of the same colors right next to each other. Other students did not follow directions and used three colors. Many students did not finish the project.

List and describe two ideas for redesign you would make if you were to teach this lesson again.

L1. Next time I teach this lesson. I may have the students hand in their work in piles rather than to the drying rack to avoid congestion and wasted time during cleanup. I will also add new management strategies to help with discipline and disruptions.L2. I would redesign how I teach the echo lines. I would spend more time demonstrating, possibly on several different pieces of paper to demonstrate how different types of shapes would look. This could also be some with how to color the hand and backgrounds. I need to spend more time on how to color each section differently.L3. I need to stress the importance of coloring ever other space. To help the students listen to this step, I will have all eyes on my and not allow them to work as I demonstrate. As an incentive to keep the students on task, I could remind them that I am looking to pick an artist of the week, and to be chosen, you must finish by the end of class. I could also periodically tell the student how much time is left in class.

Millicent Atkins School of Education: Common Lesson Plan TemplateTeacher Candidate Name: Alyssa SerflingGrade Level: High School FORMTEXT Subject: Art: Drawing II Date: April 10, 2017

PLANNINGList the Common Core/State Standard(s) to be addressed in this lesson:

HSp.VA.Cr.1.2Use artistic investigation to choose from a range of materials and methods to plan works of art and design.HSp.VA.Cr.3.2Engage in self-evaluation, then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision.HSp.VA.Cn.11.1Describe how knowledge of culture, traditions, and history may influence personal responses to art


Students will be able to create an chalk pastel drawing in the style of O’Keefe.Students will be able to create an original drawing of an object or landscape.Students will be able to create thumbnail sketches to plan out the final drawing.


Students will choose the subject matter of their drawing which is unique and relevant to their lives. They will work with a new and interesting medium that they can use with future projects. They will be asked to think about why they are dawn to certain elements in another person’s art. Asking them “why is this important to you. How does this relate to your life or your interests?”


Georgia O’KeefeChalk pastelVelvet paperBlendingThumbnail sketches


Velvet paper, chalk pastels, Chromebooks, erasers, blending stumps

ASSESSMENTPre-Assessment: Describe the instrument or process you will use to measure students’ level of understanding toward the learning objective(s) prior to teaching the lesson.

The students will complete a worksheet and four thumbnail sketches before they start the project. This will allow me to see their thought process and level of craft and abilities. Full credit will be given if fully completed and turned in on time. The reasoning for the pre-assessment is to help students put more thought into their composition and subject matter, and for me to understand that student’s understanding of composition.


☒ Is your pre-assessment included at the end of this lesson plan?Describe the timeline as to when you plan to administer the pre-assessment? (Recommended timeline is a minimum of two days prior to teaching your lesson).

This will be completed at least a day before they start their project.


S t u d en t A

S t u d en t B

S t u d en t C

S t u d en t D

S t u d en t E

S t u d en t F

S t u d en t G

S t u d en t H

S t u d en t I

S t u d en t J

S t u d en t K

S t u d en t L

S t u d en t M

S t u d en t N

S t u d en t O

S t u d en t P

20 20 20 20 20 20 20 20 20 20

19

20 20 20 20 20

Thumbnail Sketches

Insert an image of your table/chart/graph here.Description:Click or tap here to enter text.Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.

The results of the pre-assessment will allow me know gain knowledge of their ability to create an original work of art with good composition. I can use this to address problems that the students may have before the students start working.




☒ Is your key included at the end of this lesson plan?

TECHNOLOGY


The students will use their school issued Chromebook to find paintings by Georgia O’Keefe and reference photos. A projector to show the PowerPoint and the YouTube video will be needed.Link:https://www.youtube.com/watch?v=3AY9rDB-WBk

ACCOMMODATIONSDescribe the accommodations/differentiation/modifications you will use to meet the needs of all learners and accommodate differences in students’ learning, culture, language, etc. * Be sure that these accommodations are based on what you identified/described in your contextual information (Task II).

Students who have attention or vision issues are seated near the board, so that they can better see the PowerPoint and instructions. After giving instructions I will go around the room and monitor the students work. This will be done make sure that the ELL and students with attention issues understood the directions, and give feedback and redirection as needed. A student who was gone for week because of the hospitalization was given a paper that was cut in half to allow the students to finish in a timely manner. Students who are not done by the last work day will have one week to complete the projects outside of class.

MANAGEMENTIdentify the management and motivational strategies you will use to meet student behavioral/developmental needs in order to keep students on task and actively engaged throughout the lesson.

I will walk around the room to use my proximity to settle any students talking or being off-task. Music is played during work time to encourage the students to not talk, the students are also allowed to listen to their own music. I will tell the students when something is important in order to gain their attention, ex. due dates, grading criteria, etc. The students fill out daily logs, which gives them the opportunity to let me know if they have any questions or concerns, but it also allows me to give them feedback about their work ethic or any other problem I may be having with them in class without having to single them out in front of other students.

LESSON IMPLEMENTATION“I Do” (Teacher introduces lesson and models expected outcome of learning objectives)Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).The lesson will begin with a brief video about Georgia O’Keefe’s life and her artwork. The video explains her personal and art background, interest in various subjects, and her work on the Southwest landscape.

Describe how you will communicate (to students) how the objective is relevant to their lives.I will tell the class that the steps used in the lesson will be used in the following lessons and other art classes. They will be using a new type of paper and medium that they may enjoy or want to use for future drawings.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists)I will model how to build an original work from non-original sources using the thinking-aloud method. I will give the students plenty of wait time between my questions to allow the students to think deeper about their answers.

Describe how you will check for students’ understanding before moving on to guided practice.I will ask questions and ask for feedback to see if they are understanding the requirements.

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).Day 1. The students will create 4 thumbnail sketches. The sketches are done on 9x12 paper, each sketch is 4.5x6, and will have the rest of the class period to finish. This will allow them the opportunity to experiment with composition and subject matter.Describe how you will check for students’ understanding before moving on to independent practice.I will look over each of the sketches to make sure that the students are meeting the criteria and their potential before they start on the project. I will discuss how they will incorporate Georgia O’Keefe’s style, what color scheme they will use, and their thought process on creating their work. I will also give any suggestions about composition, what paper color may work best for them, or any other information that will help them create a successful work.

“You Do”

(Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)Day 2. Students will create a chalk pastel drawing on velvet paper in the style of Georgia O’Keefe. They will transfer their sketch to the velvet paper by freehand, gridding, or sketching onto larger paper and using graphite paper to transfer. They can experiment on the extra smaller strips of velvet paper. They will receive a blending stick to help blend the chalk into the paper.

APPENDIX: Include a blank copy of your post-assessment.☒ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson ClosingDescribe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).Day 1. I will review the grading criteria with the students, which are based on the objectives. I will also review how to create original work and how to draw inspiration from Georgia O’Keefe. Day 2. We will have a discussion in small groups about what they liked or disliked about Georgia O’Keefe’s work, and what element of her work they incorporated into their own artwork.


Describe the results of the Post-Assessment and be sure to address the following: Students’ progress from pre-to-post assessment. (if applicable) Factors that may have influenced the post assessment results. How the results of the post assessment highlight what areas of the lesson will require re-

teaching (if any). If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.

S t u d en t A

S t u d en t B

S t u d en t C

S t u d en t D

S t u d en t E

S t u d en t F

S t u d en t G

S t u d en t H

S t u d en t I

S t u d en t J

S t u d en t K

S t u d en t L

S t u d en t M

S t u d en t N

S t u d en t O

S t u d en t P

93 9080

93 86 90 93 95 95 95 88 90 85 88 9478

Chalk Pastel Final


Description: Examples of Student work (two that met criteria and shows good craft and one that does not), the grading criteria, and a chart showing the overall scores for the class.

REFLECTList and describe two things you feel you did well to plan, implement, or assess instruction (successes).Having the students create thumbnail sketches was an appropriate choice. Many students’ first sketch was not the one they chose for their final drawing. My presentation, the examples given, and the posted visuals on creating original artwork were helpful to the students and clearly outlined my expectations.

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.Some of the students did not check with me between making sketches and starting the project. Because of this, those students did not create work that was as original or as well composed when compared with the students who did receive my feedback. Assessing the originality of the artwork for students who did not turn in their reference photos was difficult. Turning in the references was required, but many turned them in late, making the grading process more difficult.

List and describe two ideas for redesign you would make if you were to teach this lesson again.If I were to teach this lesson again, I would require the students talk with me before starting the final project. They would need my signature on their sketches to receive full credit. I would also cut larger strips if velvet paper for the students to practice on. Since they are using a new material, I will give the students larger strips to experiment on, so that they can have more practice.

PreAssessment Questions:

At what age did O’Keefe determine she wanted to be an artist? (1 pt)

What School did O’Keefe study art at? (1 pt)

In what way did O’Keefe revolutionize the idea of flower paintings? (1 pt)

How was Georgia O’Keefe’s city paintings described? (1 pt)

In 1929 O’Keefe began working in New Mexico what did she paint specific to that area? (1 pt)

Why did she paint flowers? (1 pt)

Title of Work #1: (2 pts)



Title of Work #4 (2 pts)

What similarities are there among these four paintings? (3 pts)

What part of Georgia O’Keefe’s paintings will you incorporate into your artwork? (3 pts)

Post-assessment key/example:

Millicent Atkins School of Education: Common Lesson Plan TemplateTeacher Candidate Name: Alyssa SerflingGrade Level: High School FORMTEXT Subject: Art: Painting IDate: April 10, 2017


HSp.VA.Cr.1.2 Use artistic investigation to choose from a range of materials and methods to plan works of art and design.HSp.VA.Cr.3.1 Apply relevant criteria (such as the elements and principles) to examine, reflect on, and plan revisions for works of art and design in progress.HSp.VA.Cn.10.1 Document the process of developing ideas from early stages (such as utilizing inquiry methods of observation, research, and experimentation) to explore unfamiliar subjects though artmaking.


Students will be able to use wet-on-wet and wet-on-dry water color techniques.Students will be able to demonstrate the use of eight watercolor techniques: scraping, salt, spatter, alcohol, sponge, sandpaper, masking, and scratching/erasing.Students will be able to plan and create a watercolor copy of a photograph.


Students will choose the subject matter of their drawing which is unique and relevant to their lives. They will work with a new and interesting medium that they can use with a future project, and in Drawing I and Painting II if they take those courses in the future.


Wet-on-wetWet-on-dryScrapingSaltSpatterAlcoholSpongeSandpaperMasking/FrisketScratchingErasing


Book or handout of watercolor techniquesWatercolorsWater color paperPaint palletsBrushesPopsicle sticksSaltToothbrushesDenatured alcoholSpongesSandpaperFrisketExacto knivesErasers


The students will complete a worksheet with eight different watercolor techniques. This will allow the students to experiment with the materials and techniques: scraping, salt, spatter, alcohol, sponge, sandpaper, masking, and scratching/erasing. I will be able to assess their understanding each watercolor technique.


☒ Is your pre-assessment included at the end of this lesson plan?Describe the timeline as to when you plan to administer the pre-assessment? (Recommended timeline is a minimum of two days prior to teaching your lesson).

This will be completed several days before they start their project for me to assess their abilities before they start painting their final project. This will also allow me to hand back the graded worksheet, so that they can have feedback before starting the project.


S t u d en t A

S t u d en t B

S t u d en t C

S t u d en t D

S t u d en t E

S t u d en t F

S t u d en t G

S t u d en t H

S t u d en t I

S t u d en t J

S t u d en t K

S t u d en t L

S t u d en t M

S t u d en t N

45 47 46 4330

45 4638

48 46 48 4840

48

Watercolor Worksheet Grade out of 50

Insert an image of your table/chart/graph here.Description:Graph of each individual student’s grade out of 50 on the watercolor worksheet.Describe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.

The results of the pre-assessment will allow me know gain knowledge of their ability to use different watercolor techniques. I can use this to address problems that the students may have before the students start working.


☒ Is your post-assessment included at the end of this lesson plan?



TECHNOLOGYDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.

A PowerPoint to demonstrate the different techniques will be used, and I will project a picture book that has watercolor illustrations.


Students who have attention or vision issues are seated near the board, so that they can better see the PowerPoint and instructions. After giving instructions I will go around the room and monitor the students work. This will be done make sure that the ELL and students with attention issues understood the directions, and give feedback and redirection as needed. Students who finish early, will begiven a book on watercolor pencil, and will experiment with the watercolor pencil techniques until the class moves onto the next project. Students who are not finished by the last working day will have one week to complete the project outside of class.


I will walk around the room to use my proximity to settle any students talking or being off-task. Music is played during work time to encourage the students to not talk, the students are also allowed to listen to their own music. I will tell the students when something is important to gain their attention (ex. due dates, grading criteria, etc.). The students fill out daily logs, which gives them the opportunity to let me know if they have any questions or concerns, but it also allows me to give them feedback about their work ethic or any other problem I may be having with them in class without having to single them out in front of other students.

LESSON IMPLEMENTATION“I Do” (Teacher introduces lesson and models expected outcome of learning objectives)Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).After a brief introduction of the watercolor techniques using a PowerPoint, I will read “The Three Questions” by Leo Tolstoy. The illustrations that accompany the text, done by a professional artist, use many watercolor techniques that the students are learning about.

Describe how you will communicate (to students) how the objective is relevant to their lives.I will tell them that the techniques used in the lesson will be used in the following lesson on watercolor portraits and other art classes. They will be using a new type of paper and medium that they may enjoy or want to use for future paintings.

Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills required of the objective. (cite theories/theorists) I will model how I would like the students to respond to the illustrations. On the cover, I will point out the different techniques that are used by the artist, and how two different techniques could have been used for one of the areas

Describe how you will check for students’ understanding before moving on to guided practice.I will ask questions and ask for feedback to see if they are understanding the techniques. “We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).While reading “The Three Questions,” the illustrated pages will be projected onto the screen. On each page the students will identify the different techniques that were used in that

illustration, or how they could use several different techniques to create the same effect. Describe how you will check for students’ understanding before moving on to independent practice.During the task, I will have students raise their hand if they agree with their classmate’s guess of what technique the illustrator used. After reading the book, I will ask the students if they have any questions or if they do not understand any of the techniques. I will also walk around the room, and ask the students one-on-one.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)Students will look through magazines that are provided, and they will choose a photo to recreate. After choosing the photo they will transfer it onto watercolor paper by gridding, using the light boxes, or by freehand. They will match the colors of the photo by using color mixing theories learned in earlier projects. They will also do their best to paint in a realistic manner.

APPENDIX: Include a blank copy of your post-assessment.☐ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson ClosingDescribe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).During the last designated class for this assignment, the students will have their projects laying on the desk. They will walk around the room, looking at the other’s artwork, and try to identify the techniques that the other students have used.


Describe the results of the Post-Assessment and be sure to address the following: Students’ progress from pre-to-post assessment. (if applicable) Factors that may have influenced the post assessment results. How the results of the post assessment highlight what areas of the lesson will require re-

teaching (if any). If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.

S t u d en t A

S t u d en t B

S t u d en t C

S t u d en t D

S t u d en t E

S t u d en t F

S t u d en t G

S t u d en t H

S t u d en t I

S t u d en t J

S t u d en t K

S t u d en t L

S t u d en t M

S t u d en t N

80

95

88 86 85

9490

85 8487

93 92

83 85

Watercolor Final


Description: Student project examples, grading criteria, graph of each students grade for the watercolor final.

REFLECTList and describe two things you feel you did well to plan, implement, or assess instruction

(successes).The students seemed to have a good grasp of identifying the types of techniques used in a piece of watercolor artwork. Many of the student enjoyed this project, I did well at planning a lesson and finding magazines that allowed them to create something they were interested in.

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.A challenge of the lesson was getting all the information to every student. Some were absent from class when I would introduce or review the watercolor techniques. Some students were also gone when I presented the final project criteria. It was difficult to keep track of which students needed the information. Another challenge was getting students to interact during class discussions. They were not very forthcoming with asked questions as a whole group, but were conversational when talked to one-on-one.

List and describe two ideas for redesign you would make if you were to teach this lesson again.If I were to redesign this lesson, the students would have more extensive practice of the wet-on-wet technique, having them paint on paper that varied from soaking wet to barely damp. I would also have the students practice different techniques that were specifically in the photo that they had chosen before trying it on their final paper. The worksheet allowed them the practice techniques, but it did not prepare them enough for trying to recreate a specific texture or effect that was in their photo.

Pre-assessment

Millicent Atkins School of Education: Common Lesson Plan TemplateTeacher Candidate Name: Alyssa SerflingGrade Level: High School FORMTEXT Subject: Art: Drawing IDate: April 3, 2017


HSp.VA.Cr.3.1 Apply relevant criteria (such as the elements and principles) to examine, reflect on, and plan revisions for works of art and design in progress.HSp.VA.Cnn.11.1 Describe how knowledge of culture, traditions, and history may influence personal responses to art.


L1. Students will be able to create a tonal value scale which includes seven different tones and smooth transitions.L2. Students will be able to draw a cone, can, and wave that appear 3D.L3. Students will be able to create a realistic portrait from a reference photo.


The ability to create seven different tones and smooth transitions will enable the students to create more realistic drawings, which is the reason most of the students are taking the course.


Tonal valueTransitionsEbonyGraphiteGriddingKneaded eraserBlending stick


Ebony pencils, drawing paper, document sleeves, sharpie


The students will complete a self-portrait the first day of school to assess their ability to use contrast, multiple values, and their understanding of facial proportions. They will be given a piece of paper, a pencil, and a mirror. They will have one class period to complete the assessment.




This will be completed the first day of class, several weeks before the project.


Insert an image of your table/chart/graph here.DescriptionExample of a Students who has more advanced skills, good understanding of facial proportions and shading. Example of a student with little art background, little understanding of facial proportions and no shading. No Data- Informal AssessmentDescribe how the results of the pre-assessment (what the students have demonstrated they know) will be used to design the lesson objectives, instruction, and post-assessment.

The pre-assessment will show me their understanding of facial proportions and drawing realistically. This will allow me to assess how much I will need to break down the lessons on how to draw a human face, and how to create a 3D looking object.





TECHNOLOGYDescribe the instructional and/or assistive technology that you plan to incorporate into the lesson to enhance instruction and student learning.

L1. Day 1 and 2: A PowerPoint is used to demonstrate how to create the different tonal values and explains my expectations.L2. Day 1-3: A PowerPoint is used to demonstrate how to create the three objects and explains my expectations.L3. Day 1: A PowerPoint is used to demonstrate how to find a good reference photo and explains my expectations. The students will use their school issued Chrome books to look up and print a photo for their final project. Day 2: A PowerPoint is used to demonstrate how to grid their reference photo and paper and explains my expectations.


Students who finish early with any of the projects will complete a worksheet that has either a photo of an eye or a pair of jeans that they will recreate in graphite. Students who are not done by the last work day will have one week to complete the projects outside of class. Students who have attention or vision issues are seated near the board, so that they can

better see the PowerPoint and instructions. After giving instructions I will go around the room and monitor the students work. This will be done make sure that the ELL and students with attention issues understood the directions, and give feedback and redirection as needed.


I will walk around the room to use my proximity to settle any students talking or being off-task. Music is played during work time to encourage the students to not talk, the students are also allowed to listen to their own music. I will tell the students when something is important to gain their attention (ex. due dates, grading criteria, etc.). The students fill out daily logs, which gives them the opportunity to let me know if they have any questions or concerns, but it also allows me to give them feedback about their work ethic or any other problem I may be having with them in class without having to single them out in front of other students.

LESSON IMPLEMENTATION“I Do” (Teacher introduces lesson and models expected outcome of learning objectives)Describe how you will activate student interest and present the learning objective in an engaging way (this is your lesson opening).L1. I will start the lesson with introducing the ebony pencil.L2. I will start the lesson by explaining how the previous lesson on tonal value builds the foundation for what the students will be working on next. L3. I will introduce the project by showing project examples of other students and pencil portraits of professional artists.

Describe how you will communicate (to students) how the objective is relevant to their lives.I will show the students how each of the lessons build on each other. The tonal value helps understand how to create a 3D looking form. Creating the shapes helps build knowledge of how to create the contours of the face. Drawing realistically is often the goal of most students who sign up from Drawing I, and this task will help build their skill tremendously.Describe what instructional strategies you will use to model/explain/demonstrate the

knowledge and skills required of the objective. (cite theories/theorists)During many of the instruction and demonstrations I will use the “think aloud” method. I will verbalize my thought process, so that they can better understand the mental process of making a successful piece of art. I will also give a significant amount of “wait time” after asking a question to give the student plenty of time to think about the answers that they give. This will especially be done when talking with them one-on-one.

Describe how you will check for students’ understanding before moving on to guided practice.L1. I will ask the class to raise their hand if they have used the ebony pencil before.L2. I will ask the class to raise their hand if they are confident with making a drawing look 3D or realistic.L3. I will ask the class to raise their hand if they have gridded in a previous class.

“We Do” (Teacher engages students in guided practice) Describe the learning activities you will use to provide students multiple opportunities to practice the skills and content needed to meet the learning objective(s).L1. Day 1: I will demonstrate how to create the high dark then the students will follow. I will also demonstrate how to create the medium to low light using only the blending stick on those portions. I will show past student examples, and the class will discuss what qualities make the work successful or not. Day 2: I will demonstrate how to blend from one tone to the next to create smooth transitions. I will show past student examples, and the class will discuss what qualities make the work successful or not.L2. Day 1: I will demonstrate how to create the 3D effect on the cone by using all seven values, creating smooth transitions, and determining which direction the pencil should be applied. The students can practice on the shapes provided. This will be repeated on day 2 and 3 with both the can and wave.L3. Day 1: I will demonstrate how to grid the photo and outline the contours of the face. We will have a class discussion on how being precise with this step will set the students up for success in the next step. Day 2 I will show how to start the drawing on the large paper. I will demonstrate how we piece together the drawing like a puzzle and how to determine where lines intersect the grid.

Describe how you will check for students’ understanding before moving on to independent practice.L1, L2, and L3. We will have class discussions about an example that is shown on the board. They will determine what was successful or not successful about the work, and I will informally assess their understanding of the task during this portion.

“You Do” (Students engage in independent practice)Describe what the students will do to independently practice the knowledge and skills required by the lesson objectives? (this is the post-assessment)L1. The students will create the steps and gradation scale with the remaining time.

L2. The students will create a 3D cone, can, and wave.L3. Day 1: Students will complete a worksheet that assesses their understanding of the gridding process and the reasoning behind their choice of subject for the portrait. Day 2 The students will spend the next couple weeks gridding their photo and creating a graphite portrait.

APPENDIX: Include a blank copy of your post-assessment.☐ Is your BLANK COPY of the post-assessment included at the end of this lesson plan?

Lesson ClosingDescribe how you will reemphasize the lesson objective and any skills/content that were taught in an interactive manner (whole/small group, etc.).L1, L2, and L3. The students will self-grade their projects in order to have students think critically about what they could have done to receive a better grade and help create the habit of self-critiquing artwork.L3. The students on the last working day will discuss in small groups why they chose the person they had drawn. They will also describe how their personal interests may influence how they would or would not like another student’s portrait.


Describe the results of the Post-Assessment and be sure to address the following: 1. Students’ progress from pre-to-post assessment. (if applicable)

2. Factors that may have influenced the post assessment results. 3. How the results of the post assessment highlight what areas of the lesson will require

re-teaching (if any). If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you used the same document for both the pre and post assessments, it is strongly encouraged that you show the comparison.

Tonal Value:

S t u d en t A

S t u d en t B

S t u d en t C

S t u d en t D

S t u d en t E

S t u d en t F

S t u d en t G

S t u d en t H

S t u d en t I

S t u d en t J

S t u d en t K

S t u d en t L

S t u d en t M

S t u d en t N

S t u d en t O

S t u d en t P

S t u d en t Q

S t u d en t R

S t u d en t S

S t u d en t T

S t u d en t U

S t u d en t V

S t u d en t W

45 45 45

49 48 48 49 48 47 4644 44 44 45

42

45 45 45 46 46 47

42

48

Tonal Value Grade out of 50

Cone, Can, and Wave:

S t u d en t A

S t u d en t B

S t u d en t C

S t u d en t D

S t u d en t E

S t u d en t F

S t u d en t G

S t u d en t H

S t u d en t I

S t u d en t J

S t u d en t K

S t u d en t L

S t u d en t M

S t u d en t N

S t u d en t O

S t u d en t P

S t u d en t Q

S t u d en t R

S t u d en t S

S t u d en t T

S t u d en t U

S t u d en t V

S t u d en t W

81 88 86 93 87 88 95 95 97 86 90 9669

8472

85 91 8496

7083

Cone, Can, and Wave Grade out of 100

Portraits:

S t u d en t A

S t u d en t B

S t u d en t C

S t u d en t D

S t u d en t E

S t u d en t F

S t u d en t G

S t u d en t H

S t u d en t I

S t u d en t J

S t u d en t K

S t u d en t L

S t u d en t M

S t u d en t N

S t u d en t O

S t u d en t P

S t u d en t Q

S t u d en t R

S t u d en t S

S t u d en t T

S t u d en t U

S t u d en t V

S t u d en t W

78 8575

90 88 94 92 91 84 8373

9372 77 69

89 87 83

0

86 8968

81

Final Portrait Grade Out of 100


Description:Lesson 1, 2, and 3 examples of a project that met the objectives and one that does not meet the criteria. Graph of the grades for each student. Grading criteria for each project.

REFLECTList and describe two things you feel you did well to plan, implement, or assess instruction (successes).I did well at explaining my expectations and how they can improve their work. Many of the students asked plenty of questions and strived to improve their work. Some made great strides from their first assignment to their last, and I believe that it was from fully explaining my expectations when giving whole-group instructions and answering one-on-one questions. I think the scaffolding in each lesson was successful. The skills they learned at each stage prepared them well for the challenge of the next project.

List and describe two things you feel were challenges during the planning, implementation and/or assessment of the lesson.A challenge of the lesson was getting all the information to every student. Many students were absent from class when I introduced or reviewed new concepts or presented the final project criteria. It was difficult to keep track of which students needed the information. Another challenge was grading all the work. Many projects were turned in late, and turned in on various days. I fell as though I may have graded more harshly with ones that I received later.List and describe two ideas for redesign you would make if you were to teach this lesson again.If I were to redesign this lesson, I would make a more precise rubric that would allow me to grade evenly across the class even if I was grading something a month after I graded the first batch of papers. I would also create a visual to be on the wall or a handout to be given to the students that shows different examples of the project of various degrees of craft with corresponding grades. This would allow them to see what level of work receives an A, B, C, D, or F.

Post Assessment Keys

Documents

alyssaserfling.weebly.com · Web viewL2. Students will be able to categorize warm and cool colors. Students will be able to identify and use different types of line: vertical, horizontal,