PSU

TEACHER WORK SAMPLE

TEMPLATE

Robert Barker
4/24/15
Bonner Springs USD 204
Clark Middle School
Art
Self Portrait
8th Grade

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I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
The Bonner Springs USD #204 is a district in a suburb of the greater Kansas City, Kansas area. The student population is made up of students from Edwardsville, Bonner Springs,
Basehor, Piper, and Kansas City, Kansas. The school is very diverse both in ethnicity and social economic status. The school has a 57% - student who receive free or reduced lunch
population. Male students make up 51.69% of the student population, and 48.31% are female. The school has a 14.75% student with special needs population.

Table 1.1 Class Contextual Information (limited to 1 page)

Grade level _8th___ Content area (e.g., mathematics) ____Art______
Topic (e.g., geometry)_Self Portrait_
Age range of students _____13-14_____
Number of male students _____16____
Total number of students ____20______
Number of female students ____4_____
Percentage of students receiving free lunch ____N/A___ Percentage of students receiving reduced lunch____N/A_______
[if free/reduced lunch information not available for class, provide school percentages] School Percentage ___57%____
Area in which students live (check all that apply) Urban _____ Suburban ___X__ Rural ______
Ethnicity of students (give numbers)
___2__ African American or Black
___5__ Hispanic or Latino
___0__ Native American/Alaskan Native
__12__ White
___1__ Asian or Pacific Islander
___0__ Other (specify) __________
Language proficiency of students (give __17__ Fluent English Proficient
___3__ English Language Learners
numbers)
Identified special needs categories
represented (give numbers)

___2___ Specific Learning Disability

___0___ Hard of Hearing
___0___ Deaf
___0___ Deaf-Blind
___2___ Other Health Impaired
___0___ Multiple Disabilities
___0___ Brain Injury
___0___ Established Medical Disability (0-5 yrs)
___0___ At risk for developmental disabilities

___1___ Speech/Language Impaired

___0___ Visually Impaired
___0___ Orthopedically Impaired
___0___ Emotionally Disturbed
___0___ Autism
___0___ Mental Retardation
___0___Gifted
___0___ Developmentally Delayed
___1___ Other (Intellectual Disability)

Subgroup Selected (describe the group): Minority student all students who do not identify as White / Caucasian. (African-American,
Asian or Pacific Islander, Hispanic or Latino)
Rationale for Selection: I selected this subgroup to compere their over all approach and style when creating a self portrait. This group would be compared to
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other students based on problems and solutions they used, their aesthetics skills, and over all craftsmanship when completing the unit.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.
Previously demonstrated
academic performance/
ability:
% Above standard _75%_
% Meets standard _10%_
% Below standard __15%_
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.
Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.

Specific Descriptions
There are 20 students in this class. 6 of those are in the special education program. 13 of the students had prior knowledge to the unit. 3 of
the students had no prior knowledge or experience doing this lesson. 2 students did not have the cognitive ability to complete this unit.

There are 8 students in the class that do not that have social skill of being able to focus solely on the assignment. 10 students have the ability
to focus on their tasks, and 2 students have special needs severe enough for modifaction to the original unit before it began.

2 students have physical needs that had to have modifications to the unit before the upside down drawing lesson could begin. One student
has ADD and needed modifications after he could not accurately create a grid drawing. One student had emotional and social challenges
from her home life that required modification in order to complete this assignment.

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
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The class (excluding two students) were instructed to do the original unit. Complete the worksheet, the upside down drawing, the grid, the grid drawing and finally, the grid
painting. Based on observation, the students were expected to either complete the original objectives or have it modified so that the students could complete the unit. The
disaggregated data helped determine who might need, or needed these modifications.

C. Sub- Groups/Students Information

Describe this
Why was this
subgroup/student
subgroup/student
using information
selected?
from Table 1.1

FOCUS
STUDENT

The focus student has

special needs under
intellectual disability. The
student has a minimal
diagnosis of Aspergers,
associated with this, the
student shows mild
behavioral problems at
times as well.

What was learned about this subgroup/student?

I have been advocating for

the success of this student
for the duration of my
teaching, and wanted to
focus on how successful
the student would be
during this unit.

Intellectual
The student, when focused and on task, does well performing in the art room, but has
behavioral problems when off task or influenced by peers.

Social
At times, this student might say some odd things that students with out a disability might
not say. The students behavior is influences by his peers and fallows the behavior of peers,
and rarely instigates the initial behavior problems

Personal
The student does not like to make eye contact while conversing and does not handle one-onone confrontation well. The students parents are separated and the student would rather
live with his mother (who has minimal structured expectations) rather than live with his
father (who has more structured expectations) whom he lives with now.

SUBGROUP
or
FOCUS
STUDENT

The 8 students who do not

identify as White /
Caucasian. Students who
identify as AfricanAmerican or Black, Asian
or Island Pacific, or
Hispanic or Latino.

I want to observe if there

are any differences in
problem solving methods
of successfully completing
the self-portrait unit by the
minority students in the
class.

Intellectual
Students are academically coherent and have no intellectual differences if compared to
majority student population.

Social
The male minority students show no signs of abnormal social skills, where as the female
minority students seem to be shy and quiet. This could be because there are only 4 females
in the class.

Personal
One student had personal issues and family situation that they were going through during
this unit. This student had to have modifications made to get caught up with the rest of the
class. Another student had missed two days due to family matters. No modifications were
needed.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

Both of the focus student and subgroup have the exact same assignment and expectations as the rest of the class. Only students who have special needs will have modifications to
the assignment. There might be some behavior problems instigated from lack of focus from different students in the class that can be remedies by effective classroom management.

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II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
At Bonner Springs USD #204, the teachers use learning targets so the students know exactly what they are expected to be able to accomplish. The learning targets will be written
on a board to explain what the class will be focusing on that day. The students start with reading and completing a worksheet. Then, the students show their comprehension by
applying the written knowledge by drawing the upside-down drawing, as well as constructing a grid. The students will participate in an in progress critique for analysis of their
in progress work. Finally, the students paint their grid drawing and receive a grade score that is comprehensive of their entire unit.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1
2
3
4
5
6
7

Unit Objectives

Level(s)
(e.g. Blooms
Taxonomy)

I can read and complete upside down drawing worksheet.

1. Knowledge

I can create an upside down drawing.

2. Comprehension

I can construct a grid.

3. Application

I can draw a grid drawing.

3. Application

I can participate in an in-progress critique with peers.

4. Analysis

I can paint values in to a grid.

5. Synthesis

I can complete and receive a grade for my grid drawing

6. Evaluation

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
The reading and the worksheet addresses Anchor Standard 1: Generate and conceptualize artistic ideas and works. Benchmark 1.2 Collaboratively
shape an artistic investigation of an aspect of present day life using a contemporary practice of art and design.

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The upside down drawing addresses Anchor Standard 2: Organize and develop artistic ideas and work. Benchmark 2.1 Demonstrate willingness to
experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing.
Building the grid addresses Anchor Standard 2: Organize and develop artistic ideas and work. Benchmark 3.8 Select, organize, and design images
and words to make visually clear and compelling presentations.
Creating a grid drawing addresses Anchor Standard 2: Organize and develop artistic ideas and work. Benchmark 3.8 Select, organize, and design
images and words to make visually clear and compelling presentations.
Participating in an in-progress critique addresses Anchor Standard 3: Refine and complete artistic work. Benchmark 3.1 Apply relevant criteria to
examine, reflect on, and plan revisions for a work of art or design in progress.
Painting in the grid drawing addresses Anchor Standard 2: Organize and develop artistic ideas and work. Benchmark 3.8 Select, organize, and
design images and words to make visually clear and compelling presentations.

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Pre-Assessment:
Lesson

1.
Reading
worksheet

2.
Upside down
drawing

3.
Constructing
a grid

4.
Creating a
grid drawing

5.
Painting
self
portrait

Date

3.23

3.2425

3.2630

3.314.5

The reading and written worksheet as well as the upside down drawing is pre-assessment.

T
R
I

Lesson
Objective(s)

Instructional Activities/
Strategies

Formative
Assessment
(formal/informal)

Describe Specific Adaptations/

Differentiation

I understand the
differences
between drawing
from direct
observation and
drawing symbols.

Students are instructed to take turns

reading. When an answer from the
worksheet is read, the students ring
imaginary bells and say ding ding
ding before reading the answer
sentence and filling in the work
sheet.

Informal assessment.
The students check
each others work and
this lesson is not for a
grade, but students
must have the correct
answers to move on to
next lesson.

Peer help is encouraged to any student who might

need it.

I can draw what I

see, not what I
think.

Students are instructed to draw an

image upside down to make them
draw what they see, not what they
think. They are encouraged to go a
small section at a time and focus.
An audio book is played for
students to focus on their work and
not on talking with peers.

This lesson is a formal

assessment worth 10
points. The grade is
based on how well the
students understanding
of drawing what is
seen, not objectively.

All students must attempt to draw upside down

individually. No adaptations are made, students are
expected to simply do their best.

TR

TRI

TRI

4.6TRI
17 Pittsburg

I can construct a
grid.

Students are shown a video about

rules, T-squares, and how to make a
grid step-by-step. Then, the students
are instructed to make the grid. The
students used rulers and T-squares.

I can create a grid

drawing.

Students watch a video that shows

step-by-step instructions to create a
drawing from a grid. Then the
students create their own grid
drawing from a self portrait grid
image provided by the teacher. The
students are encouraged to use postit notes to help them isolate each
space of the grid to help them draw
what they actually see.

I can finish a grid

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painting.

This lesson had an

informal assessment.
The students must
have their grid
constructed correctly
in order to start the
next lesson of this
unit. No grade was
recorded for
completion.
This lesson has an
informal assessment.
The teacher will assess
the drawing and then
if it is drawn
accurately to the grid,
the student is
instructed to erase grid
lines and wait for the
next lesson.

This lesson is formally

The students were instructed to
graded for the over all
paint by the shape on their grid, not
grade of the unit. It is
the symbol that they see in the
based on participation,
overall image. Also,
they
were
critical
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instructed to paint over grid lines to thinking/problem
make painting less confusing
solving, following the
between grid and actual drawing.
grid, and

Students who finished early were instructed to help

students who had not finished or who had troubles
constructing the grid correctly.

Students who had difficulty drawing from the grid

were able trace their self portrait from a projection
on a canvas to paint.

Students who had special needs did a different self

portrait with caricatures and water color. Students
7 required to paint
who traced their self portrait were
as the rest of the class.

Table 2.1 Instructional Design Unit Plan

T- Lesson integrates technology; R- Lesson uses reading strategies; I- Lesson demonstrates integration of content across and within content fields

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)
Which
objectives Identify how the assessment will be
Describe the assessment to be Explain rationale for choosing
II. D, H, and K
does this
scored and/or the criteria to be
used
this assessment
assessment used for evaluation.
address?
To determine which students can draw
10 points in the grade book if the concepts of
Pre-Assessment
The upside down drawing lesson.
abstractly and which student might
1 and 2
drawing what is seen is grasped. Minimal
(Diagnostic)
needs to modification.
affect of overall grade.
Formative Assessment
- Informal
Formative Assessment
- Formal

Summative
Assessment

Walked around classroom and

observed students working on all
lessons of unit.
Completion of grid drawing and
painting.

The painting self portrait grid lesson.

To ensure the construction of the grid is

correct, and the drawing and painting is
accurately translated according to the
grid.

All objectives

Grid drawing must be correctly constructed

to proceed to next lesson. Drawing and
painting must be completed as well to move
on to proceeding lessons and to be turned in
for summative grade.

Students cannot move on to final

painting lesson if this is not completed.
This will check and reinforce
understanding of overall unit concepts.

All objectives

The grid drawing is worth 100 points in the

grade book for completion. It is mandatory to
proceed to painting lesson.

All objectives

Participation and focus of the student, critical

thinking and problem solving skills and
methods, overall understanding of lessons,
craftsmanship, and comparison aesthetics
between the painting and original image. This
is worth 100 points in the grade book.

This assesses the final completion of the

self portrait unit. It assesses the
understanding of the unit as well as the
craftsmanship.

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?

The lessons are in steps to completing a final self-portrait painting. If one step is not done completely, the students
cannot move on to next lesson / step.

II. F.
What learning strategies were incorporated
into this unit?
How do the instructional strategies/activities
address the learning objectives for this unit?
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Upside-down drawing, do not name objects (draw what you see), post-it note isolation, grid drawing and grid painting.
Upside-down drawing prepared students for large self portrait grid drawing. Youtube videos were used to show
demonstrations for constructing grids, and creating the grid drawing and painting.

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II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)
How will technology be integrated within the
unit? Explain both teacher use and student
use.
How does the unit demonstrate integration of
content across and within content fields?
II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?

Critical thinking of only drawing what the student sees, drawing shapes not objects. The upside-down drawing
provide a different approach to drawing. The use of post-it notes helped students isolate areas of the grid drawing. The
students had to problem solve to decide which values to use on the painting, how to remedy mistakes they made or
other problems that occurred.

The lesson started off with a reading and writing worksheet about drawing upside-down. This worksheet was useful
for students to refer back to for help in completion of the assignment, as well as remembering vocabulary words
associated with the unit. The students also had to read a grid, space-by-space, line by line (including the upside-down
drawing). They used post-it notes and dry erase markers to help read the grid.
The students used cellphone / digital cameras to take self portraits. The teacher used the Toon paint app to edit the
self-portraits. The teacher also used Youtube videos to present the lessons demonstrations.
The unit integrates math by using graphing and grid work, labeling and measuring, using rulers and constructing grids.
The unit also uses English reading and writing skills from the comprehension of the reading and writing in answers on
the worksheet.

Students who had difficulties could trace their image on the canvas via projector. The students who had more severe
special needs drew caricatures for a family portrait to paint with water colors.

The focus student and the sub group did not need any accommodation to complete the self-portrait unit

Provide a copy of two complete detailed lesson plans in Appendix B.

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III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1: The first day of the unit, students read a short passage about drawing upside down using the right side of the brain and
completed a worksheet. They used a method of ringing imaginary bells before answering questions on the worksheet. Students
behavior was monitored from proximity for a quiet environment. The teacher was walking around the classroom monitoring progress
and behavior, as well as assessing informally for comprehension.
Day 2-3: The second day, the students were introduced to the upside down drawing lesson. They were given a line contour image that
they were instructed to draw upside down, drawing a small portion of the image at a time. The teacher walked around the room and
monitored students behavior and understanding. This lesson requires minimal conversation between students, and focus of drawing the
image upside down. Students who struggled were given modifications for the up coming lessons. This lesson would be turn in for an
informal critique at the end of day 3.
Day 4-8: The fourth day, the students watched a ruler informative video and a how to construct a grid video. Then, then used the Tsquares to construct a grid for the next lesson of the unit. The teacher walked around the classroom to monitor behavior, correct use of
T-squares, and correctly constructed grids. Some students had to fix minor mistakes from non-straight lines, in accurate messurements
and various other factors. Students who really struggled with this were able to do a modified assignment. Some students took 4 class
periods to complete this step.
Day 5-11: On the fifth day, the students watched a video that demonstrated how to do a grid drawing. The students who were not
finished with the construction of the grid could not do this lesson until the grid was complete. The teacher monitored the class to
ensure the students followed the grid, could help those who were struggling, and making modifications if needed. The students were
able to listen to the audio book to increase focus on the lesson and minimalize unnecessary conversation between students. This style
of workday would be the next six days of the lesson until day twelve. Students who could not complete this by day twelve, had to take
it home for homework, call home and tell their parents they are very far behind in art class, and could not move on to the next lesson
on the twelfth day. On day 11, the students did an in progress critique to assess who was ready for the next lesson, what touch up
needed to be made, and if any modifications needed to take place.
Day 12-21: The twelfth day, the students practiced painting in the lines on a worksheet, then started their grid painting (providing that
their grid drawing lesson was done. They would not paint until it was completed). The teacher would walk around and assess if the
students were able to start painting based on their ability to paint neatly in side the lines. The students would all begin painting on day
twelve. The teacher monitored progress, behavior and accuracy of the grid by observation. The students listened to the audio book to
help stay focused and keep conversation down. This lesson would take 9 days for the students to finish and turn in for the summative
assessment.
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B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)
Classroom expectations
Enter and exit room in control of body.
Be okay when others are not.
Give maximum effort.
Collaborate responsibly and in control.
Manage an overwhelming feeling.
Be respectful of others and of property.
Whole class behavior*
One verbal warning address not met expectation(s) and offer opportunity to change.
Discipline (timed silence, heads down, ect.) based on severity of continuous behavior review the class expectations during this time.
Have the class decide how they will stop the behavior from occurring both personally and as a class.
Individual Student No Behavior Disorder* **
One verbal warning address the behavior and offer opportunity to
change it.

Move the student to the safe seat address student 1-on-1, ask them why they were put there and help them create a successful
strategy to remedy the behavior. Make sure the student understands that the teacher is not mad at them, just want the student to be
successful.
Safe seat and think sheet address the behavior again and have student fill out a sheet that shows what behavior was displayed and how they can fix it. This sheet
will be filed with students records.
Contact parents If behavior does not improve, parents will be notified, this should be a last resort.
Individual Student Behavior Disorder* **
One verbal warning address the behavior and offer opportunity to
change it.
Move the student to the safe seat address student 1-on-1, ask them why they were put there and help them create a successful strategy to remedy the behavior.
Make sure the student understand that the teacher is not mad at them, just want the student to be successful.
Contact special education teacher The special education instructor will remove student from class and remedy the behavior elsewhere.
*All steps of behavior disciplines are fluid steps of action will be decided based on severity of behavior.
** If a student is known to have break-downs, behavior addressing should be treated as a class behavior so the student will not be singled out in front of entire class.

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C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
There are several strategies to promote student interaction and engagement, using youtube videos of artist Chuck Close, and demonstrations. After the first day of a new lesson.
The final last few minutes of class is Fist to Five on how students are liking or disliking about the lesson, if they feel comfortable with how they are doing the lesson, and other
aesthetic questions pertaining to the assignment. The use of photo imaging apps for the self portrait got the students excited and engaged to take a good self portrait. The students
enjoyed listening to an audio book while they worked and it helped them stay quiet and engaged on their work.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Letting the students talk between themselves if they are not listening to their audio book is effect to working some days. Their conversation must be school appropriate and the
voice level must be quiet enough to be able to hear short noticed instruction. Letting the students talk lets them talk about current events and student life, enabling a relaxed and
non-judgmental environment. The teacher is often participating with students conversation to build relationships and monitor conversation.

Narrative: Analysis of Assessment

E. Pre-Assessment
Overall analysis of results.

Discuss the results in reference to

the learning objectives.
Describe how pre-assessment data
was used to proceed with instruction
for all students.
What is the plan to differentiate for
all learners?

The students did really well reading and answering the questions on the worksheet. They then showed comprehension with the
drawing upside down drawing The students who struggled on assessment this were recognized early so that modifications could
be made.
This assessment let the teacher know if there needed to be modifications and also if students were capable of moving on to the
next lessons in the unit. Each assessment would determine if the students could move on with or with out modifications.

The data was used to determine if there needed to a change in how the rest of the unit was constucted. It also was to determine
who can move on to creating the grid and do the grid drawing or who would trace their self-portrait that would be projected on a
screen.
If students showed signs of struggling with the upside down drawing, then their self portrait would be traced instead of
constructing a grid and creating a grid drawing. If no signs of struggling, the students would begin to construct their grid.

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F. Formative Assessment
Overall analysis of results.
Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?

The formal assessments of the completion of the grid, the grid drawing and the final painting were successful. The students either
had to complete each lesson to move on to the next lesson or they were instructed to do the modified assignment of tracing the
projected self-portrait. A few students had to do the modified after not completing one of the lessons, but all of the subgroup and
focus students were able to complete the lessons and unit successfully.

The learning objectives must be completed in order to move on to the next lessons. The construction of the grid, the
grid drawing, and the grid painting are all formally assessed and they must be completed in sequential order to
advance to the others. This ensures that students are grasping what lessons are being taught, and also assessing if
students need modifications.
If the students are struggling to meet the learning objectives and complete the lesson for the formal assessment, the

Discuss any adaptations based on the students are instructed to project their self-portrait image on to a canvas to trace it and then paint it as if it were the
grid drawing. This modification can be implemented at any time during the unit.
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.

It is encouraged for students who are able to complete the grid drawing, but need a little bit of help isolating spaces to use post-it
notes or dry erase markers to mark out spaces on their grid they are not focusing on. As well as modifications if it is obvious the
student cannot complete the grid drawing.

G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.

Even if students are in a special education program, or have an IEP, they can still complete this assignment with out any
modifications. Students who had modifications had no correlation to each other.

The students all received a summative assessment for the unit because the unit had lessons that must be completed in order to
finish the unit. If the student could not complete the lesson to move on, a modification would be made and the student could
move on and finish the unit for a summative assessment. All learning objectives were met in some manner.
Yes. The unit was constructed in sequential order, lessons lead to one another .The teacher monitors each lesson to ensure
comprehension. If a student could not grasp one lesson, they either problem solved or had modifications that met the learning
objective. When a student completed all the lessons in the unit, their final piece was collected for a summative assessment
because they met all the required lesson objectives for the final assessment. Any incomplete assessments were because the
student did not finish the final lesson and a zero score is recorded until turned in.

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Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.

H. Visual Representation of Disaggregated Data

Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Disaggregated data for Pre-assessment

Completion
Whole class
Sub-group (minority students)
Focus student

20/20
8/8
1/1

Possible modification assessed

Whole class
Sub-group (minority students)
Focus student

1/20
0/8
0/1

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
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the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Disaggregated data for Summative Assessment

Completion / Received Grade
Whole class
Sub-group (minority students)
Focus student

17/20
8/8
0/1

Modifications Made
Whole class
Sub-group (minority students)
Focus student

4/20
0/8
0/1

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IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:
The reading and written worksheet seemed to be the most
successful objective of this unit.

Objective 2:
nd

The upside down drawing was the 2 most successful

objective of this unit.

Give more than one reason for each of the successes identified.
This lesson was completed 100% on time, the students all were 100% successful with comprehension and the students
grasped what they were doing on the next lesson.

This lesson was successful because it revealed which student needed immediate modification, and also had the best
shown application of knowledge from the previous lesson. Also, the students showed understanding of this lesson later
on in the unit from drawing in this manner while completing the grid drawing.

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.
Repeat the upside down drawing until students who need modification could improve. Also, provide students with a self portrait line contour drawing to draw upside down after the
original one is completed.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
The instruction of use of the post-it notes and the erase marker was thought of and instructed after the grid drawing
Objective 1:
While drawing the grid drawing, the students could not
accurately close off each space.

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was started. It was also poorly instructed and not all students were attentive when discussing it.

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Objective 2:
The painting of the grid drawing was the 2nd weakest.

The students had only one day of practicing painting and then were approved by the teacher to move on to their grid.
They also practiced on smooth paper, when they should have had canvas to practice on to be familiar how the paint
applies to the surface.

Discuss at least TWO things to do differently in the future to improve students performance.
The isolation of spaces should have been demonstrated and the teacher, while explaining the techniques, should have managed the students attention. Also, sample of the painting
surface should have been provided during the painting practice day so that the students would be familiar with the type of canvas.

TABLE 4.1 Communication Log

Reason for Contact

Result or Impact on
Instruction

Follow Up
(if
necessary)

Date

Person Contacted

Method of
Contact

3.7

Students Parent

Phone

Lost drawing and could not continue

Lost day of work progress

N/A

3.7

Students

Phone

To locate drawing

Did not find painting, lost day of

work progress.

N/A

C. Narrative Reflection on Impact of Communications (limited to 1 page)

The students parents and older sibling is notified of the concern for students success by the teacher and also a motivation of peers to help the student remember to
bring the drawing to school.

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D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.

What specific professional development opportunities/activities will

help to acquire that knowledge or skill?

Aspect 1:

Reflecting on the lesson and making a Youtube video demonstration will help
improve this instruction. The students will be attentive and able to clearly understand
how to use post-it notes and dry erase markers on their grid drawing.

While drawing the grid drawing, the students could not accurately close off each space.

Aspect 2:
The painting of the grid drawing was the 2nd weakest instruction.

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The amount of prep-work will improve this. The teacher will have samples of canvas
material prepared that the actual painting will be applied to, during the practice painting
exercise.

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REFERENCES

Charts and information provided by http://online.ksde.org/

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APPENDIX A

District Demographic Data

School Demographic Data

Classroom Demographic Data

Classroom Male/Female: 80% male / 20% Female
Classroom Economic Status: Information Unobtainable
Classroom Ethnicity: 10% African-American / 5% Asian or Pacific Islander / 25% Hispanic or Latino / 60%
White or Caucasian

Charts and information provided by http://online.ksde.org/

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APPENDIX B

Lesson Plan 1
Title: Modes of Thinking: Learning to See Worksheet
Grade level: 8th
Suggested Time: 1 -50 minute class period

Unit: Grid Self-Portrait

Medium: Written Text

Instructional Objectives:
Students will build background knowledge.
Students will comprehend read information.
Students will complete a written worksheet.

Learning Targets:
I can build background knowledge.
I can comprehend read information.
I can complete a written worksheet.

Materials and Equipment:

Reading packet, worksheet, pencil

Vocabulary:
Modes of thinking, symbols, shapes, line, proportion, tint / shade,

Production:
Students receive a Modes of thinking reading packet and worksheet.
Students will read along as a class
Students will ring an imaginary bell once an answer from the reading is read.
One Student will answer complete question, and spell out answer.
Students will complete the worksheet in this manner,
Students will trade papers
Teacher will read and ask student the answer
Student will answer
Teacher will repeat question with answer
Worksheet will be reviewed in this manner
Assessment will be based on completion, all students should receive 100% if completed
Resources:
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Reading packet and worksheet provided by instructor

Aesthetic Questions:
Did the students participate in reading or answering?
Did the students fill out the worksheet?

Art Criticism / Analysis Questions:

Did the students learn background knowledge?
Did the students comprehend the reading?
Did the students complete the worksheet?

Evaluation Criteria (should relate to objectives):

The students learned background knowledge.
The students comprehend the reading.
The students completed the worksheet.

Modifications / Special Notes / Drawing:

Paras will be provided if necessary

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Lesson Plan 2
Title: Upside Down Drawing
Grade level: 8th
Suggested Time: 2 50 minute class period

Unit: Grid Self Portrait

Medium: Drawing

Instructional Objectives:
Students will draw upside down
Students will draw what they see.
Students will complete an upside down drawing

Learning Targets:
I can draw upside down
I can draw what they see.
I can complete an upside down drawing

Elements of Art: Shape, Line,

Principles of Design: Movement, Rhythm, Proportion,

Materials and Equipment:

Upside down drawing image, 8.5x11 paper, pencil

Vocabulary:
Draw what you see, shapes not objects, upside down

Art Production:
Students will receive the upside down image.
The instructor will demonstrate how to draw upside down, only drawing what is seen, and going a
small portion at a time.
Students will begin drawing upside down, instructed not to talk, focusing only on drawing.
Drawing should take students entire class period, students who finish will be assessed and if rushed,
will have to re do the assignment.
This lesson will be repeated for a second, class period to assure all students can draw what they see
and not what they think.
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Art History / Resources:

Drawing on the right side of the brain book image for upside down drawing

Aesthetic Questions:
Are the students drawing what they see?
Are the students drawing objects?
Are the students focused only on drawing.

Art Criticism / Analysis Questions:

Did the students draw upside-down?
Did the students draw what they saw?
Did the student complete an upside down drawing?

Evaluation Criteria (should relate to objectives):

The students drew upside down.
The Students drew what they saw.
The students completed an upside down drawing.

Modifications / Special Notes / Drawing

Paras will be provided if needed.

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APPENDIX C
Pre-assessment Upside Down Lesson
Rubric
Followed upside down technique

______/ 5

Completed Upside down drawing

______/ 5

Total Points

______/1
0

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Formal Formative Grid

Drawing Rubric
Followed the grid

______/
25

Used time wisely

______/25

Craftsmanship

______/25

Positive attitude/ Problem

Solving

______/25

Total

______/10
0

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Grid Worksheet
Pass / Fail

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Summative Grid Self Portrait

Painting Rubric
Followed the grid

______/
25

Used time wisely

______/25

Craftsmanship

______/25

Positive attitude/ Problem

Solving

______/25

Total

______/10
0

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