Kaela Schommer

Photography Unit

Fifth Grade

1
 Table of Contents

Part One: Unit Overview 3

Part Two: Lesson Overview 5

Part Three: Assessment Overview 7

Part Four: Detailed Instructional Plans 10

Lesson One 10

Lesson Two 15

Lesson Three 19

Lesson Four 23

Part Five: Sample of Assessments 27

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 Part One: Unit Overview

Enduring Idea:

Identity
o How we perceive ourselves in comparison to how other people perceive us.

Rationale:

In a society where people struggle with negative views about themselves, I want to use this lesson

to help students define their own identity, and to help them realize through photography that we

are all unique and our own person. Most importantly that how we see our own identity might not

be how others see us, as we are typically much harder on ourselves.

Key Concepts:

Photography is essential to our everyday lives.

Photography can be used to convey messages.
Photography is a form on expression.
Photography is invaluable to our lives.
Writing can be used to express our opinion.
We might perceive ourselves differently than others perceive us.

Essential Questions:

What is your own personal identity?

How can you show your identity through a photograph?
How can photography be used to represent someone?

Unit Summary:

In this unit students will learn about personal identity through photography. Students will do

pieces of writing about a partner describing how they perceive them. Students will then

photograph their partner with the same goal. Students will then create a piece of writing about

their own personal identity, and create a self-portrait representing themselves. At the end of the

unit students will compare how their partner saw them against how they saw them.

Unit Objectives:

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 Students will be able to write two different pieces of descriptive writing.
Students will produce two photographs, one of their partner and one self-portrait.
Students will engage in a class critique.
Students will be able to constructively critique their classmates work
Students will be able to analyze the difference between the two photographs of them.
Students will be able to analyze the difference between the two pieces of writing about them.

Content Standards:

Montana Art Content Standard 1- Students create, perform/exhibit, and respond in the Arts.
Montana Art Content Standard 4- Students analyze characteristics and merits of their work and

the work of others.

Montana Art Content Standard 6 Students make connections among the Arts, other subject

areas, life, and work.

Montana English Language Arts Writing Standard 1- Write opinion pieces on topics or texts,

supporting a point of view with reasons and information.

Montana English Language Arts Writing Standard 4- Produce clear and coherent writing in which

the development and organization are appropriate to task, purpose, and audience.

Part Two: Lesson Overview

Lesson One:

What will students do?

Students will use what they learn to take photographs using different components of photography.
Students will write an opinion-based piece about whether photography is important to them?

What will students learn?

Students will learn about the components of photography.

Students will learn the basics of a camera.
Students will learn why photography is important.

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Lesson Two:

What will students do?

Students will write a descriptive piece of writing about their partner.

Students will photograph their partner to represent their partners identity and characteristics.

What will students learn?

Students will learn about perceptions of other people.

Students will learn that how we view someone or what we think of them, can affect how we

present them in photography.

Lesson Three:

What will students do?

Students will write a descriptive piece of writing about themselves.

Students will find their self-identity.
Students will create a self-portrait.

What will students learn?

Students will learn about self-perceptions.

Students will learn about self-portraits.

Lesson Four:

What will students do?

Students will analyze their work and the work of others.

Students will engage in a class critique.
Students will compare the two photographs and two pieces of writing in which they are featured.

What will students learn?

Students will learn that how they perceive themselves might differ from how other people

perceive them.
Students will learn how to participate in a class critique.

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 Part Three: Assessment Overview

For Lesson One:

Students will be observed for participation during the photo safari.

Students; photographs will be collected and graded that the five components of photography are

present in the photograph.

Students writing will be collected and graded on participation and that their opinion is supported

by either personal reasoning or facts.

For Lesson Two: For this lesson student final photograph and essay will be collected.

The photograph will be assessed by the following rubric:

3 Points 2 Points 1 Point 0 Points

Composition A clear effort in Some effort in A hardly any No effort in

decision making decision making effort in decision decision making
about about making about about
composition. composition. composition. composition.

Lighting Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of

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 of lighting. lighting. consideration of lighting.
lighting.

Color Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of colors. colors. consideration of colors.
colors.

Perspective Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of perspective and perspective and consideration of perspective and
angles. angles. perspective and angles.
angles.

Quality Perfectly in focus, Mostly in focus, Barely in focus, Nothing in

nothing is blurry. some blur. mostly blurry. focus, a lot of
blur.

Effort and Participated in Mostly Barely Didnt

participation photographing participated in participated in participate at all.
their partner. photographing photographing Did not work
Worked their partner. their partner. during class.
efficiently during Worked mostly Barely worked
class. efficiently during during class.
class.

Students essays will be collected and assessed to see that they completed it and that they met the

length requirement. The essays will be assess that they are clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience.

For Lesson Three:

For this lesson students final photograph and essay will be collected.
The self-portrait will be assessed by the following rubric:

3 Points 2 Points 1 Point 0 Points

Composition A clear effort in Some effort in A hardly any No effort in

decision making decision making effort in decision making
about about decision making about
composition. composition. about composition.
composition.

Lighting Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of lighting. lighting. consideration of lighting.

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 lighting.

Color Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of colors. colors. consideration of colors.
colors.

Perspective Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of perspective and perspective and consideration of perspective and
angles. angles. perspective and angles.
angles.

Quality Perfectly in focus, Mostly in focus, Barely in focus, Nothing in

nothing is blurry. some blur. mostly blurry. focus, a lot of
blur.

Effort and Participated in Mostly Barely Didnt

participation photographing participated in participated in participate at all.
their partner. photographing photographing Did not work
Worked efficiently their partner. their partner. during class.
during class. Worked mostly Barely worked
efficiently during during class.
class.

Students essays will be collected and assessed to see that they completed it and that they met the

length requirement. The essays will be assess that they are clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience.

For Lesson Four:

Students' answers to the analysis questions will be collected and look at for completion.
Students will be graded for participation during the class critique.
o Students will be expected to analyze characteristics and merits of their work and the work

of others during the critique.

Student Name Participated in Analyzed characteristics and Analyzed characteristics and

critique (Y/N?) merits of their own work merits of others work (Y/N?)
(Y/N?)

Student 1

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 Part Four: Detailed Instructional Plans

Lesson One

Key Concepts:

Photography can be used to convey messages.

Photography is a form on expression.
Photography is invaluable to our lives.
Writing can be used to express our opinion.

Lesson Summary:

Students will work with a professional photographer to learn about what photography is, how to

do it, and why it is important. They will work with the photographer to create their own

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 photographs and learn the fundamentals of photography through hands on experience. At the end

of the lesson students will write a short opinion piece stating why they feel photography is

important.

Lesson Objectives:

Students will be able to create a photograph.

Students will understand why photography is important.
Students will employ the basics of photography to produce a photograph.

Lesson Standards:

Montana Art Content Standard 1- Students create, perform/exhibit, and respond in the Arts.
Montana Art Content Standard 6 Students make connections among the Arts, other subject

areas, life, and work.

Montana English Language Arts Writing Standard 1- Write opinion pieces on topics or texts,

supporting a point of view with reasons and information.

Required Knowledge, Skills and Dispositions:

Students will need to be able to psychically manipulate the settings on a camera.

Students will need to know how to write an opinion-based piece of writing.

Behavior Expectations:

Students will be expected to be respectful and attentive audience members when the guest

speaker is presenting.
Students will be expected to handle all photography equipment with care.
Students will be expected to take photographs appropriate for school.

Modification Plan:

If a student is unable to psychically manipulate the camera settings they can be given a camera

that doesnt require psychically moving things to change settings.

If a student is unable to go outside or in certain areas outside for the photo safari the location can

be changed, or students can stay inside and do the photo safari.

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Relationship to Unit of Study:

This lesson will serve as a starting point for a greater portrait photography lesson. In this lesson

students will be exposed to professional photographs and a professional photographer to spark

their interest in photography. This lesson will teach students the basics of photography, which

they will utilize during the remainder of the unit. It will also teach them the importance of

photography, which is a theme throughout the unit.

Planning for Collaboration:

To plan with the photographer I would like to sit down with them before hand with my thoughts

and ideas for the lesson, including the English Language Arts part of the lesson. I would like to

plan the whole lesson together. We will be co-planning and co-teaching the lesson.

Instructional Strategies

Introduction (20 minutes):

To introduce the lesson I will show students pieces of work from our guest photographer. I will

talk about photography as a whole.

To pre-assess students I will have students do a quick write about what they think about

photography. This can include their opinions, something they might already know, or something

they dont like.

I will tell them a little bit about the photographer to introduce them. Once the photographer has

been introduced I will let them tell the class more about themselves.
To engage students and give them a lesson preview I will have the photographer hook their

camera up to the projector and then take a photograph of the class (something creative using the

different components of photography), which will then project on the screen for students to see.
The guest photographer and myself will present the information verbally from http://digital-

photography-school.com/6-reasons-why-photography-matters/ on why photography is important

and should be valued by everyone.

Sequence (30-60 minutes):

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 To start the lesson the guest photographer will start with a quick power point about the different

components of photography. Which are as follows:

Composition
Light
Color
Perspective
Moment
o https://prezi.com/lzsr8m1fa33f/components-of-photography/
If using digital cameras during the photo safari students will be given the cameras, while the

guest photographer teaches them about the very basics of the camera. Students will learn basics

of the camera and its parts.

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 Once students have learned

about the camera and its parts we will engage in a photo safari.
Students will go, with the guest teacher, and myself outside to take photographs using the

different components and basics learned from the guest teacher. They will be reminded that they

are taking photographs keeping in mind the composition, lighting, color, and perspective of their

shot.

Closure (10-15 minutes):

After the photo safari is over the class will come back into the classroom and reconvene.
We will, as a class, review what an opinion piece of writing is, and what it should include. Once

students have reviewed the different parts of opinion based writing they will write a half to one

page paper on their opinion on if photography is important. Students will support their opinion

with facts and their own personal reasoning.

Assessments:

Students will be observed for participation during the photo safari.

Students; photographs will be collected and graded that the five components of photography are

present in the photograph.

Students writing will be collected and graded on participation and that their opinion is supported

by either personal reasoning or facts.

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Materials Needed:

Digital cameras for every student, or every pair of students.

o If digital cameras are not available, disposable cameras can be used.
Projector and computer.

References:

Link to power point:

o https://prezi.com/lzsr8m1fa33f/components-of-photography/
Link to first camera diagram:
o http://www.nikon.co.in/en_IN/learn_and_explore/photography_tutorials
Link to second camera diagram:
o http://www.dummies.com/how-to/content/digital-slr-cameras-photography-for-dummies-

cheat-.html
Link to importance of photography information
o http://digital-photography-school.com/6-reasons-why-photography-matters/

Lesson Two:

Key Concepts:

Photography can be used to show the identity of a person.

We can use writing to show the identity of a person.
How we see or think of a person can affect how we photograph or describe them.

Lesson Summary:

Students will use what theyve learned about photography and cameras to photograph their

partner after describing them in a short piece of writing. Students will have to showcase their

partners identity with zero guidance from the partner.

Lesson Objectives:

Students will be able to create photographs of their partner capturing their partners personality

and identity.
Students will be able to write a short essay describing their partner.

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Content Standards:

Montana English Language Arts Writing Standard 4- Produce clear and coherent writing in which

the development and organization are appropriate to task, purpose, and audience.
Montana Art Content Standard 1- Students create, perform/exhibit, and respond in the Arts.

Required Knowledge, Skills and Dispositions:

Students will need to utilize the knowledge they learned in Lesson One about photography

components and camera basics.

Students will need to be able to psychically manipulate the settings on a camera.
Students will need to know how to create a descriptive piece of writing, using adjectives.
Students will need to know what adjectives are.

Learner Behavior Expectations:

Students will be expected to handle all photography equipment with care.

Students will be expected to take photographs appropriate for school.
Students are expected to be respectful and kind to their partners.

Modification Plan:

If a student is unable to psychically manipulate the camera settings they can be given a camera

that doesnt require psychically moving things to change settings.

If a parent doesnt want their child to be photographed, drawing can be used in place of

photography.

Instructional Strategies:

Introduction:

To introduce the lesson I will start by showing the students a video about perception and

photography. The video will show students how we view someone can affect how we photograph

them. We will have a class discussion about the video, we will address the following questions:
o What do you think about this video?
o What stood out to you the most?
o Do you think that what we think about someone can affect how we might photograph him

or her?

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Sequence:

After the class discussion the assignment will be introduced. The students will quickly review

what adjectives and descriptive writing is. To remind students about what adjectives are we will

read the picture book Hairy, Scary, Ordinary by Brian P. Cleary. Once students have thoroughly

reviewed, I will put them into partners. The goal is partnering them with someone theyll get

along with, but that they dont know where very well. Once students have been placed in partners

they will be given their assignment. Students will write a short essay that is 1-2 pages describing

their partner. They can describe their partner however theyd wish as long as it is appropriate and

not hurtful. To help guide them in writing they will be allowed to interview their partner, they can

visually describe their partner as well. Students will not share their descriptions with anyone.

Once each student has finished their essay they will be given one camera per pair. The students

will either in the classroom, or outside with adult supervision photograph their partner. The goal

of the photograph is to capture who that person is, to try and capture their partners identity in a

single photograph. Students can take as many photographs, but at the end of the class they must

pick on single photo that best represents their partner. Students will not be showing their partner

the photograph they took of them. They will switch who has the camera so that both partners get

a chance to photograph each other.

Closure:

Once students have photographed each other the class will come back together and reflect on

what went well and what they liked, and what theyd like to change. Students will also discuss,

without seeing the photographs if they think what they wrote, and what they photographed will be

similar.

Assessment:

For this lesson students final photograph and essay will be collected.
The photograph will be assessed by the following rubric:

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 3 Points 2 Points 1 Point 0 Points

Composition A clear effort in Some effort in A hardly any No effort in

decision making decision making effort in decision making
about about decision making about
composition. composition. about composition.
composition.

Lighting Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of lighting. lighting. consideration of lighting.
lighting.

Color Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of colors. colors. consideration of colors.
colors.

Perspective Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of perspective and perspective and consideration of perspective and
angles. angles. perspective and angles.
angles.

Quality Perfectly in focus, Mostly in focus, Barely in focus, Nothing in

nothing is blurry. some blur. mostly blurry. focus, a lot of
blur.

Effort and Participated in Mostly Barely Didnt

participation photographing participated in participated in participate at all.
their partner. photographing photographing Did not work
Worked efficiently their partner. their partner. during class.
during class. Worked mostly Barely worked
efficiently during during class.
class.

Students essays will be collected and assessed to see that they completed it and that they met the

length requirement. The essays will be assess that they are clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience.

References & Resources:

Link to Portrait session with a twist video:

o https://www.youtube.com/watch?v=F-TyPfYMDK8

Materials, Supplies & Equipment:

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 Digital cameras for every student, or every pair of students.
o If digital cameras are not available, disposable cameras can be used.
Projector and computer.

Lesson Three:

Key Concepts:

Photography can be used to showcase our own personal identity.

We can use writing to show the identity of ourselves.
How we see or think of a ourselves can affect how we photograph or describe ourselves.

Lesson Summary:

Students will use what theyve learned about photography and cameras to create a self-portrait,

after describing themself in a short piece of writing. Students will have to showcase their own

identity and how they perceive themself in the photograph they produce.

Lesson Objectives:

Students will be able to create a self-portrait capturing their own personality and identity.
Students will be able to write a short essay describing themselves.

Content Standards:

Montana English Language Arts Writing Standard 4- Produce clear and coherent writing in which

the development and organization are appropriate to task, purpose, and audience.
Montana Art Content Standard 1- Students create, perform/exhibit, and respond in the Arts.

Required Knowledge, Skills and Dispositions:

Students will need to utilize the knowledge they learned in Lesson One about photography

components and camera basics.

Students will need to be able to psychically manipulate the settings on a camera.

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 Students will need to know how to create a descriptive piece of writing, using adjectives.
Students will need to know what adjectives are.

Learner Behavior Expectations:

Students will be expected to handle all photography equipment with care.

Students will be expected to take photographs appropriate for school.
Students are expected to be respectful and kind of themselves.

Modification Plan:

If a student is unable to psychically manipulate the camera settings they can be given a camera

that doesnt require psychically moving things to change settings.

If a parent doesnt want their child to be photographed, drawing can be used in place of

photography.
If a student is struggling to create a self-portrait a teacher may press the shutter release for them

once the student has framed the photograph.

Instructional Strategies:

Introduction:

To introduce students to the idea of self-portraits I will start by defining self portraits for them

with the following definition:

o A self-portrait is a portrait (not always photographed) of an artist that is created by the

artist.
I will stress that a self-portrait is not a selfie. I will show students examples of different

photographers self-portraits from the following website:

o http://photography.tutsplus.com/articles/100-seriously-cool-self-portraits-and-tips-to-

shoot-your-own--photo-5689
We wont look at all 100 photographs but we will view enough to help students get a sense of

what a self-portrait should look like. I will give students advice from the website A self-portrait

should be a very personal expression, not simply a mirror of something youve seen elsewhere.

Think about who you want to be and how you want to say that. Students will be capturing their

own personal identity through the self-portrait.

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Sequence:

Once students have a firm grasp of what a self-portrait is we will move onto the writing part of

the activity. Students will create a piece of writing similar to what they did in Lesson Two. They

will write a descriptive piece about themselves and their own personal identity that is 1-2 pages

long. Students will be asked to address:

o What their personal identity is?
o Who are they as a person?
o How do they see themselves?
o How would they describe themselves?
Once the writing is complete students will be given a camera, and either inside or outside with

adult supervision they will work on taking their self-portrait. This might be difficult so they can

work with a partner to stand in for them so they can frame the shot. Students must create the

entire photo individually however. Students may take however many photographs as theyd like

but they must pick only one photograph to turn in.

Closure:

After all of the students have had time to create their self-portrait the class will reconvene. As a

class we will discuss the following:

o How did it go?
o What worked or didnt work? And why?
o Do you like self-portraits, or portraits better?

Assessment:

For this lesson students final photograph and essay will be collected.
The self-portrait will be assessed by the following rubric:

3 Points 2 Points 1 Point 0 Points

Composition A clear effort in Some effort in A hardly any No effort in decision

decision making decision making effort in making about
about about decision making composition.
composition. composition. about
composition.

Lighting Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of

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 of lighting. lighting. consideration of lighting.
lighting.

Color Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of colors. colors. consideration of colors.
colors.

Perspective Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of perspective and perspective and consideration of perspective and
angles. angles. perspective and angles.
angles.

Quality Perfectly in focus, Mostly in focus, Barely in focus, Nothing in focus, a

nothing is blurry. some blur. mostly blurry. lot of blur.

Effort and Participated in Mostly Barely Didnt participate at

participation photographing participated in participated in all.
their partner. photographing photographing Did not work during
Worked efficiently their partner. their partner. class.
during class. Worked mostly Barely worked
efficiently during during class.
class.

Students essays will be collected and assessed to see that they completed it and that they met the

length requirement. The essays will be assess that they are clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience.

References & Resources:

Link to self portraits website:

o http://photography.tutsplus.com/articles/100-seriously-cool-self-portraits-and-tips-to-

shoot-your-own--photo-5689

Materials, Supplies & Equipment:

Digital cameras for every student, or every pair of students.

o If digital cameras are not available, disposable cameras can be used.
Projector and computer.

Lesson Four:

Key Concepts:

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 Photography can be used to showcase our own personal identity.
Photography can be used to show the identity of a person.
We can use writing to show the identity of a person.
How we see or think of a person can affect how we photograph or describe them.
We can use writing to show the identity of ourselves.
How we see or think of ourselves can affect how we photograph or describe ourselves.
How we perceive ourselves may differ from how other people perceive us.

Lesson Summary:

Students will look at, and read what they produced about their partner and themselves during

Lesson Two and Lesson Three. They will analyze the difference between the two pieces of

writing about them, and the two photographs of them. The class will then engage in a critique.

Lesson Objectives:

Students will be able to analyze the difference between the two photographs of them.
Students will be able to analyze the difference between the two pieces of writing about them.
Students will be able to constructively critique their classmates work.

Content Standards:

Montana Art Content Standard 1- Students create, perform/exhibit, and respond in the Arts.
Montana Art Content Standard 4- Students analyze characteristics and merits of their work and

the work of others.

Required Knowledge, Skills and Dispositions:

Students will need to utilize the knowledge they learned in Lesson One about photography

components.

Learner Behavior Expectations:

Students are expected to be respectful and kind of themselves and their classmates.
Students are expected to provide constructive feedback in a respectful manner.

Modification Plan:

If students do not want to participate in the critique they can be given an alternate assignment.

22
 Instructional Strategies:

Introduction:

To start the lesson we will watch the following video:

o https://www.youtube.com/watch?v=XpaOjMXyJGk
After watching the video we will engage in a short class discussion addressing the following:
o Do you think that the picture you took of yourself will represent you the way the

photograph your partner took?

o Do you think your, or your partners picture will best represent you and your identity?

Sequence:

After the class discussion is over I will take students into a different room where the two pictures

of them, and the two pieces of writing about them are hung up to look like a gallery. Students will

be given time to go around the gallery and see their classmates work. While they are wandering

the gallery students will be asked to answer the following questions:

o What is the same about the writing you did about yourself and the writing done by your

partner?
o What is different about the writing you did about yourself and the writing done by your

partner?
o What is the same about the photograph you took of yourself and the photograph taken by

your partner?
o What is different about the photograph you took of yourself and the photograph taken by

your partner?

Closure:

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 Once students have answered the questions we will engage in a class critique. To help students

understand what a critique is they will be given the following handout:

24
 o Students will be expected to analyze characteristics and merits of their work and the work

of others during the critique.

Student Name Participated in Analyzed characteristics and Analyzed characteristics and

critique (Y/N?) merits of their own work merits of others work (Y/N?)
(Y/N?)

Student 1

References & Resources:

Link to Dove Real Beauty Sketches video:

o https://www.youtube.com/watch?v=XpaOjMXyJGk
Link to critique handout:
o http://artsedge.kennedy-center.org/educators/how-to/tipsheets/student-critique

Materials, Supplies & Equipment:

Handouts for every student.

Projector and computer.

Part Five: Sample of Assessments

For this lesson students final photograph and essay will be collected.
The self-portrait will be assessed by the following rubric:

3 Points 2 Points 1 Point 0 Points

Composition A clear effort in Some effort in A hardly any No effort in

decision making decision making effort in decision making
about about decision making about
composition. composition. about composition.
composition.

Lighting Strong evidence Some evidence of Hardly any No evidence of

25
 of consideration consideration of evidence of consideration of
of lighting. lighting. consideration of lighting.
lighting.

Color Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of colors. colors. consideration of colors.
colors.

Perspective Strong evidence Some evidence of Hardly any No evidence of

of consideration consideration of evidence of consideration of
of perspective and perspective and consideration of perspective and
angles. angles. perspective and angles.
angles.

Quality Perfectly in focus, Mostly in focus, Barely in focus, Nothing in

nothing is blurry. some blur. mostly blurry. focus, a lot of
blur.

Effort and Participated in Mostly Barely Didnt

participation photographing participated in participated in participate at all.
their partner. photographing photographing Did not work
Worked efficiently their partner. their partner. during class.
during class. Worked mostly Barely worked
efficiently during during class.
class.

Students essays will be collected and assessed to see that they completed it and that they met the

length requirement. The essays will be assess that they are clear and coherent writing in which the

development and organization are appropriate to task, purpose, and audience.

Students will be graded for participation during the class critique.
o Students will be expected to analyze characteristics and merits of their work and the work

of others during the critique.

Student Name Participated in Analyzed characteristics and Analyzed characteristics and

critique (Y/N?) merits of their own work merits of others work (Y/N?)
(Y/N?)

Student 1

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