Final Curriculum Project 1

Final Curriculum Project

Elsbeth Bandli

University of Wisconsin- Stout

Educational Psychology

Dr. Virginia Lea

Final Curriculum Project 2

Feeling with Color: Paper Paintings Inspired by Megan Coyle

Lesson Plan Analysis

Introduction

The attached lesson plan was written for seventh-grade students, but may be adapted to

meet the learning needs of all middle school students. The structure of this visual arts lesson plan

is based on Madeline Hunter’s Lesson Plan Model. It includes four class periods of instruction

that promotes self-awareness and expression through student choice. The objectives for this

lesson plan are derived from the four elements of Discipline-Based Art Education and are

connected with the National Visual Arts Standards. Notations of how the educator will address

these objectives and how students will meet the standards selected for this lesson, are included in

the purpose column of the instructional strategies portion of the lesson plan. Informal assessment

occurs throughout the lesson plan. On the first day of the lesson, students complete a stoplight

closure activity to self-assess their understanding of the objectives covered during that class

period. This self-assessment influences instruction for day two of the lesson. Students are

reassessed on day three of the lesson with an informal Kahoot quiz at the beginning of class.

Students participate in a peer assessment during the fourth day of the lesson, which provides

them with feedback before completing the project and filling out a rubric and reflection, which

acts as the summative assessment for this learning unit. The artistic outcome and reflection are

also assessed by the teacher using the same rubric.

Target Population and School Context

This middle school is located in a suburban community with a population of 40,000. It

houses 735 students in grades five-seven. Minority enrollment accounts for thirty-four percent of
Final Curriculum Project 3

students that attend this school. Most of these minority students identify as Black or Hispanic.

Approximately thirty-five percent of students are eligible for free and reduced lunch. Fifty-four

percent of students are male, and forty-six percent are female (Public School Review, 2020).

This school is fortunate enough to have a staff member who organizes a club called “Go Global”

which focuses on creating safe spaces for students to share and learn about various cultures

represented in their school. This school also utilizes a PBIS approach to promote community and

positive behavior. EL staffing is available to support students whose first language is not

English. Students identified with special education needs, have access to inclusion in the regular

classroom, where general education teachers and special education teachers collaborate and

coteach.

Responses to Project Questions

Cognitive, Social, Moral and Language Development

Self-awareness and emotional expression are intentionally addressed in this lesson for

seventh-grade students to promote social development. Students in seventh grade are typically

twelve-thirteen years old. According to Erik Erickson’s Theory of Psychosocial Development,

these students are currently in a stage of identity vs. confusion (Eggen & Kauchak, 2013, pg. 79).

During this stage, adolescents explore various identity roles in safe learning environments. The

development of identity and self-concept during this time are correlated with achievement and

socialization with others (Eggen & Kauchak, 2013, pg. 83). Within this lesson, students learn

about self-awareness by analyzing their emotional responses to artworks, everyday objects, and

color. Then they compare these responses to those of their peers, and implement self-awareness

strategies when composing an original artwork that conveys emotional expression. The ability to
Final Curriculum Project 4

safely explore identity as an artist by creating personal work contributes to individual and

collective self-esteem in the classroom, which encourages prosocial behavior with peers.

The variety of opportunities for discussion and reflection promote language development

within this lesson. Lev Vygotsky’s Sociocultural Theory of Cognitive Development illustrates

the interconnected nature of social interaction, language, and culture on learning and

development (Eggen & Kauchak, 2013, pg. 45). The lesson reinforces language skills because

students are expected to use vocabulary introduced in the lesson when reflecting on their work,

and the work of their peers. Students also develop cognitive tools by forming connections

between the written and spoken language used in the lesson by applying a hands-on

interpretation of these concepts in their artwork.

Learner Diversity/Individual and Group (Cultural) Differences

The inclusion of cultural context in this lesson plan attempts to address learner diversity,

but more could be done to mitigate stereotype threat. The lesson plan teaches students about

cultural context from a perspective focused on the macroculture of the community as a whole,

rather than investigating how the microcultures of students also influence cultural context. While

it is valuable to address macroculture because it is relevant to all students in a learning

community, it is also necessary to examine the influence of learner diversity so that all students

feel that their individuality and group identities are valued and respected in the learning

environment. A change that could be made to this lesson, would be to include a case study of

how two students viewed a picture of an everyday object differently based on their culture. The

teacher would then facilitate a discussion with the class to address how culture influenced the

way that students responded to the picture of the object. It would be important for this case study

to be completely fictional as not to confirm stereotypes. Including a case study would also
Final Curriculum Project 5

remove the pressure for students to share their personal reactions to the photos displayed on the

screen when they enter the classroom. Some students may not feel comfortable sharing due to

fear of stereotype threat; the fear of confirming a stereotype about their culture (Eggen &

Kauchak, 2013, pg. 109).

Two specific groups of students considered in the lesson plan are learners with

exceptionalities and students who identify as female. The lesson plan addresses adaptive

materials that can be supplied for students, as well as opportunities when the educator can

provide scaffolding for students that would benefit from 1:1 support. The lesson includes the

study of a contemporary female artist. Highlighting a working female artist acts as positive

representation for students who identify as female, because the majority of artists included in a

visual arts curriculum are male.

Assessment

This lesson plan utilizes continuous assessment and relies on authentic strategies.

Informal assessment begins on the first day of the lesson. Students complete a stoplight exit

ticket that asks them to evaluate their understanding of the content covered during the first day of

the lesson. Students are instructed to select a color: red, yellow, or green and provide a rationale

for why they selected that color. Since this assessment tool allows students to respond

anonymously, and therefore carries no implications for a student’s grade in the course, students

are more likely to provide an authentic response that can be used to guide instruction in the

coming days of the lesson. This assessment tool is linked in the “instructional resources” section

of the lesson. Students are re-assessed on day three of the lesson with a Kahoot quiz. This

informal assessment strategy is motivating to students because it acts as an introductory focus

Final Curriculum Project 6

for the class period that attracts student attention and reinforces academic language and

objectives outlined in the lesson (Eggen & Kauchak, 2013, pg. 377). The final informal

assessment in the lesson occurs when students participate in a TAG partner critique. This

learning task provides students with valuable feedback from a peer before completing their

project for summative assessment. At the end of the lesson student learning is formally

assessed. Students self-assess their work by completing a rubric and written reflection. The

educator then completes the same rubric for the student and provides feedback to promote

self-regulated learning. This feedback should provide evidence of increased competence and

advancement towards goals, as well as areas for improvement with suggested strategies for

growth. This will increase learner motivation and self-efficacy (Eggen & Kauchak, 2013, pg. 384).

This lesson plan utilizes continuous assessment. This is a good strategy for providing

evidence of validity because the educator can observe patterns of growth and mastery. While

this lesson plan does incorporate many opportunities for assessment, there could be more

consideration for differentiating these assessments to meet various learner needs. An example

of this would be allowing students to reflect verbally as opposed to using a written format.

Conclusion

Overall, this lesson plan demonstrates strong considerations for social and language

development and a variety of assessment, and instructional strategies based on research. This

lesson plan could be improved by incorporating more culturally sustaining methods designed to

meet the needs of specific students and cultural groups in the target population as well as

differentiations for assessment.

Final Curriculum Project 7

References

Bandli, E. M. (2020). Feeling with Color: Paper Paintings Inspired by Megan Coyle.

Eggen, P. D., & Kauchak, D. P. (2013). Educational Psychology: Windows on Classrooms

(9th ed.). Pearson Education.

Public School Review. (n.d.). Patrick Marsh Middle School Profile (2020-21).

Retrieved November 30, 2020, from https://www.publicschoolreview.com/patrick-marsh-

middle-school-profile
Final Curriculum Project 8

TITLE OF LESSON PLAN: Feeling with Project Sample

Color: Paper Paintings Inspired by Megan
Coyle

NAME OF TEACHER: Elsbeth Bandli

AGE/GRADE: 7th

NUMBER OF LESSONS/TIME: 4 Class

Periods (1 Hour Each)

1) CENTRAL FOCUS:

By the end of this lesson, students will be able to articulate how color can be used to express and
communicate emotions. Students will consider how simple objects can evoke an emotional reaction based
on life experience and how color influences the way that viewers perceive a work of art. Students will
then apply this learning to the creation of a “paper painting” inspired by contemporary artist, Megan
Coyle. Students will reflect on their learning by completing a self-assessment and by participating in a
thoughtful critique with their peers.

2) NATIONAL VISUAL ART STANDARDS:

o VA:Cr2.1.7a Demonstrate persistence in developing skills with various materials, methods, and
approaches in creating works of art or design.
o VA:Cr2.3.7a Produce a work of art, design, or media that clearly communicates information or
ideas.
o VA:Cr3.1.7a Reflect on and explain important information about personal artwork in an artist
statement or another format.
o VA:Pr5.1.7a Based on criteria, analyze and evaluate methods for preparing and presenting art.
o VA:Re.7.2.7a Analyze ways that images influence specific audiences.
o VA:Cn11.1.7a Analyze how response to art is influenced by understanding the time and place in
which it was created.
Final Curriculum Project 9

3) OBJECTIVES:

ART PRODUCTION:

o I can create an artwork using “paper painting” techniques inspired by contemporary artist, Megan
Coyle. (VA:Cr2.1.7a)

AESTHETICS:

o I can use color to communicate emotion in my artwork. (VA:Cr2.3.7a)

o I can reflect on personal experiences to explain my reaction to simple, everyday objects.
(VA:Re.7.2.7a)

ART HISTORY:

o I can compare and contrast understanding of subject matter in artwork based on personal and
historical context. (VA:Cn11.1.7a)

CRITICISM:

o I can explain personal choices for color and subject matter in my artwork. (VA:Cr3.1.7a)
o I can examine the artwork of a peer and provide constructive criticism. (VA:Pr5.1.7a)

4) ESSENTIAL QUESTIONS

o How does cultural context influence our perception of everyday objects?

o How can emotional expression be communicated using color?
o How does reaction to color and everyday objects increase self-awareness?

5) ACADEMIC LANGUAGE:

o Paper Collage: A two-dimensional artwork that is made from small pieces of paper layered on top
of each other and glued to a surface.
o Megan Coyle: A contemporary artist who creates “paper paintings” (collage)
o Local Color: The natural color of an object.
o Monochrome: The use of black and white or varying tones of one color.
o Cultural Context: The impact of life experiences on how we view things.
o Emotional Expression: Communication of feelings (through art).
o Self-Awareness: Conscious knowledge of your feelings.
Final Curriculum Project 10

6) ART MATERIALS

o Variety of Colored Paper (construction paper, magazines, cardstock, etc.)

o Scissors (1/student)
o Glue Stick (1/student)
o 8 ½ x 11 White Cardstock (2 sheets/student)
o Pencil (1/student)
o Eraser (1/student)
o Colored Pencils
o Sticky Note (2/student)
o Gallon Ziploc Bags

7) INSTRUCTIONAL RESOURCES:

o Google Slides Presentation:

https://docs.google.com/presentation/d/1aELjZux7Ld85hcsnWVCUl2sgcWU0_GtUl8w8vJBvqd
w/edit?usp=sharing
o Projector/Smart Board
o Document Camera
o Sample Student Sketchbook: https://liveuwstout-
my.sharepoint.com/:b:/g/personal/bandlie8473_my_uwstout_edu/EQD9fB3Ro_lNiYBnwc76sBo
BrDqNpjZie7FNPB9Ndpv8rw?e=fAbgot
o Project Sample
o Kahoot! Quiz: https://create.kahoot.it/share/feeling-with-color-paper-collages-inspired-by-megan-
coyle/264591f2-9fc6-49b8-817f-4eb83e1b4882.
o “Stoplight” Closure Question Sheet: https://liveuwstout-
my.sharepoint.com/:b:/g/personal/bandlie8473_my_uwstout_edu/EVtFbbWg2UNFiHauMoKndz
gBb2a8jOcaoxT-OQ0bP9zpGw?e=4kHMKu
o Project Rubric:
https://docs.google.com/document/d/1SgvT7Tg9ScK788j4XJysj5iPUjmenBLViaPOJzlZMNA/ed
it?usp=sharing
Final Curriculum Project 11

8) PROCEDURE:

Time Instructional Strategies/Learning Tasks Purpose

Day One: Introduction to The Unit
1. 5 min 1. Anticipatory Set - Black and White Strange 1. Encourage
critical
Objects: Slide #1 on screen upon entry to the
thinking and
classroom. Show students slide #2 (b&w
discussion.
antique objects). Ask students the following
Fulfills
questions for each object: “What do you
standard
see?”, “Do these objects mean anything to VA:Re.7.2.7a
you?- If so, what gives them meaning?”. If
students are hesitant to share, remind students
that there are no right or wrong answers.
Repeat these questions until all objects have
been addressed. Ask students, “What did you
notice about the variety in responses to these
objects?” Explain: “We each have unique life
experiences that impact our emotional
connection to things. This can be influenced
my memories, culture, family, friends, etc.”
“What objects do you have an emotional
connection to?” “Do you think that you might
have more of a response or an emotional
connection to these objects if the pictures were
in color? Why?” “Do you think that you might
have more of a response or an emotional
connection to these objects if the pictures were
of objects you see on an everyday basis?”
2. 20 min 2. Informs
2. Presentation: Context for Everyday
students of
Objects, Color, and introduction of Megan
goals for the
Coyle: Switch to slide #3 and introduce
unit. Review
Final Curriculum Project 12

essential questions. Ask students if they have of

any questions. Switch to slide #4. Ask contemporary

students to define “contemporary artist”. artists.

Correct/limit
Remind students that contemporary artists are
off-
artists who are alive and are still creating
task/inattentive
artwork. Explain that Megan Coyle is an
behavior.
example of a contemporary artist. Call on
Teaches
students to read each bullet point about Megan academic
Coyle (choose students who benefit from language and
additional engagement or who are off-task/not applies it to
paying attention.) Switch to slide #5 the project.
(academic language) and read definitions for Prepare
cultural context, emotional expression, and students for

self-awareness. Connect Cultural Context to individual

work time.
the anticipatory set. Say, “Cultural context
Fulfills
explains why it is hard for us to relate to the
standards
objects we looked at during the beginning of
VA:Re.7.2.7a
class because time and culture impact our
and
ability to understand and relate to things.” VA:Cn11.1.7a
Switch to slide #6 and analyze self-awareness
and emotional expression in “Ali”, an artwork
by Megan Coyle. Invite students to answer the
questions, “How does this artwork make you
feel? Why does it make you feel that way?
Can you tell how the artist feels by looking at
this artwork?” Tell students, “We cannot
express emotions in our artwork if we do not
understand our emotions to begin with. “Ali”
shows us literal emotion because it has a
human face that we can look at and ‘read’
emotion from. Let’s look at an example that is
Final Curriculum Project 13

a little less obvious.” Switch to slide #7 and

analyze “Donut Worry”, an artwork by Megan
Coyle. Ask students, “How is this artwork
different than the last artwork we looked at?
How does this artwork make you feel? What
makes you feel that way?” Explain to
students, “Even without a face, we can still
understand artwork and give it personal
meaning because of cultural context.” Switch
to slide #8 and introduce the project sample.
Tell students, “We are going to use self-
awareness and cultural context to make a
paper painting inspired by Megan Coyle that
shows emotional expression. Whew! That was
a lot of our academic language in one
sentence. Don’t worry, we are going to break
this project down into steps that you will
follow.” Ask students if they have any
questions. Switch to slide #9 (Day 1 To-Do
List) and read the steps for students to
complete during class. Ask students if they
have any questions. Show students the sample
brainstorming t chart (objects and emotions),
practice sketch, and final outline drawing in
sample sketchbook over document camera.
3. 25 min 3. Application of
3. Individual Work Time: Brainstorming and
learning from
Sketching: While students are working,
step 2. Fulfills
conduct teacher-student check-ins. Ask
standard
students, “What emotion do you want to
VA:Cr2.1.7a.
express? What object will you use to express Provides
that emotion?” Explain to students that their varied
Final Curriculum Project 14

final drawing should fill up 50-75% of the supports for

paper and that only the outline needs to be students.

drawn (details will be added with paper

pieces). Work 1:1 with students who benefit
from additional drawing assistance. When not
meeting with students, walk around the
classroom and monitor student behavior. Use
proximity to correct off-task behavior. If
students say, “I’m done” before work time is
over, ask them to add details to their practice
sketch using colored pencils. Give students a
5-minute verbal warning before clean up
begins.
4. 5 min 4. Clean Up: Tell students to use paper towel to 4. Promotes
student
wipe graphite and eraser shavings off tables
ownership for
and into the garbage can. Borrowed pencils
shared
and erasers should be returned to the center of
supplies and
the table. Colored pencils should also be
classroom
returned to the cabinet. space.
5. 2 min 5. Homework: Completion of Brainstorming
and Sketching: Inform students, “T-charts, 5. Prepares
practice sketches, and final sketch are due at students to
the beginning of class tomorrow.” Warn work
students, “If you are not done with this step of independently

the project, you will be behind when class outside of

class. Clarifies
starts tomorrow, and it is much easier to stay
expectations
on track rather than catching up later.” Tell
for
students, “If you are not done with these three
completion.
things you need to be responsible for bringing
your sketchbook and final paper home with
you and back to class tomorrow. If you are
Final Curriculum Project 15

done, you can choose to take your sketchbook

with you or leave it in your class basket when 6. Anonymous

the bell rings.” Ask for questions. formative

6. 3 min assessment.
6. Closure: Stoplight: Switch to slide #10 and
Used for
pass out stoplight sheets. Invite students to
reflective
complete sheets. Tell students, “leave your
teacher
stoplight sheet in the basket by the door when
practice before
the bell rings.” moving on to
day 2 of
Day Two: Everyday Objects in Local Color lesson.
7. 2 min 7. Review of Learning from Day 1: Use
responses from Stoplight activity to determine 7. Reflective
need for review of academic language from practice-

day 1. If review is needed, refer to slide #5. differentiate

8. 8 min instruction for
8. Demonstration: Paper Painting: Everyday
classes based
Object with Local Color: Invite students to
on need.
gather around the demonstration table in the
front of the classroom. Remind students to
8. Prepare
stand in front of the table, and not behind you students for
(the teacher). Use the final drawing example individual
in the sample student sketchbook. Ask work time.
students, “What do you think local color is?” Teach
Switch to slide #11 and read definition. academic
Demonstrate day 2 project steps. (1. search language

reference image, 2. sketch color shapes, 3. cut “local color”.

and glue paper, 4. Add details). Remind

students that colored paper should cover the
whole drawn object with no gaps. Tell
students that the colored paper can extend past
the outline of the drawing since this piece of
the project will be cut out and glued to the
Final Curriculum Project 16

background. Ask students if they have any

questions before work time. Pause and allow
for responses. Switch to slide #12 and read
“to-do" list.
9. 40 min 9. Fulfills
9. Individual Work Time: Walk around the
standards
classroom while students work. Monitor
VA:Cr2.1.7a
student behavior and engage with students by
and
asking questions for critical thinking. Example VA:Cr2.3.7a.
questions, “What is the meaning behind the Provide
object you chose?” “How can you add details scaffolding
to make your object appear realistic?” “What based on
do you like about your artwork?” “What do student need.
you wish was different about your artwork?” Encourage

Provide individual support for students (ex. critical

thinking
adaptive scissors, pre-cut paper pieces,
during art
assistance in sorting paper by color,
making.
encouragement for completion:
work/break/work schedule etc. These supports
are based off of student IEP). Give students 5-
minute verbal warning before clean up.
10. 5 min 10. Clean Up: Instruct students to put away glue 10. Promotes
sticks, scissors, and extra paper. If students are student
not done, give them a gallon ziploc bag to ownership for
store paper pieces in. Tell students to paper shared

clip this bag inside of their student supplies and

classroom
sketchbook. Walk around the classroom and
space.
spray tables with cleaner. Ask students to
wipe tables with paper towel. While walking
around the classroom, check for paper on the
floor. If there are scraps on the floor, remind
Final Curriculum Project 17

students to check under their tables and

recycle paper scraps.
11. 5 min 11. Closure/Homework: Inform students that 11. Prepares
students for
they should have their everyday object in local
day 3 of
color completed before the next class. Remind
instruction
students that they can “check out” supplies
from the classroom or sign up to come into the
art room during study hall/lunch/before school
to work on their project. Show students where
check out and signup sheets are in the
classroom. Ask students if they have any
questions. Dismiss students when the bell
rings.
Day Three: Monochromatic Background
12. 8 min 12. Formative
12. Review of Learning from Days 1 & 2: Invite
Assessment.
students to get out their school issued laptops
Review of
and join the Kahoot quiz (slide #13).
prior learning.
https://create.kahoot.it/share/feeling-with-
color-paper-collages-inspired-by-megan-
coyle/264591f2-9fc6-49b8-817f-
4eb83e1b4882. Instruct students to use their
first name and last initial when signing in to
Kahoot. Moderate the quiz from teacher
computer. For questions with over 25%
incorrect answers, review correct definitions.
13. 10 min 13. Prepares
13. Demonstration: Conveying Emotion with
students to
Color: Invite students to gather around the
work
demonstration table in the front of the
independently.
classroom. Remind students to stand in front
Reminds
of the table, and not behind you (the teacher). students of
Use the completed everyday object from the project criteria.
Final Curriculum Project 18

day before and the example student

sketchbook with the T chart from day 1. Ask
students, “What is emotional expression?”
Pause. Allow students to answer. Explain,
“We can show emotional expression through
color choice. Today, we will be creating a
monochromatic background for our everyday
object. Who can tell me what it means for
something to be monochromatic?” Allow
student responses. Switch to slide #14 and
read the definition for monochromatic. Ask
students to tell where the artwork is
monochromatic (the background).
Demonstrate day 3 project steps. (1. Choose
color to show emotional expression: show
slide #15, 2. Collect paper, 3. cut and glue
paper, 4. Cut out every day object, 5. Glue
every day object on top of monochromatic
background). Remind students that paper
should cover the whole surface with no gaps.
Ask students if they have any questions before
work time. Pause and allow for responses.
Switch to slide #16 and read “to-do" list.
14. 30 min 14. Individual Work Time: Walk around the 14. Fulfills

classroom while students work. Monitor standards

VA:Cr2.1.7a
student behavior and engage with students by
and
asking questions for critical thinking. Example
VA:Cr2.3.7a.
questions, “What is the emotion you are
Provide
expressing through color?” “How can you
scaffolding
vary your background while still keeping it based on
monochromatic (tints/shades)?” “What do you student need.
Final Curriculum Project 19

like about your artwork?” “What do you wish Encourage

was different about your artwork?” Provide critical

individual support for students (ex. adaptive thinking

during art
scissors, pre-cut paper pieces, assistance in
making.
sorting paper by color, encouragement for
completion: work/break/work schedule etc.
These supports are based off of student IEP).
Give students 5-minute verbal warning before
clean up.
15. 5 min 15. Clean Up: Instruct students to put away glue 15. Promotes
sticks, scissors, and extra paper. If students are student
not done, give them a gallon ziploc bag to ownership for
store paper pieces in. Tell students to paper shared

clip this bag inside of their student supplies and

classroom
sketchbook. Walk around the classroom and
space.
spray tables with cleaner. Ask students to
wipe tables with paper towel. While walking
around the classroom, check for paper on the
floor. If there are scraps on the floor, remind
students to check under their tables and
recycle paper scraps.
16. 5 min 16. Closure: Inform students that the next class 16. In-progress
will start with a partner critique, then there analysis of
will be work time, and by the end of class work.

students will have their project completed and

their rubric/reflection completed. Invite
students to look at their artwork and write 1
thing that they like about their artwork and 1
thing that they would like to change on a
sticky note. Attach this sticky note to the back
of the artwork.
Final Curriculum Project 20

17. 2 min 17. Homework: Inform students that they should 17. Prepare
have their project 90% completed before the students for

next class (drawn object completely covered Day 4 of

instruction.
with colored paper and monochromatic
background almost done: students can cut and
glue them together the next class period).
Remind students that they can “check out”
supplies from the classroom or sign up to
come into the art room during study
hall/lunch/before school to work on their
project. Show students where check out and
signup sheets are in the classroom. Ask
students if they have any questions. Dismiss
students when the bell rings
Day Four: Reflection & Critique
18. TAG Critique: Welcome students to class.
18. 10 min 18. Fulfills
Instruct students to place their artwork on their
standard
desk in front of them. Distribute sticky notes.
VA:Pr5.1.7a.
Demonstrate sticky note set up (slide #17). Promotes
Direct students to take a pencil and rotate studio
table groups (1 to the right and sit behind one environment in
of the artworks). (3 min) Tell students, “You classroom.
will have 5 minutes to write your TAG
critique. Think about the comments you are
writing. While we do want to offer
constructive criticism, all of your notes should
be written using kind words.” After 5 min of
writing, tell students to return to their seat and
read their comments. Attach this sticky note to
the back of the artwork.
Final Curriculum Project 21

19. 30 min 19. Work Time: Complete Paper Paintings: 19. Fulfills
Show students day 4 “to do” list (slide #18). standards

Tell students to look at their TAG critique if VA:Cr2.1.7a

and
they need ideas for how to improve their
VA:Cr2.3.7a.
artwork Ask students if they have any
Application of
questions. Walk around the classroom while
advice from
students work. Monitor student behavior and
critique.
engage with students by asking questions for Provide
critical thinking. Example questions, “What scaffolding
advice did you get from your TAG critique? based on
How can you use this advice to improve your student need.
artwork?” “What do you like about your Encourage
artwork?” “What do you wish was different critical

about your artwork?” Provide individual thinking

during art
support for students (ex. adaptive scissors,
making.
pre-cut paper pieces, assistance in sorting
paper by color, encouragement for
completion: work/break/work schedule etc.
These supports are based off of student IEP).
Give students 5-minute verbal warning before
clean up.
20. 5 min 20. Clean Up: Instruct students to put away glue 20. Promotes
sticks, scissors, and extra paper. Walk around student
the classroom and spray tables with cleaner. ownership for

Ask students to wipe tables with paper towel. shared

supplies and
While walking around the classroom, check
classroom
for paper on the floor. If there are scraps on
space.
the floor, remind students to check under their
tables and recycle paper scraps.

21. 13 min
21. Written Reflection/Self-Assessment: Switch 21. Fulfills
to slides #19 and #20 to show students rubric standard
Final Curriculum Project 22

and reflection sheet. Hand out VA:Cr3.1.7a.

rubric/reflection sheets. Explain to students to Summative

write if they are not done or if they need more assessment of

learning and
time in the “I want Ms. Bandli to know...”
artistic
box. Walk around the classroom while
outcome.
students work. Tell students to place their
rubric on top of their paper painting when they
are done and wait for the bell to ring. When
the bell rings they can place their artwork in
the art bin by the door and their sketchbook in
the bin by the door.
22. 2 min 22. Homework: Ask students to stay after class if 22. Support
they need more time to complete their project students who

and check out materials. Remind students that need more

time to
they can come into the art room during study
complete
hall/lunch/before school to work on their
project.
project. Dismiss when the bell rings.

9) ASSESSMENTS:

DURING THE LESSON: FORMATIVE/INFORMAL ASSESSMENT

o Stoplight Closure Activity: Outlined in Step 6 of procedure and Slide #10 of Presentation
o Kahoot Quiz: Outlined in Step 12 of procedure and Slide #13 of Presentation
o TAG Partner Critique: Outlined in Step 18 of procedure and Slide #17 of Presentation

AFTER THE LESSON: SUMMATIVE/FORMAL ASSESSMENT

o Project Rubric