Lessons and Rubrics

I'm working on a template for Lesson Plans and Rubrics. Not all of it seems to have come through, but here's the start-

Julia Garnett
2011-12
Grade Level: 1-5
Subject: Elementary Art 

Duration: 40 minute class period

Lesson #- (possible 5 student points)

Preparation: the examples, visuals, set up of room

Books:  

Websites:  

Key Vocabulary: Element of Design, Principle of Design

• the lesson

Objectives and Goals: cognitive, affective, psychomotor 

• the lesson

State Standards:

http://www.michigan.gov/mde/0,4615,7-140-28753-86228--,00.html

• the lesson

Bloom’s Taxonomy: 

http://en.wikipedia.org/wiki/Bloom's_Taxonomy

I am using the new version, noted here. 

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Remember: 

Understand: 

Apply: 

Analyze: 

Evaluate: 

Create:

Multiple Intelligence: 

http://www.howardgardner.com/MI/mi.html

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

Spatial- 

Linguistic- 

Logical-mathematical-  

Bodily-kinesthetic-  

Musical- 

Interpersonal- 

Intrapersonal- 

Naturalistic- 

Anticipatory Set Artist Workshop Time (5 minutes):

Direct Instruction (2 minutes):

• Explanation 
• Steps to follow for 5 points.

example:

1. Turn paper the portrait, landscape direction. Using pencil write your first and last name at the bottom, back of the page.

2. Draw with pencil first.

3. Use the entire page. Draw large.

4. Add details. Use at least two values. Work neatly.

5. Artist Statement

Closure (2 minutes):

• Students should reflect and review the lesson
• Students will think about the lesson
• Simple and quick Check for understanding

Guided Practice (5 minutes):

• Demonstrate the lesson using the document camera, white board, paper.

Independent Practice Artist Studio Time (10 minutes):

• Create the lesson *Reminder- Head Heart Hands

Required Materials and Equipment:

• Paper
• Crayons, pencils
• multi-media: computer, projector, document camera, videos, music player, digital timer

Clean Up (5 minutes):

• Students will return pencils, crayons to bin.
• Table manager will return projects to tray.

Assessment and Follow-Up Artist Critique Time (5 minutes):

• Did students complete each of the 5 steps for 5 possible points?
• 
• Students will be able to retell or explain the lesson
• Critique:  

1. Students will walk by the display of their work and consider what they did well and what they could do to improve.
2. Students will “show and tell” about their work, either to another student, to their group, or to the class.

Did the class receive their points for the “scoreboard”.

Points Possible	Points Received	Class Time	Expectation
1		Artist Workshop	Class will listen attentively to the speaker.
2		Artist Studio	Class will cooperate with others at their table. They will put their “Head, Heart, Hands” into their work. They will strive to complete  all points for each assignment.
3		Clean Up	Class will cooperate with others at their table to complete all clean up jobs assigned. They will meet the 2 minute challenge calmly, and efficiently.
4		Artist Critique	Class will think about whether or not they have completed the expectations for the assignment. They will assess their work and think about improvements for future assignments. Class will listen attentively to the speaker when it is a Presentation Critique.
5		Presentation, Video, Ppt., etc.	Class will look and listen attentively to the speaker, video, or slide show.

“Springboard” References for future lesson:

• the lesson

Elementary Art Rubric	Master	Apprentice	Novice
Grade Earned (as shown on Western Schools report card)	Y	P	N
Work Ethic	I produce high quality/creative work. I receive the full 5 points possible on my assignments.	I produce acceptable work. I receive at least 3 out of 5 points possible on my assignments.	I produce work of inconsistent quality, or no work. I receive 0 to 2 points out of 5  possible on my assignments.
Comprehension	I apply all skills, especially those stressed for the assignment.	I apply some of the skills that are expected for the assignment.	I rarely apply the expected skills for the assignment.
Participation	I participate in class and use time well.	I usually participate and use time well.	I sometimes, or never participate and use time well.
Cooperation	I cooperate with the teacher and with my peers.	I usually cooperate with the teacher and with my peers.	I sometimes, or rarely cooperate with the teacher and with my peers.
Independence	I solve problems and work independently.	I sometimes solve problems and work independently.	I rarely, or never work independently or solve problems.