Text-Based Sculpture Project 3 Alcott Elementary 1. Type of school? Elementary School 2. In what setting? Urban 3.

List any special features of the school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect teaching during this learning segment. Alcott Elementary is a college prep school, aiming to prepare its students for their future educations. This particular class happens right before lunch and recess for the eighth graders. Overall, students at Alcott have been building a culture around treating art class as more of a time for socializing and not necessarily keeping in mind the responsibilities they have in other classrooms, i.e. allowing voices to get really loud and the freedom to get out of their seats whenever they see fit. The student teacher and cooperating teacher are working hard to turn this idea around by reinforcing rules and assigning each student a job. Part of this culture is contributed to students' acknowledgement of being out of their main classroom for two full hours beginning with art class. 4. Describe the physical facilities (e.g., regular classroom, specially equipped art room, portable, storage space), materials, and equipment (e.g., easels, potters wheel, kiln) available for the learning segment. Alcott's art room is a regular classroom, and similar in size to all other rooms. This room has not been retrofitted in any way, instead the teacher has slowly acquired more shelving and extra storage bins to make up for the lack of storage. There is no sink available in the classroom which results in buckets being used to clean up wet media and then the cooperating teacher cleans brushes, palettes, etc. herself during the first available free period. The classes for the most part are at their maximum of 28 students at the seven tables, holding four students each. When the chairs are filled, it can be difficult to navigate the room when all chairs are out and take up available floor space. The art room houses two locked closets for valuable supplies. There is a projector and screen that can be used along with the teacher's laptop provided by CPS. The cooperating teacher stocks ample amounts of general art making materials including acrylics, paper, tape, markers and brushes which will be used in today's lesson. 5. Describe any district, school, or cooperating teacher requirements or expectations that might affect planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. The cooperating teacher shared with me that she is having a difficult time building investment with the eighth graders this year. She stated that usually, by this point in the school year the eighth graders were working on sculptures. She did not feel comfortable offering them projects which are reserved as a reward for students who can handle using so many different supplies, cleaning up on time and appreciating the materials they are being offered to use. She proposed that I could teach something related to sculpture, but a project that would keep students in their seats and keep materials to a minimum. This poses less of an opportunity for students to be moving about the room for no reason, talking with other

students who are not seated at their table and less of an opportunity to leave a mess behind.

CLASS PROFILE
About the Students in the Class 1. Number of students in the class 6 males 17 females 2. Levels (based on TESOL) and Number of English language learners n/a LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVAL 5 STARTING EMERGING DEVELOPING EXPANDING BRIDGING

3. Number of students identified as gifted and talented n/a 4. Number of students with Individualized Education Programs (IEPs) or 504 plans 4 students Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use or add as many rows as you need. Student J Student Learning Disability D Student Learning Disability A Learning Disability, Student Autism Z Learning Disability Verbal directions in clearly stated steps, provide extra examples when teaching vocabulary, frequent eye contact Verbal and written prompts to remain on task, preferential seating near teacher Verbal directions in clearly stated steps, provide extra examples when teaching vocabulary, frequent eye contact Allow student to volunteer in the room, give 50% more time on projects to reduce anxiety

LESSON OVERVIEW
Lesson Subject and Topic: Beginning to build Text Based Sculptures- Creating bases for wire sculptures as well as practicing forming words with wire materials.

Grade Level(s): 7th and 8th grade

Brief Description of Lesson: Last week students applied what they learned about the basic elements of composition in order to create a minimum of two different layouts for their chosen challenging question. By the end of the class, students had to decide which composition they would choose to turn into a sculpture that they would begin this week. Today, students will choose the size and ratio for their compositions and will paint their cardboard bases. After painting, students will write out their question on a piece of newsprint in continuous contour line in order to get a visual understanding as to how the words made out of wire will look and be arranged on their base. Students will then have various types of wire to choose from to practice forming their words in wire. If ready, students will then begin to make their words for their sculpture out of new, unused wire. These will be saved for the next class in which they will start to apply them to their base.

B. DESIRED RESULTS: STAGE I: IDENTIFY DESIRED RESULTS (IPTS# 1, 2, & 4)

Enduring Understandings & Essential Questions IPTS# 1, 2 & 4 1. Enduring Understandings: A. Planning at all stages of a project promotes successful outcomes. B. Artists choose materials that possess the most conducive properties needed for a project. C. Practicing a skill before making a final piece defines craftsmanship. 2. Essential question(s) A. How do visual artists decide upon which materials to use when making an artpiece? B. How does an art piece vary from a sketch to the final work? C. How does one improve upon a technique?

C. STANDARDS
IL.26.A STANDARD: Understand processes, traditional tools and modern technologies used in the arts. IL.26.B STANDARD: Apply skills and knowledge necessary to create and perform in one or more of the arts. NAEA.VA.5-8.1 CONTENT STANDARD: Understanding and applying media, techniques, and processes

NAEA.VA.5-8.2 CONTENT STANDARD: Using knowledge of structures and functions

IL.26.A.3e > Visual Arts: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts. IL.26.B.3d > Visual Arts: Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative. NAEA.VA.5-8.1.2 Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas NAEA.VA.5-8.2.3 Students select and use the qualities of structures and functions of art to improve communication of their ideas

F. KEY CONTENT KNOWLEDGE AND SKILLS

Knowledge and Skills IPTS# 1, 2 & 4 Students will know (knowledge): 1. That a base of a sculpture grounds the artpiece. 2. Vocabulary related to painting, sculpture and installation. 3. Best practices for applying acrylic paint. Students will be able to (define by audience, behavior, conditions and include language functions, vocabulary use, syntax, and discourse): 1. Execute chronological steps to create the base of their sculptures. 2. Decide upon which type of wire works best for their compositions and personal form building techniques 3. Define new vocabulary related to the lesson.

G. ACADEMIC LANGUAGE KNOWLEDGE AND SKILLS

Academic Language Knowledge and Skills (Identify language demandswritten or oral students need to understand and/or use: vocabulary or key phrases, syntax, and

discourse). Identify vocabulary needed for the lesson and identify demands related to either syntax or discourse. EVERYDAY VOCABULARY (TIER ONE) GENERAL ACADEMIC VOCABULARY (TIER TWO) contemporary kerning font leading properties continuous contour line continuous perpendicular foreground pliable background pliers base permanent acrylic CONTENT-SPECIFIC ACADEMIC VOCABULARY (TIER THREE) composition

Students will know : 1. Property, a term generally used in science, is the characteristic or attributes of an object or material. 2. How to distinguish foreground from background. 3. What the base of a sculpture is. Students will be able to (define by audience, behavior, conditions and identify one language function for your lesson, choosing from the chart below): analyze argue categorize interpret predict question compare/contrast retell describe summarize explain critique

1. Describe the properties of cardboard, acrylic paint and wire when asked. 2. Interpret foreground and background to construct their sculptures.

3. Identify different types of bases from the images shown.

I. ASSESSMENT TASKS: STAGE 2: DETERMINE ACCEPTABLE EVIDENCE

Assessment Tasks: [Stage 2: Determine Acceptable Evidence] IPTS #8 DESCRIBE and ATTACH copies of the assessment tool(s) used during the lesson, i.e., prerequisite knowledge assessments to determine essential prior knowledge for the content of the lesson; formative assessment, which might be observation of student responses, questions prepared in advance; summative assessment, which would be a final evaluation, if appropriate for the lesson. a. Pre-requisite/Prior knowledge for Both Content and Language Students last week created at least two different compositions regarding the layout of their challenging question. Students have been hearing and applying the word 'composition' in their verbal discussions as well as in the sentence they needed to write in regards to the sketch they chose to make a sculpture out of. Students will not be able to choose the base for their sculpture and begin to paint until they have completed the two compositions and the sentence related to it. The majority of students did finish this by the end of the class period last week. This prerequisite combines both knowledge of content with the necessary need to apply 'composition' to their language. During the last class, the student teacher re-used the laminated images from the anticipatory set as a means of an exit ticket. The student teacher visited every table and asked the students to explain one element in the image presented to them that is emphasized within the composition. This became another instance for the words 'emphasis' and 'composition' to be reviewed and used in a different approach. The student teacher compiled an up-to-date student class list as a way to track what assignments have been finished in order to understand where specific students are in the process of understanding composition and how to make their own text based sketches. Students will be asked to identify the properties of acrylic paint, cardboard and wire and will be asked why these are most suitable for the project. b. Formative Assessment for Content: 1. Student Product and/or Performance (tests, worksheets, oral presentations, etc.) Students will practice building words in their challenging question in wire. Students will write out their challenging question in continuous contour line with marker on a piece of newsprint paper the same size as their piece of cardboard.

2. Other Forms of Assessment (e.g. checklists, teacher questions, etc.) Two composition examples will need to be checked off by the student teacher in order to receive cardboard for painting. Teacher will ask questions during the anticipatory set about sculpture and what a base is. 3. Assessment Criteria (Link back to your objectives statements) Summative Assessment- Students will need to repeatedly think as to what their end product will look like by preparing for it as they practice writing letters in wire, and re-compose their chosen layout in continuous contour line on their piece of newsprint paper. Student teacher will be looking for demonstrated listening skills as students choose and paint their piece of cardboard and join two pieces of wire together to practice words. b. Formative Assessment for Language: 1. Student Product and/or Performance (tests, worksheets, oral presentations, etc.) Students will fill in a matching definition exit slip on their way out during the closure part of class. 2. Other Forms of Assessment (e.g. checklists, teacher questions, etc.) Student teacher will ask questions during the anticipatory set about sculpture and what a base is. Student teacher will ask students to define the properties of cardboard, acrylic and wire. 3. Assessment Criteria (Link back to your objectives statements) Summative Assessment- Students will need to demonstrate their understanding of composition and continuous contour line through their artwork. Other words that were mentioned briefly will be assessed with the expectation of being able to match the words with their definitions by the end of the period.

TEACHING AND LEARNING: STAGE 3: PLAN LEARNING EXPERIENCES

Teaching and Learning Plans [Stage 3: Plan Learning Experiences] J. Time Required for Lesson Segments 55 Minutes (the seventh and eighth grade classes are generally five to ten minutes late to every class, so 55 minutes have been divided up instead of the regular 60)

SET/HOOK

5 MINUTES

TEACHER INPUT GUIDED PRACTICE TEACHER INPUT GUIDED PRACTICE CLOSURE

7 MINUTES 20 MINUTES 3 MINUTES 15 MINUTES 5 MINUTES

K. Grouping Arrangements At least two grouping methodology approaches should be identified, reflected in the lesson, and be appropriate for instructional delivery. Check all methodology used during the lesson. WHOLE CLASS SMALL GROUPS COOPERATIVE GROUPS PAIRS INDIVIDUAL X

X X

L. Materials and Technology [LIST ALL RESOURCES]. 1. Identify any textbook or instructional program you would use primarily for instruction. n/a 2. List other resources (e.g., art posters or slide of artworks, Smart Board, on-line resources, ELL supports) you plan to use for instruction during this lesson. a. Materials: images of contemporary sculptors, pre-cut cardboard, acrylic paint, plastic tub lids, sponge applicators, water, smocks, pencils, plastic table cloths, rags, markers, wire, pipe cleaners, wipes, printout vocabulary sheet, permanent marker, tape b. Technology: Google images, projector M. Teacher's Preparation Assemble materials: Student teacher will collect materials for students to use from storage areas including pipe cleaners and pliers. Student teacher will give students saved scraps of wire and pipe cleaners to use for practicing writing words. Student teacher has been collecting cardboard boxes and cutting them down in order to make a variety of shapes and sizes for students to choose from to use for bases. Student teacher went

through painting cabinets to pull out all possible color choices of acrylic paint and put them on the supply cart for easy access. Student teacher counted to make sure there were enough larger sized smocks for students to use. Student teacher will gather clean water in buckets for students to clean their sponge applicators. Student teacher will pre-cut pieces of newsprint for students to use for drawing. Student teacher will create slideshow of images used in the anticipatory set. Practice procedures beforehand: The student teacher was not aware of how long it would take for seventh and eighth graders to apply to thin layers of paint on to a piece of cardboard. The student teacher timed herself and added on an additional five minutes. The student teacher was not sure how much the cardboard would curl in response to only painting one side and applied one layer of paint to the other side of the cardboard in order to balance and resolve the curl. Student teacher created exemplars demonstrating combinations of materials to see how they would look esthetically and determine level of difficulty in order to give hints and help to students. Identify new vocabulary: perpendicular, acrylic, foreground, background, pliable, Organize work stations: Student tables always have pencils in a small storage bin, along with markers and crayons. Students when they walk in will be asked to put on a smock and roll up sleeves before going to their tables and sitting down. Plastic tablecloths will already be on tables when students walk in. "Mission Representatives" will be asked to come up and pass out composition papers, sponge applicators and plastic tub tops. Supply organizers will pass out plastic cups with water and rags. Drying rack will be cleared ahead of time for students to have ample room to store their painted cardboard pieces. Students will write their name on tape and put on the backside of cardboard. N. Focus Student: Differentiated or Individualized Learning (i.e. non-reader, ELL-levels, gifted) Describe a learner (focus student) for whom the lesson will need to be adjusted: Student Z is diagnosed with a learning disorder who sometimes has difficulty staying on task for long periods of time. Describe the Adjustment or Modification to the lesson you have made for him or her: The student teacher does not see students with a learning disability having too much difficulty painting a piece of cardboard a solid color. There are not that many steps required for this activity. The student may have a challenge sticking with painting two coats of paint. Student teacher will come around and visit with the student to ensure that there are no open spots where the color of the cardboard is still coming through, and this will be satisfactory in lieu of doing two coats of paint. O. Set/Hook

Plans: Student teacher will show slideshow of various contemporary sculptors exhibiting different types of bases being utilized along with reviewing foreground and background with students. Anticipated Time: 5 Pre-requisite/prior Knowledge: All of the anticipatory sets used for the seventh and eighth graders have involved looking at various types of contemporary artworks. Students should be accustomed to the routine and be able to settle down in their seats to get to work. Formative Assessment: Student teacher will check for understanding by answers given out loud to the questions proposed during the hook. Questions will include, "What materials is the sculptor using?" "What type of base is the artist using for this type of sculpture?" P. DEMONSTRATION/LECTURE 1: Plans for teacher input in the form of explanations and modeling Anticipated Time: 8 Explain and identify your execution of the following procedures: (1) connecting previous and current learning; (2) teacher modeling (including a logical sequence or chunking of the explanation or modeling); (3) use of academic language to develop content understanding and (4) checking for understanding of the procedures, expected behaviors, and anticipated products. Plans: A. Students will be asked to gather around two sets of tables in order to ensure that everyone can see. B. Student teacher will show her composition exemplar and explain how she went about choosing the size and shape of cardboard for her sculpture. C. Student teacher will take a piece of newsprint and trace out the cardboard with a writing utensil and set the newsprint to the side after writing her name on it. D. Student teacher will talk out loud and decide which side of the cardboard is in better condition in order to be the front of the sculpture. Student teacher will place the better side of the sculpture face up on the plastic tablecloth. E. Student teacher will get acrylic paint out and squeeze enough to cover two layers of the cardboard. She will also mention all of the colors available for the students to use for their own art project.

F. Student teacher will dip sponge applicator into paint and start applying it to the cardboard. Student teacher will verbally emphasize the importance to apply one thin layer and to move the sponge in perpendicular motions. G. Student teacher will paint a small portion to simulate painting the entire side, and then apply a second thin layer on top. Student teacher will explain why the cardboard will curl in on itself and that they will remedy this issue next week. H. Student teacher will then place cardboard on drying rack, put sponge applicator into water. I. Student teacher will return to piece of paper and practice writing out her challenging question within the traced shape to visualize what it will look like using markers and continuous contour line. The steps for this demonstration are short in duration and quantity. Students should not have major challenges following the sequence and repeating the procedure at their desk. The student teacher will model with self-talk out loud to repeat the major academic language that she is hoping to instill in her students. Student's participation will be needed while the teacher asks the question of what properties cardboard possess and as well as acrylic paint. Pre-requisite/prior knowledge: The materials being utilized for this project are common art materials found in the cooperating teacher's art room. It is highly probable that students have used paint before. Students were asked in the previous class period to try writing their longest word in their challenging question in continuous contour line. The organization of all of these lessons builds upon scaffolding from both the teacher's demonstrations along with connecting previous activities students executed the week before. Formative Assessment: Student teacher will be checking for contact with the students. If students are not paying attention, the student teacher will use the familiar phrase, "eyes and ears up here please," and wait for eye contact to return back to the teacher and the demonstration. Teacher will ask questions to the students after they have identified the properties of cardboard and acrylic paint that relate to the lesson and ask why they would be good choices of materials for this project. Q.Plans for Guided Student Practice: Explain and identify your use of (1) questioning skills and specific questions you will use, (2) monitoring adjusting, (3) feedback during the lesson, as well as for student practice using (4) academic language and new (5) English language structures, as needed Anticipated Time: 20

Plans: Students will be assigned to tables depending on where they are at in the project. If students were absent, they will be seated at a specific table so that they can color with crayons and oil pastels without worrying about getting paint on their papers. All other students will go back to their seats. Students will have a variety of cardboard pieces passed out to their table in which students will choose which one will best suit the proportions of their idealized composition. Students will come up for paint by table and return to start working on the steps written on the board as a reminder. When students are waiting for their table to be called for paint, they should be tracing out their piece of cardboard and working on their continuous contour line composition. While the last table is receiving paint, the absent students who were working on their compositions should be finishing up, and ready to move on to painting themselves. This set-up for dispersing paint should result in students having something to do while their table is waiting to be called. The last persons to receive paint are the ones who are finishing their crayon and oil pastel compositions. By the time they are ready to use paint and cardboard, there should be no waiting to access materials. After everyone is working at their table, the teacher has sufficient time to come around and work with individual students. Since this task requires more of a memorization of steps rather that exploring with creativity, the student teacher does not foresee too many problems for students. DEMONSTRATION/LECTURE 2: Plans for teacher input in the form of explanations and modeling Explain and identify your execution of the following procedures: (1) connecting previous and current learning; (2) teacher modeling (including a logical sequence or chunking of the explanation or modeling); (3) use of academic language to develop content understanding and (4) checking for understanding of the procedures, expected behaviors, and anticipated products. Anticipated Time: 5 minutes Plans: J. Student teacher will ask students to gather around another table for a second demonstration. K. Student teacher will have exemplars out demonstrating wire used to create words. Student teacher will demonstrate how to take two pieces of pipe cleaner and twist them together in order to make a longer piece. L. Student teacher will choose a short word from her challenging question to demonstrate how to write with wire by bending, knotting and twisting the pipe cleaner. Pre-requisite/prior knowledge: A few students who finished their compositions last week were given pipe cleaners to work with on their own in order to practice and figure out how to start making words. The student teacher observed that many were capable of

doing so, but in several instances they ran out of room to complete the entire word. By showing how to join two pipe cleaners together during this lesson, it should make the process easier and possible to write entire words. Formative Assessment: Student teacher will be looking for eye contact and interest during the demonstration. Student teacher will be asking questions during the demonstration to confirm understanding. Student teacher will ask if students have any questions. Plans for Guided Student Practice 2: Explain and identify your use of (1) questioning skills and specific questions you will use, (2) monitoring adjusting, (3) feedback during the lesson, as well as for student practice using (4) academic language and new (5) English language structures, as needed Anticipated Time: 15 Plans: Students will have not only the pipe cleaners at their table but also pieces of wire and Twisteez for them to experiment with. Students can discover on their own which they feel most successful in utilizing. Students will be asked to choose the longest word in their challenging question and to practice forming it in wire. R. Plans for Creative Interpretation (other creative solutions accepted in this lesson) IPTS# 1* During the painting portion of the class, students might realize that they do not want a solid background for their sculpture. If students would like to add texture or end up using more than one color, that is ok as long as they finish in a timely manner. During the second set of guided practice, students might discover they would like to alter their pipe cleaners or wire in some way that has not been mentioned. That is ok. Some students may end up wanting to write some of their words on their cardboard and forming some of their words in wire. S. Plans for Independent Student Practice [IPTS# 1 & 2] Homework or independent practice for student related to the lesson. Students who do not feel comfortable yet with their text forming skills in pipe cleaner are welcome to take two pipe cleaners with them and practice all of the letters in their challenging question so they are ready to form them during next week's class. T. Closure (brief teacher or student-led review, with reference back to essential questions and enduring understandings) Plans: Students will be asked which type of wire did they think worked the best for them? How were the types of wire different? Students will be handed a quick definition exercise they must turn in as an exit ticket with their names on it.

Anticipated Time: 5 minutes

COMMENTARY (Prepared before teaching the lesson)

1. Explain how your plans build on previous learning experiences and have the potential for helping students to create and/or respond to the content and to make connections between primary concepts within your content area and so deepen their learning of the content. This lesson directly builds upon what students accomplished last week in class. It is important for me to instill meaning and understanding of new vocabulary and content. I believe this is possible by relying on a cumulative effect by repeating and making sure that words from the previous lessons return and are integrated into future lessons. This helps the vocabulary to transform from memorization to application. Students need to be able to transfer a definition into real life examples and I hope to help promote understanding by using new words in different examples and at different points within a project. Once I possess everyone's composition examples, I am expecting to see a variety of styles and layouts. I am hoping not to see much copying since students all have a different challenging question to work from and it is my goal to have shared with every student so many different examples of text based compositions that they see that their own possibilities are limitless. Students have been learning about composition now for three weeks and at this point almost every student should be able to define a composition on their own. Because this is a multi-week project, I am hoping for students to appreciate practicing techniques and having to partake in some sort of planning activity before moving on to the next step. During student teaching, teacher candidates had to choose two tools to focus upon while leading lesson plans. The tools that I have chosen to focus on to aid in learning were, "tools for reviewing and improving decision making." This has been a theme throughout the entire project. I believe that it is important for students to practice more of their art skills even at the middle school age instead of always jumping into tasks that are laying in front of them. Students at this age need to create rough drafts when writing in English class, and practice songs again and again in music class. It makes sense to send this message in the art room that generally artists have a plan in mind when creating an art piece and that there are many parts to a process before making a final work of art. Reviewing has been highlighted by creating tasks for the students to execute that refer back to last week's lessons in and ask students to build their skills upon them. During each lesson plan, I have organized the steps to offer confidence and familiarity to my students so they have less confusion and more time to start working and use their entire studio time without apprehension. For example, the majority of students has created their two compositions and wrote words from their question in continuous contour line. This week, students will get their compositions back to use as a "map" or "instructions" to start making their decisions about their cardboard shape and size. Students will walk in already having their background colors chosen resulting in a highly productive class where not many choices will have to made at this point and time. Students should have the confidence regarding the task asking students to write out their entire question in continuous contour line on the piece of

newsprint. The writing of the entire challenging question in continuous contour line will reinforce the definition, help to recall the activities from last week, aid in students imagining the placement of words in their final composition, and bridge connections between how to bend their wire in order to form words. 2. Describe how your planned formal and informal assessments will provide direct evidence of students abilities to create and respond to content concepts throughout the learning segment. The assessments used in this lesson have variety in order to keep students engaged for the entire fifty-five minute period. During the anticipatory set, students will be looking at new artists and artworks that probably they have never seen. The intention is for students to gain interest from the beginning and to see how what they are creating relates to the subjects and themes that artists of today are tackling. Questions will be asked throughout the segment to provide engagement and inquiry from the students to understand the many different types of sculptures and bases that exist. During this lesson, the rubric will be reviewed in order for students to connect the expected outcome and consciously take note of what goals and objectives they are seeking to satisfactorily achieve. Up to this point students have been learning and preparing to make their final piece and it begins with today's lesson. It is important for students to know that this process of learning about composition, learning about Ai WeiWei, Jenny Holzer and other contemporary artists is all culminating into their final grade. I have made my own checklist to record what exercises students have accomplished and which are missing. Students have been sent the message verbally, and now visually by seeing this checklist. Students will know that even if exercises are turned in late, it is still important for them to complete them and participate in all parts of this artistic process. During the first segment of studio time, students will need to paint the front of their cardboard. This is a very subjective assessment to see if they were listening during the demonstration to paint two coats, applying the paint thinly, tracing out their cardboard on newsprint and writing their name on the back. Students should be able to recall from memory as well as utilize the steps that have been written on the whiteboard as a reference. I really wanted to emphasize the word properties and have students answer what are the properties of the materials that we are using. This will engage students to participate in an informal way and connect why artists choose the media that they do for projects. It is important for me to re-emphasize why students at every part of the project are making the personal decisions that they do. We will be reviewing a lot of new or acquainted words to add to their lexicon. I have chosen as an exit ticket for students to match words with their definitions as another platform for students to understand the words that we had discussed today. I purposely chose a matching exercise as a way to require students to read the definitions and see them visually to complement hearing them aurally during class. I do not think it would be fair at this level for students to have to define the words on their own since they were just introduced today, and I do not want to take up too much

class time. Instead this is an exercise for me to evaluate how much understanding seventh and eighth graders are absorbing during a lecture, and for me to distribute information in another method with the hopes of assessing students but also for students to formalize a better understanding of the vocabulary. 3. What do you know about your students ability in one or more of the following areas: to persist in the application of content concepts, to create and respond, to problem solve, to think critically, and to believe in their ability to learn the content? I know that seventh and eighth grade students at Alcott Elementary are able to persist in the application of content concepts. Students have been participating the entire class periods that they are in in the art room. Though I only asked for students to create two text based compositions, several asked if they could create a third and few asked to fill in all four quarters of their paper with compositions. Some students tried the exercise and were not happy with their first two compositions and asked for a new sheet after really grasping the idea of composing their own layouts. A few students asked to take their sheet home with them to have more time in order to be on track to start the next part of the assignment on time the following week. This demonstrates to me that the idea of consciously creating visually engaging compositions is clicking with them and they are excited and interested to move on in the project. I also had a seventh grader return last week and share with the class that he saw in the news an article on Ai WeiWei and summarized it out loud. This was great to see that students are showing enthusiasm and it helped solidify what it truly means to be a contemporary artist. I believe that the seventh and eighth graders are capable to create and respond to their work. None of my students have ever refused to work on their projects or tasks at hand, instead they are more slow to clean up when the period is ending because they want to continue to work on their assignments. While asking questions during lectures and demonstrations, there are always students raising their hands to contribute. I try to be very aware of when the same students continue to participate and will ask for students who have not spoken yet today to contribute first. I give a pause and allow time for students to process, but I will wait for new students to raise their hands before I move on. I ask out loud for students to be my heroes and be brave enough to share their ideas with the rest of us. Usually this helps to break down the feeling of a formal or critical atmosphere for students to be leery to participate in. 4. What do you know about the students physical development (e.g., students fine motor skills) or conditions (e.g., attention deficit, processing issues) that will affect instruction for the central focus? I know that at an adolescent age, students really do value time spent with their peers and will take every opportunity to strike up conversations and be in proximity to their friends. While this is an important part of a seventh or eighth grader's social esteem, it is important for students who finish early to not disturb their other peers who are still working. That is why I like to plan out enough activities for students to work on so that there should not be too many instances during class when a student has had time and energy to be bothering his or her friends.

Because there are multiple smaller exercises going on during this class period, I will write steps on the whiteboard as an aid for students to reference while working. Students' studio time will be in large chunks of 20 minutes for the first task and 15 minutes for the second one. This will give me time to circle the room and help those who are not knowing what steps to do next. Within 20 minutes I should be able to meet with every table personally to check in with where they are in the process and double check that they are not forgetting anything. I know that it is difficult and sometimes viewed as abstract for students to apply the definition of a vocabulary word into everyday language. This is why I am hoping that throughout the class period, I will be repeating the words during studio time in order for students to link definitions with their actions and repeat words in the closing section of class with their exit tickets.