Assessment

Module

Watercolor, Pen and Ink Dreams and Nightmares

Marking Period Objectives: Students learn to understand and see the world around them by creating their own cultures, creatures, and inventions. Students use creativity, imagination, and innovation as a way of creating meaningful pieces of work. Differentiation for struggling learners: For struggling learners, I will have different expectations. Each students rubric will be assessed individually, and I will account for how hard the student worked on the project through talking with the student about their project while they work, and how well they follow the formative assessments for each day. For students who struggle with writing, I will talk with students individually about their project, and ask them to communicate verbally what they are learning, if their writing does not communicate that. Differentiation for advanced learners: For advanced learners, I will encourage them to work to their full potential, and think outside of the box. I will look for even more developed ideas in their work, and a greater attention to detail for the marking period theme. Day 1 I can statement: I can experiment and play with the materials. Bell Ringer: 3 brain teasers Activity/Procedure introduced: Students will be introduced to a few different watercolor techniques through demonstration. They will be shown techniques using salt, plastic wrap, paper towel techniques, and how to apply washes. They will be prompted to experiment and discover, and also to try and come up with their own technique. Students will be given a regular sheet of paper for this part of the project. The students will then use the techniques to start exploring the material, and see what they can do by applying different techniques, but not be given a specific end goal yet for the assignment. Assessment: I will check in with students to see how they are experimenting and playing with the materials, and have them show me what they have discovered. Day 2 I can statement: I can experiment and play with the materials, with a purpose. Bell Ringer: Find what's missing in the image. Activity/Procedure introduced: Now that the students have been given a day to play, and know what the materials do, they will experiment with more of a purpose. The students will look at a few examples of what can be done with watercolor paint. Then students will be given pieces of watercolor paper, and they will be prompted to experiment again with the media. The students should refrain from completely covering the paper with dark color, and I will make sure that I advise them to leave some white space on the paper. I will have them put a tape resist on their paper to insure white space. Once students start painting on their papers, I will have them switch their papers with

other people at their table in order to avoid having them paint images, or be able to plan their paintings. Assessment: I will paint with the students on everyones paper, that way Im getting around to all the projects and seeing what kids are painting, making sure they are refraining from painting images. Day 3 I can statement: I can share an idea through my writing, and connect imagery to it. Bell Ringer: Brainstorm some good dreams and bad nightmares you have had. Activity/Procedure introduced: We will talk about dreams, and what makes them good. They will share with their tables first, then with the entire group. Then students will get a handout that has an area on one side for them to write about their dream. Then on the back of the sheet, they will have five circles for them to draw in imagery that corresponds with their dream. Then we will talk about nightmares, and do the same with the nightmares worksheet. Assessment: Students will show that they wrote about a dream and a nightmare, as well as sketched images that go with their writing. Day 4 I can statement: I can merge together two contrasting ideas to form a single concept. Bell Ringer: 3 Brainteasers Activity/Procedure introduced: Students will go back to working on their painted watercolor paper. They will use the painted marks that they created before as a starting point for drawing their pictures, focusing on combining the dreams and nightmares into one idea. They will sketch on the paper with pencil first. We will also talk about the rubric and reflection. We will talk about what is expected of them, and that the rubric is based on work ethic, creativity, and risk taking. The reflection will allow them to write about how they connected their ideas, and how the process pushed them to be creative. Assessment: I will check in with students to make sure they are sketching their ideas, and coming up with ways to merge their ideas together to make one concept. Day 5 I can statement: I can use what I have been given to create something meaningful. Bell Ringer: Riddles: I can run, but I cant walk. Wherever I go, thought follows close behind. What am I? I am weightless, but you can see me. Put me in a bucket, and I get lighter. What am I? Activity/Procedure introduced: We will talk about different pen and ink techniques for creating textures, and watch some videos about zentangles. (Zendoodler sampler 1 &2 videos), Students will then start to draw on the pictures with the pens. I will challenge them to find different techniques for using their pens. Assessment: Students will not be able to get a sharpie from me until they show me that they drew images with pencil and used their whole paper, and can tell me about their idea.

Day 6 I can statement: I can make progress on my project, using creativity to make my project different. Bell Ringer: 3 Brainteasers. Activity: Students will then continue to draw on the pictures with the pens. They will show that they are making progress, and trying new techniques. Assessment: I will check in with students to see that they are making progress, and have them tell me how they are making their projects different from each other. Day 7 I can statement: I can make progress on my project, and give others feedback. Bell Ringer: Sticky Note Critique Activity: The class will start with a sticky note critique. Students will go around and place anonymous positive feedback (anything negative will be unacceptable) next to peoples projects. Students will then continue to draw on the pictures with the pens, taking into consideration what the feedback on their projects was. They will continue to show that they are making progress, and trying new techniques. Assessment: I will check in with students to see that they are making progress, and have them tell me how they are making their projects different from each other. I will also check to see that they are taking their comments into consideration. Day 8 I can statement: I can use what I have been given to create something meaningful, and reflect on the process and ideas I used. Bell Ringer: 3 Brainteasers Activity/Procedure introduced: Students will focus on wrapping up their projects, and begin to start writing reflections. The reflection will focus on if the students took risks in the process of making their work, conveyed their ideas with the materials they were given, and how they connected the project to themselves. Students will still have the whole class period to work, but the project may be extended another day based on if they are working hard and need more time to be successful. Assessment: The students will think about and share what they learned through this assignment, and that will show in the reflection that they write on their grading rubric. Day 9 I can statement: I can use what I have been given to create something meaningful, and reflect on the process and ideas I used. Bell Ringer/Creative writing: Ever since I was little, Ive wanted... (Introduced writing journals) Activity/Procedure introduced: Students will focus on wrapping up their projects, and begin to start writing reflections. The reflection will focus on if the students took risks in the process of making their work, conveyed their ideas with the materials they were given, and how they connected the project to themselves. Students will still have the whole class period to work, but the project may be extended another day based on if they are working hard and need more time to be successful. Students who are done will be

given a drawing challenge, as a warm up for Tuesdays lesson. As students finish up, they will be given the option to free draw with whatever they like, or read the Scholastic Art magazines. Assessment: The students will think about and share what they learned through this assignment, and that will show in the reflection that they write on their grading rubric.

Creativity/ Idea Use of space Techniques Reflection

Dreams and Nightmares Rubric 0

I didnt come up with my own original ideas, but I still drew images for my project. I drew on about half of my paper.

Name and hour:

I didnt come up with an idea at all.

I didnt draw on hardly any of the space on my paper. I didnt try I used 2 any different different techniques techniques. and patterns. I didnt I wrote about write my project, anything. but did not write about what I learned, or answer all the questions.

I used 3 I used 4 or more different different patterns techniques and or techniques with patterns. my sharpie. I wrote about I thought about my project and my project, wrote what I learned, about what I but my learned, and answers were answered all the short or lacked questions. detail.

I used my own I used my own ideas, but I did ideas and made not make something something that meaningful to me. was I used the paper I meaningful to was given to me. create my idea. I used most of I used all of the the space I was space on my given. paper, and used images of different sizes.

10

(Write what you would give yourself on the left)

Score

Comments From Mr. VanderBand:

Total: ________ /40

1. What did you use for your dream and your nightmare? How did you use them in your project? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 2. What worked well for you in this project? What did you learn from it? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 3. What didnt work well? What did you learn from it? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ 4. How did you show creativity in your project? How can you be more creative for future projects? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Example #1

Example #2

having me develop her third and fourth marking period, so I was really eager as well as really nervous to see how this project turned out. The idea of the project was to something to them.

This project was the first project for the third marking period. September is

Assessment Reflection

get students to learn how to work with what they are given to create their own ideas

and change something that they dont really care for into something that means be really fulfilling seeing the kids get into the project, but also to see them learning teaching, and how well the kids were getting what I wanted them to learn. The project itself went really well, and the kids really enjoyed it. I found it to

what I intended them to. On top of the rubric, I also would do a formative assessment each day of the project, and that allowed me gauge how well I was After I graded the projects the kids turned in, I noticed a few trends. When

they graded themselves, it was pretty accurate to what I would grade them, with the occasional student that was really hard on him or her self, and then those students usually got a better grade than what they thought. I also noticed in the reflections of the project clicked with most of them. We also developed the rubric as a class, and lot with keeping the students on track, and helps them get the most out of the project. little more urgent, so that the students were more on task. We did have a lot of snow

that students were giving similar answers for what they learned, and the objective I guided the students in telling me what was important for the project. That helped a If I were to do this project again, I would try to make the deadline seem a

days, and a midwinter break, which played a part in the project taking so long to better, and keep track of which students I talk to each day when Im checking in with a very successful project, and it shows in the reflection on the rubric. the projects. This way no students fall through the cracks. Overall, I feel like this was

finish. I also think that I can follow through with the formative assessment even