Portfolio Exemplar Cover Sheet

Attach to each exemplar in your portfolio.

Teacher Candidate Rachel Mullen Title of Exemplar Portfolio Category ACEI Standard Expressionism and Line Art I II x III Instruction IV V

Cohort #

414

ACEI Standard Element(s) A3.1 Integrating and Applying Knowledge for Instruction A3.1 Integrating and applying knowledge for instruction Candidates plan and

implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community

Semester 1.

Fall 2012

Date December 1st, 2012

Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s). This exemplar was a lesson that I did as an art talk and mathintegrated lesson. First, I taught the students about Expressionism (the time period, the artists of the time, the location, etc). Then, I had the students review some basic lines that they learned about in math (parallel and perpendicular lines). Finally, the students looked at the lines in some different paintings, and then created their own piece of art using parallel and perpendicular lines. For this exemplar, I planned instruction based on my knowledge of the students and connections I could make across curriculum. The school that I was working at was very focused on technology, so I presented the lesson and information using a PowerPoint presentation. It was interactive and allowed the students to participate with the technology. Additionally, since I integrated both art and math into this lesson, I was able to make connections across the curriculum (line art and parallel/perpendicular lines).

2.

Reflection on my professional growth in knowledge, skills, and dispositions related to this ACEI Standard and Element(s). My knowledge of planning lessons that incorporate technology and how the technology works best with the children developed more during this lesson. I know a lot about technology, but I had no idea about how technology

interests elementary aged children or what kind of experience they have with technology. After spending some time talking with them during this lesson about using PowerPoint, I have learned that they like lessons where they can be on a computer or watching a PowerPoint, because it interests them to see how adults can use technology. I was able to develop my skills in creating a lesson that reaches across curriculum. While trying to find a way to integrate math and art together into a lesson, I learned how many different subjects could be integrated into one lesson. Although my lesson was designed as a math and art lesson, I also was able to incorporate history. Since I taught the students about the expressionism time period, this lesson actually incorporated three subjects from the curriculum into one. My disposition related to integrating and applying knowledge for instruction grew significantly through creating and implementing this lesson. This was the first lesson that I completed after beginning the teaching program, so I was a little unsure of my ability so successfully complete a multi-subject lesson. In the end, it all went well, the integration was successful, and the students enjoyed and succeeded in the lesson. Now, I have much more confidence when it comes to planning lessons that integrate multiple subjects.

Expressionism and Line Art EECE Backward Design Unit and Lesson Plan Template
From Integrating Understanding By Design & Differentiated Instruction: Connecting Content and Kids Carol Ann Tomlinson & Jay McTighe, ASCD, 2006

Candidate Title

Rachel Mullen Expressionism and Line Art Math, Art

Cohort # Date

414

Sept. 16, 2012 4th

HCP III Content Area(s)

Grade Level

Step 1Desired Results (what I want students to learn) A. Essential Questions a. What are Parallel/Perpendicular lines? b. What is Expressionism? c. How are Expressionism and Parallel/Perpendicular lines related? B. Standards a. Standard 5: Geometry and Spatial Sense: PROPERTIES AND

RELATIONSHIPS: Analyze properties of objects and relationships among the properties

i. Benchmark MA.4.5.2: Describe the lines in the plane (Parallel, perpendicular, etc) b. Standard 1: VISUAL ARTS: Understand and apply art

materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences i. Benchmark FA.4.1.1: Use the elements and principles of art and design, such as emphasis, proportion, complementary colors, positive and negative space, and depth, to communicate an idea or mood ii. Benchmark FA.4.1.4: Explain how art reflects life, culture, attitudes, and beliefs of the artist
C. GLO: Complex Thinker (The ability to demonstrate critical thinking and problem solving) Quality Producer (The ability to recognize and produce quality performance and quality products) D. Other objectives: None E. Focus as the Teacher: Hawaii Teacher Performance Standard: Standard 7-Planning for Instruction

My focus as a teacher is to see how a small group lesson in a classroom actually works, and determine how this lesson can be successful (Since this is my first official small group lesson since beginning field).

D. InTASC Standard: InTASC Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. InTASC Standard #5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Step 2Assessment Evidence (formative or summative checks for learning) A. To demonstrate their learning, students will create a line art production that incorporates art based on expressionism, as well as parallel and perpendicular lines. B. The performance criteria consists of students being able accurately draw their parallel and perpendicular lines and be able to explain to the teacher which lines in their art production is which. Rubric: Subject Math

Approaching Expectations Less than half of the lines in the art production are either parallel or perpendicular to each other. Art project is almost complete. -Students can explain neither: which lines are parallel and which lines are perpendicular.

Meets Expectations At least half of the lines in the art production are either parallel or perpendicular to each other. Art project has been completed. -Students can explain either: which lines are parallel and which lines are perpendicular.

Exceeds Expectations All lines in the art production are either parallel or perpendicular to each other.

Art

Art project has been completed and has alternating colors. -Students can explain both: which lines are parallel and which lines are perpendicular.

Concluding Discussion

Step 3Active Learning Plan (detailed enough for another teacher to follow) Steps for Students INTRODUCTION- 15 minutes a. Students will watch PowerPoint consisting of information about parallel lines, perpendicular lines, and expressionism. b. Students will answer questions in PowerPoint verbally and discuss with teacher/classmates. ART- 15 minutes 2. Art Project: Students will draw lines that are parallel to each other on a piece of paper, covering the whole sheet. Then, they will draw lines going the opposite direction that are perpendicular to the original lines. *See teacher example* -Have students grab all materials in the beginning -Have them follow the step by step pictures of the teacher example in the PowerPoint. Notes for Teacher *See PowerPoint* -Go through PowerPoint -Allow students to discuss questions -Look at pictures in PowerPoint and have students explain what the difference are between the pictures

Materials needed: Paper, Pencil, 2 different colored pencils, ruler. Time Required: 30 minutes

Ms. Mullens Example