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WORKDAY 4
Teacher:
Unit: _________
Jacqueline Abend
Emotions
Grade: 1st
Topic: Emotions & Picasso, Workday 4
Essential Questions:
1. How are our lives influenced by emotions?
2. What kinds of emotions have inspired artists to create?
Prior Knowledge:
Materials and Aids: Pre-cut stacks of red, pink, dark blue, and light blue shapes for facial features,
glue sticks, oil pastels, teacher sample
Time Frame for the Lesson:
Time Frame of
Activity
2-3 minutes
Student Will
Teacher(s) Will
5 minutes
25 minutes
5 minutes
Assessment/Evaluation:
Formative N/A
Adaptations
ELL Learners: Allow ELL students to sit next to another and work together. Model directly behavior.
Homework: N/A
1st Grade
Perseverance
&
Completeness
Craftsmanship
& Skills
Creativity
Composition
Work Habits
Advanced
Satisfactory
Needs
Improvement
2
Artwork is complete at
the most basic level.
Little evidence of
focus, critical thinking,
and problem solving
skills in final product.
Could be worked on
further.
Artwork appears
to still be inprogress.
Artwork reflects
adequate control of
the media. Skills such
as painting and cutting
indicate fine motor
skills are still
developing. Basic
craftsmanship.
Artwork appears
to still be inprogress.
Artwork is innovative,
completely original, well
thought out, and
thoroughly developed.
Artwork appears
to still be inprogress.
Composition successfully
incorporates all of the
design elements (line,
shape, and at least 3
different values) and
principles (movement)
discussed during unit.
Composition reflects
understanding of Picassos
abstraction, cubism, and
Blue and Rose Periods.
Student composition
meets almost all of the
requirements. Student
may not have fully
incorporated some of the
elements or principles.
Basic composition.
Artwork is lacking full
development of
elements and
principles of art.
Artwork appears
to still be inprogress.
Student worked in
class part of the
period. Needed
several reminders to
focus on task. Student
had difficulty
articulating process
when asked. Table
conversation partially
focused on art talk.
Student needed
lots of reminders
to focus on task.
Student inability
to focus reflected
poor listening
skills. Table
conversation
rarely focused on
art talk.
Total:
Novice
1