Scavenger Hunt - 4200

Department of Arts Administration, Education and Policy
UNIT PLAN OVERVIEW

(Revised 2017)
Teacher Candidate Giovanna Todd

School Elementary (5)
UNIT TITLE Hunting for Adventure

Length of Class Period 45 minutes
Approximate Number of Students in Each class 25
Beginning Date for this Unit
Ending Date for this Unit
ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize, and refine artworks in conventional and innovative ways.
Authentic Application and Collaboration: Students work individually and in groups to focus
ideas and create artworks that address genuine local and global community needs.
Literacy: As consumers, critics and creators, students evaluate and understand artworks and
other texts produced in the media forms of the day
PROGRESS POINTS (FROM ODE STANDARDS)

The student will at the appropriate developmental level:
B. Explore a range of art concepts and artworks and construct meaning about the works.
C. Connect making art with individual choice and understanding personal cultural identity.
D. Produce artworks that express and represent their experiences, imagination and ideas using
a range of media including new technologies.
E. Form and express opinions about artworks and apply critical and creative thinking skills to
assess and refine their artworks.
CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A) Every day, students travel to different locations. They may not see it as an adventure or
journey, but any journey can be turned into an adventure. This lesson plan will allow
students to apply their previous knowledge about travel and apply it to art. Students also
know they love candy, it seems silly, but reinforcing their curious drive will show them
there is a reward for effort.
B) Students need to find an adventurous drive to expand their creativity. Adventure is also
beneficial to find where an individual belongs in life, being able to expand beyond a
comfort zone is an important life skill. I believe creating this lesson plan will expand on
students understanding of art. I have included artist that create cartography art in
multiple different ways showing the students, art is unlimited. I also believe this lesson is
beneficial to the students because they will have to travel throughout their life and finding
ways to see the beauty and potential of traveling is important.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
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Essential Questions (provocative, engaging, critical)
What is a journey?
How does traveling help you understand an area?
Is the journey more important or the destination? Why?
How does traveling make you grow as an individual?
How does taking a journey make you feel?
Possible Integration
History: I will collaborate with the history teacher to include famous journeys made in the past
to reinforce the importance of travel. Using various locations and people who traveled and made
a significant impact in the world can give the students a better idea of how journeys can create
adventure.
Recess: Students should be familiar with the playground in order to complete this lesson. I will
collaborate with the recess supervisor to make sure students are familiar with all of the
playground options. This will be important for the students to know so they can be
knowledgeable when placing and hunting clues.
Literature: I will collaborate with the language arts teacher to include stories, books, narratives
revolving around adventure of travel. Since the art lesson plan focuses on travel and journey the
art teacher could use literature to inspire and reinforce the importance of travel. Students will
write two reflections. One reflection will explain how the individual student felt during this
assignment and whether any artistic growth was made. Students will need to rely on their
previous knowledge of grammar, sentence structure, first person and cohesive thought. I will
collaborate with the English teacher to review those subjects.
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Time travel to the past
Lesson Description Students will discuss the history of travel. Popular adventure stories and
ideas about what is essential when taking a journey will be shared. Maps
will be introduced and why they are essential to travel, then and now.
Once students have finished discussing, materials (pencil, paper, colored

pencils) will be distributed. Students will draw one objects that make up a
map, (compass, legend, path, destination)
Once students have finished discussing and activity they will be partnered
up. Students will take a field trip to the playground and each pair should
identify one object/location of their choosing from the playground. The
group will tell me their choice and as a class we will go back to the
classroom.
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Lesson Two
Title Essentials of travel
Lesson Description Students will discuss maps and their involvement in journeys. Students will
share movies/books/other that include maps in the story and how the
characters used them.
The students will receive materials to begin their playground

object/location project. Materials needed are paper, pencil, paint brushes
and acrylic paint, scissors, glue, colored pencils, and crayons. As a group
they will sketch out their object/location and begin to create.
When class is finished, I will preset each project in the playground as a

clue. These projects are going to be used as clues in a scavenger hunt to
give the class and adventure/journey.
Lesson Three
Title Final Hunt
Lesson Description I will present the scavenger hunt to the class and lead them to the
playground. The students will group up in their pairs and I will read the first
clue. After this, the students hunt for all the clues on the playground. Once
they find the last clue, I will have a jar of candy at the end to give each one
of them.
After the scavenger hunt (if we have time), as a class, we will piece
together the entire playground clues to create a map. This map marks our
journey of discovering the treasure of candy.
Explain how technology has been used in this unit
LESSON PLAN

School Elementary (5th)
LESSON NUMBER 1
Lesson Title Time Travel to the Past
Length of Class Period 45
Beginning Date for this Lesson
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Ending Date for this Lesson
CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

3PE Investigate the role of cultural objects in our everyday environment
6PE Select and access contemporary digital tools media arts to investigate ideas and inform
artmaking.
CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)
1PR Integrate observational and technical skills to strengthen artmaking.
4PR Select and use the elements and principles of art and design to communicate
understanding of an interdisciplinary concept
5PR During collaborative artmaking experiences, demonstrate respect and support for peer
ideas and creativity.
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)
5RE Express what was learned and the challenges that remain when assessing their artworks.
6RE Use criteria to assess works of art individually and collaboratively.
Performance-based Assessment Objectives
1. Students will be able to identify the best/most fitting materials/mediums to achieve an

objects rendition.
2. Students will be able to select elements and principles of design to display similarities in
objects.
3. Students will be able to collaborate in artmaking experiences with other members of the
class
Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will identify two materials/mediums to achieve an accurate rendition of an

object.
2. Students will color 100% of an image, use all lines, shapes and textures as accurately as
possible to solve scavenger hunt.
3. Students will work with at least one other classmate and collaborate with entire class to
piece final map together and write a 100 word reflection of the experience. .
Academic Language
Vocabulary (define each)
Map- An object that helps navigate surroundings and destinations.
Compass - an instrument containing a magnetized pointer which shows the direction of
magnetic north and bearings from it.
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Foreground- Objects in a picture/painting/frame that is closest to the observer
Background- Objects in a picture/painting/frame that appear furthest away from observer.
Realism- An object that is accurately represented from real life.
Media- the materials used by an artist to achieve the final product of an artwork.
Cartography- The art/science of creating maps
Additional Language Demands (specific communication task)
Students will actively listen and participate in class discussions about family, friends, and
fantasy that revolve around travel. Vocabulary and extra terms will be defined and clarified for
assignments, discussions, and activities.
Students will discuss with activity partner/partners to collaborate about project. Students should
introduce themselves, nominate an object off playground to focus on and as a group decide on
an object. Questions, comments and concerns should be discussed in groups to relay for end of
class discussion.
Accommodations for Special Populations
Learning Disabilities- Thomas

Directions
- will be provided verbally, written and in pictures for all students for certain
communication needs (deaf & hearing impaired)
- will be modeled thoroughly by the teacher, (communication need).
- will be simplified along with project objectives (so Thomas does not get frustrated easily)
Activities
- groups will be placed together by teacher (work on Thomas’s social skills)
- Materials will be passes out to each group by helpers/teacher
- Thomas will walk by me in the halls on the way to and from the playground.
- Activities will be placed in accessible areas where all persons could gather.
Timing/Organization
- Frequent breaks (Release the tension of academics for Thomas)
- Extra time can be provided (Helps take away some of the pressure for Thomas)
- Provide checklists to each group to help stay on task (Help attention)
Art/Visual Culture Examples (list all artists, artwork or media used)

Students will be shown multiple cartography artist from various background and heritage.
- Jason Laferrera- American artist, collage and other mediums Art: Virginia Red Fox
- Grafton Tyler Brown- 1st African American Artist to depict the pacific northwest and
California. (1841-1918) Art: View of the Lower Falls, Grand Canyon of the Yellowstone
(oil on canvas)
- Isaac Stuart- Book map artist. Mistborn map
Preparations
Materials/Resources for Teacher
Paper (50)
Projector
Computer
Dry erase marker
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Whiteboard
Candy
Candy jar
Materials for Students

Paper (50)
Pencils (30)
Hand-held Erasers (12)
IPads
Yellow, blue and red acrylic paint
20 small brushes, 20 thick brushes, 20 medium brushes
Unlimited paper towels
10 water trays
30 paint trays
Crayons (5 boxes)
Colored pencils (10 boxes)
Sketchbooks
scissors
Safety Procedures
Students will be reminded to use all art materials responsibly and respectfully. Students will
be reminded to keep hands to themselves and only use scissors with teacher supervision.
Materials being used are safe other than scissors. Scissors will be passed out before use
and collected right after use.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will have 6 tables set up in my classroom for students to create their artwork, engage in
discussions and listen to lectures.
When the students arrive, they should sit in their assigned seat. There are 25 students in my
classroom so there will be 4-5 students per group table.
The students will know where to take their assigned seating by looking at the seating map at the
front of the class. This seating map will be created by me before the class starts for an
introduction to the lesson plan, maps.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application source

1.1 5 Students will be greeted at the door by me, look Seating map (front
at the seating map and take their seats to wait of room)
for directions and discussion.
1.1 20 Introduce the unit: Discuss seating map, Projector:
introduce journey and ask the essential PowerPoint
questions: -What is a journey?
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-How does traveling make you grow as an Mistborn Series
individual? (hardcopy) to pass
-How does taking a journey make you feel? around to class.
I will introduce the two artist, Jason Laferrera,
Isaac Stuart and Grafton Tyler Brown. I will
discuss the different ways the gentlemen
approached cartography. Jason Laferrera uses
animals in his artworks that are made from
maps while Grafton Tyler Brown uses oil on
canvas. I will also display images of maps from
Isaac Stuart who creates maps in books.
1.1 10 Begin activity: Individually, students will begin to Student lockers for
draw one object that can be found on a map, pencils and
(Legend, Key, Compass, Mountains) This can sketchbooks.
be done with the materials passed out
previously (pencils and sketchbooks) As
students work on activity, I will walk around to
make sure students are on task, answer
questions, and inspire deeper thinking and
artmaking.
1.1 5 Clean-up process begins: Student helpers (for Student
that day of the week) collect sketchbooks and Locker/cubbie
pencils and place them in proper areas in the space
room. I will supervise to make sure all materials
are being placed where they belong. I will also
answer questions and retrieve student candy
reward.
1.1 3 Students take their seats to be given candy by Candy jar, Student
me walking around to each table for good tables
behavior and participation.
1.1 2 Students gather belongings and line up at the Student tables and
door to be collected by next teacher and say door
goodbye to me.
1.2 5 Students will be greeted by me at the door and Seating Map
revisit Seating map to find their seats, find their Student tables
seat and wait for directions/discussion.
1.2 15 Students will be introduced with the activities of Projector:
the day and will reconsider the essential PowerPoint
question, -What is a journey? And consider
-How does traveling help you understand an
area? Students will also be partnered up with
their tables.
1.2 3 Students will be escorted to the playground to Elementary

observe and take notes on the objects found on Playground
the playground. As students observe
locations/objects I will walk around to make sure
students are on task, answer questions, and
inspire deeper thinking.
Page| 7
1.2 12 Students will group up with table to find an Playground
object and study it. While studying students are
encouraged to consider the following, color,
texture, and line. Once object is found and
notes are taken students will meet by
playground door.
1.2 3 Students will be escorted back to class and take Classroom
assigned seats
1.2 5 I will walk around the classroom and write each Notebook and pen
object that the students have chosen. While
taking notes, I will also be passing out candy to
those who behaved well and participated.
1.2 2 Students will prepare their belongings to line up Table seats and
at the door to be collected by teacher of next door
class and say goodbye to me.
Clean-up Procedures (Room, Materials & Work Storage)

Student helpers (Each student helps one day of the week) gather materials from each table and
places them in student lockers. Sketch books go in individual lockers while pencils and erasers
go on back desk by the sink and paper towels.
Closure, Review & Anticipation (what’s next?)

While students gather their belongings, I will introduce the next lesson plan. This includes
reviewing the main focus and briefly explaining the next activity. I will also remind them of the
candy that is given out if students behave well.
Supplemental Activity
Students will have multiple activities they can occupy their time with if they finish early or want
extra practice.
I will supply tracing booklets, coloring sheets, and DIY craft booklets to look through.
Students will also have the ability to get on their IPads and search maps.
Teacher reflection focused on the lesson after it has been taught

N/A
LESSON PLAN

School Elementary (5th)
LESSON NUMBER 2
Page| 8
Lesson Title Essentials of Travel
CONTENT STATEMENT – PERCEIVING/KNOWING

5PE Focus attention on selected artworks to identify and pose questions about aesthetic
qualities (e.g., sensory, organizational, emotional) in the works.
CONTENT STATEMENT – PRODUCING/PERFORMING

1 PR Integrate observational and technical skills to strengthen artmaking.
understanding of an interdisciplinary concept.
CONTENT STATEMENT – RESPONDING/REFLECTING

2RE Describe how personal experiences can influence artistic preferences

1. Students will be able to pick the best/most fitting materials/mediums to achieve an
objects rendition.
2. Students will be able to select lines, shapes and colors to display similarities in objects.
3. Students will be able to collaborate with other members of the class
4. Students will be able to evaluate their individual art and write a reflection along as a
collective group art and reflection.
5. Students will be able to understand that art has limitless possibilities through 3 artist
examples.

1. Students will choose two materials/mediums to achieve an accurate rendition of an
object.
2. Students will color 100% of an image, use all lines, shapes and textures as accurately as
possible to solve scavenger hunt.
3. Students will work with at least one other classmate and collaborate with entire class to
piece final map together.
Academic Language
Vocabulary
Page| 9

Students will actively listen and participate in class discussions about family, friends, and
fantasy that revolve around travel. Vocabulary and extra terms will be defined and clarified for
assignments, discussions, and activities.
Students will discuss with activity partner/partners to collaborate about project. Students should
introduce themselves, nominate an object off playground to focus on and as a group decide on
an object. Questions, comments and concerns should be discussed in groups to relay for end of
class discussion.

Directions
Activities
- Materials will be passes out to each group by helpers/teacher
- Activities will be placed in accessible areas where all persons could gather.
Timing/Organization
- Provide checklists to each group to help stay on task (Help attention)
Art/Visual Culture Examples

Francesca Baerald – fantasy cartographer
- Clock of Seasons
- Emporian City Map
Preparations
Paper (50)
Projector
Computer
Dry erase marker
Whiteboard
P a g e | 10
Candy
Candy jar

Paper (50)
Pencils (30)
Hand-held Erasers (12)
IPads
Yellow, blue and red acrylic paint
20 small brushes, 20 thick brushes, 20 medium brushes
Unlimited paper towels
Glue (10 bottles)
10 water trays
30 paint trays
Crayons (5 boxes)
Colored pencils (10 boxes)
Sketchbooks
scissors
Safety Procedures
Students will be reminded to use all art materials responsibly and respectfully. Students will be
reminded to keep hands to themselves and only use scissors with teacher supervision.
Materials being used are safe other than scissors. Scissors will be passed out before use and
collected right after use
LEARNING ACTIVITY
Day Duration Application Source
2.1 3 Students will be greeted by me at the door, look at the Seating map
seating map and take their seats to wait for directions and (front of
discussion. class)
2.1 15 Discussion will begin by reviewing last class and project. Projector
Individual artist will be introduced.. White board
Francesca Baerald (2 artworks) these two pieces will
example the different directions that can be considered for
cartography. I will explain to the class her artmaking style
and direction. I will explain this as another option for
P a g e | 11
artmaking in the Journey genre.
-Clock of Seasons
-Emporian City Map
Students should be seated in their groups for Essential
Questions..
- How does traveling help you understand an area?
-Is the journey more important or the destination? Why?
These essential questions should be considered in individual
groups then discussion will open up to entire class. While
students are discussing in small groups, I will walk around to
make sure students are on task, answer questions, and
inspire deeper thinking.
2.1 18 Activity will begin with materials being passed out by student Materials
helpers while I pull up artist examples for student inspiration. passed out to
-Student groups will discuss the object chosen from each group
playground. Color, texture, line, and shape will be from student
considered in the discussion. These considerations will helpers.
influence the groups choice of medium (paint, collage,
colored pencils)
-students will start with an outlines sketch and then move
onto choice of medium.
While students work on activity, I will walk around to make
sure students are on task, answer questions, and inspire
deeper thinking and artmaking.
2.1 4 Clean-up process begins. Students from each group will Cubbie
gather materials and 1 student selected from each group will spaces, and
return materials to lockers/cubbie spaces. Class materials art table
will be brought to back table by sinks. As students clean up,
I will make sure all materials are being placed correctly,
answer questions and gather candy for student reward.
2.1 3 Students will return to their seats to receive treat by me Candy jar
walking around to each table for good behavior and
participation.
2.1 2 Students gather belongings and line up at the door to be Door and
collected by next teacher. I will say goodbye to each student student
by the door. tables

Student helpers (Each student helps one day of the week) from each student group will gather
materials from each table and places them in student lockers. Pencils, erasers, paint, glue, and
other materials used go on back desk by the sink.

While students gather their belongings and receive candy, I will introduce the next lesson plan.
This includes reviewing the main focus and briefly explaining the next activity (scavenger hunt
and entire ending map). I will also remind them of the candy that is given out if students behave
P a g e | 12
well.
extra practice.
Students will also have the ability to get on their Ipads and search maps.

N/A
LESSON PLAN
Teacher Candidate
School
LESSON NUMBER 3
Lesson Title The final hunt
CONTENT STATEMENT – PERCEIVING/KNOWING

5PE Focus attention on selected artworks to identify and pose questions about aesthetic
qualities (e.g., sensory, organizational, emotional) in the works.
6PE Select and access contemporary digital tools media arts to investigate ideas and inform
artmaking.
CONTENT STATEMENT – PRODUCING/PERFORMING
1 PR Integrate observational and technical skills to strengthen artmaking.
understanding of an interdisciplinary concept.
CONTENT STATEMENT – RESPONDING/REFLECTING
2RE Describe how personal experiences can influence artistic preferences
P a g e | 13
1. Students will be able to identify the best/most fitting materials/mediums to achieve an
objects rendition
2. Students will be able to demonstrate their technical skill and craftsmanship by their use
of lines, shapes and colors to display similarities in objects.
3. Students will be able to collaborate with small group members of the class to create an
artwork.
4. Students will be able to collaborate with art classmates to assemble final project.
5. Students will be able to connect artwork to real life locations and ideas.
1. Students will brainstorm in their table groups to discover 100% the clues drawn on
paper.
2. Students will collaborate as a group to understand how ALL lines, shapes, colors and
textures relate to real life objects.
3. Students will work as a team, each member participating 100% in the hunt, to discover
all of the clues.
4. Students will add at least 1 clue, image, title or other idea to the entirety map.
Academic Language
Vocabulary
Students must collaborate with small group member to complete the scavenger hunt.
Students must collaborate with entire class to complete the entirety map.

Directions
Activities
- Thomas will walk with me in the halls on the way to the playground.
- Activities (playground location/object) will be placed in accessible areas where all
persons could gather.
Timing/Organization
- Provide checklists to each group to help stay on task (Helps attention)
P a g e | 14
Art/Visual Culture Examples
Isaac Stuart
- Book map artist.
- Mistborn trilogy map
Preparations
Paper
Pen
Candy
Candy jar
Treasure box
Glue (10 sticks)
Sketch books
Pencil
Safety Procedures
Students will be prepped before the field trip to the playground with safety instructions. Students
will be told to keep hands to themselves in and out of the classroom. Students will also be told
to keep glue away from eyes and mouth. All pencils should be kept to the owner.
LEARNING ACTIVITY
Entiety map will be kept at the front of the room by teacher desk.
Day Duration Application Source
3.1 20 BEFORE CLASS: I will go to playground and preset each Playground
student group clue to set scavenger hunt up. I will also set up
the treasure box with candy inside of it. Once I have finished
setting up, I will do a practice round to make sure all clues are
in order and correct.
3.1 4 Students will be greeted at the door by me, look at seating Seating
map and take their seat to await further instructions. map
3.1 8 Discussion will begin with a review of the previous activity and
lesson. Students will be introduced to the scavenger hunt idea.
I will explain that I have preset all clues and a treasure is
waiting at the end for the first finishers.
3.1 3 I will lead students in an organized line to the playground. I will hallway
P a g e | 15
ask students for bubbles and to hug themselves, so we do not
disrupt other classes.
3.1 4 Arrive at the playground to give the students the first clue. I will
ask all students to group up into their table groups and wait for
the first clue. Students must wait until I have finished showing
and describing the clue to begin the hunt.
3.1 17 Students will begin the scavenger hunt after the first clue. As a Playground
group they will search out each clue placed at each and
location/object. As students hunt for all the clues I will observe treasure
their collaboration, behavior and participation and mark it box
down on my notebook. As I see students getting near the end,
I will wait near the treasure box (without giving it away) to see
which group arrives first. When the winning group arrives, they
will take the treasure box and open to reveal the candy stored
inside. After they see the contents in the box, I will take it to
walk back to the classroom.
3.1 3 I will lead students in an organized line to the classroom. I will hallway
ask students for bubbles and to hug themselves, so we do not
disrupt other classes.
3.1 1 Students will take their seats and winning group can receive Treasure
their treasure. box
candy
3.1 4 All students will wait to receive candy for good behavior and Candy jar
participation. I will also give a special candy to each student candy
for completing the scavenger hunt.
As I am passing candy out, I will share the next lessons
activities and remind them that good behavior and
participation will be rewarded with candy.
3.1 1 Students will wait to be collected by next teacher Door
Seating
tables

Students will make sure to keep all candy with them and throw away all candy wrappers or
leftover trash.

While students gather their belongings and receive candy, I will introduce the next lesson plan.
This includes reviewing the main focus and briefly explaining the next activity (entire ending
map). I will also remind them of the candy that is given out if students behave well.
extra practice.
Students will also have the ability to get on their Ipads and search maps.
P a g e | 16
N/A
Be sure to attach to the full instructional unit

Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons
P a g e | 17

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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Giovanna Todd

UNIT TITLE Hunting for Adventure

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

PROGRESS POINTS (FROM ODE STANDARDS)

CRITICAL ISSUE / BIG IDEA

How does traveling help you understand an area?

Is the journey more important or the destination? Why?

How does traveling make you grow as an individual?

How does taking a journey make you feel?

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Once students have finished discussing, materials (pencil, paper, colored

The students will receive materials to begin their playground

When class is finished, I will preset each project in the playground as a

Explain how technology has been used in this unit

Teacher Candidate Giovanna Todd

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)

1PR Integrate observational and technical skills to strengthen artmaking.

CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)

6RE Use criteria to assess works of art individually and collaboratively.

Performance-based Assessment Objectives

1. Students will be able to identify the best/most fitting materials/mediums to achieve an

Performance-based Assessment Strategies

1. Students will identify two materials/mediums to achieve an accurate rendition of an

Accommodations for Special Populations

Learning Disabilities- Thomas

Art/Visual Culture Examples (list all artists, artwork or media used)

Materials for Students

Day Duration Application source

1.2 3 Students will be escorted to the playground to Elementary

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Teacher Candidate Giovanna Todd

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

6RE Use criteria to assess works of art individually and collaboratively.

Performance-based Assessment Objectives

Performance-based Assessment Strategies

Additional Language Demands (specific communication task)

Accommodations for Special Populations

Art/Visual Culture Examples

Materials for Students

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

CONTENT STATEMENT – PERCEIVING/KNOWING

6RE Use criteria to assess works of art individually and collaboratively.

Performance-based Assessment Objectives

Accommodations for Special Populations

Clean-up Procedures (Room, Materials & Work Storage)

Closure, Review & Anticipation (what’s next?)

Teacher reflection focused on the lesson after it has been taught

Be sure to attach to the full instructional unit

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