Text-Based Sculpture Project 1 Alcott Elementary 1. Type of school? Elementary 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. 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 artroom 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 in 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 rooms are filled, it can be difficult to navigate the room when all chairs are being utilized. The artroom 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 teacher stocks ample amounts of general art making materials including crayons, which reside in the center of every table and oil pastels which will be used in this particular lesson plan. 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 but that she did not feel comfortable offering them projects which are reserved for students as a reward and for students who can handle using so many different supplies, clean up on time and appreciate 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 way there is less of an opportunity for students to be out of their seats, 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 16 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: Text as Art- Learning about composition to create a visually engaging piece of artwork considering font, size, layout and color choices.

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

Brief Description of Lesson: During the previous lesson, students were introduced to the contemporary Chinese artist, Ai WeiWei, who is known for his artistic style which questions the communist government that his country lives under. Ai WeiWei uses social media, especially Twitter, to ask questions about challenging topics that the Chinese government decides to hide or cover up. As homework inside of the students' mini-books they made last week, students were asked to come up with six different challenging questions that pertain to their life, or topics that they consider as important. These questions had to be challenging in the way that they could not be answered easily, nor be a short answer reply, but instead, they would need lengthy explanations that were complicated. This week, the eighth grade class will watch a short video on Ai Wei Wei and as a group they will have a short discussion about one of his pieces. Students will then work in pairs at their table to share their questions in their mini-book and pick their favorite question. The teacher will explain the final project which will be to take their chosen question and to turn it into a text based sculpture made out of different types of wire. Today in class, the teacher will talk about composition and mention major elements of art that students will need to think about in order make decisions about in their compositions including font, size, layout and color. Students will use their studio time to create three different samples of how they would like to layout their composition. Students will use crayon to color in their backgrounds and oil pastel to write their text on top. Next week, students will choose their favorite composition to start building their sculpture.

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

Enduring Understandings & Essential Questions IPTS# 1, 2 & 4 1. Enduring Understandings: A. Words can be interpreted differently depending on how they are presented visually. B. Experimenting with different solutions to a problem or project helps to make successful decisions. C. Artists have many decisions to make before creating an artwork. 2. Essential question(s) A. Does the meaning of a word change depending on how it is written? B. How do I prepare for the best outcome when starting a project? C. How should one think about composition when starting an art piece?

C. COMMON CORE STANDARDS

IL.25.A

STANDARD: Understand the sensory elements, organizational principles and expressive qualities of 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

E. GRADE LEVEL PERFORMANCE DESCRIPTORS

IL.25.A.3d > Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence. 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.5-8.1.1 Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices 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 text can be used to create artwork. 2. How to plan for making artistic decisions. 3. How to consider color, layout and font when creating a composition. Students will be able to (define by audience, behavior, conditions and include language functions, vocabulary use, syntax, and discourse): 1. Apply art elements including line, color and space to a composition.

2. Experiment with layout in order to practice planning. 3. Comprehend the definitions of composition, kerning and leading in regards to creating text-based artwork.

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) CONTENT-SPECIFIC ACADEMIC VOCABULARY (TIER THREE) composition emphasis contemporary challenging font pattern Ai WeiWei leading kerning

Students will know : 1. Kerning is the spacing between the letters in a word, while leading is the spacing between words in a sentence. 2. Pattern, color, emphasis, font, kerning and leading relate to the word composition. 3. Emphasis can be used as a visual term besides being used in other contexts. 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. Analyze the examples presented by the teacher relating to text compositions. 2. Explain their challenging questions to their partner and why they think they are challenging. 3. Summarize the definition words of composition, kerning and leading when the teacher comes around and asks questions about their compositions.

H. ENGLISH LANGUAGE DEVELOPMENT KNOWLEDGE AND SKILLS

English Language Development Knowledge and Skills (for starting, emerging, and developing ELLs)

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 In the previous lesson, students were asked to, "pronounce and define the word contemporary," "define what word is inside of the word contemporary," and answer, "How does temporary connect to contemporary?" Students had to confirm they understood the definition in order to share an example of a contemporary musician. Students also had to back up why their answer was contemporary. In the previous lesson, none of the students knew who Ai WeiWei was, nor how to pronounce his name. A two-page article from Scholastic Magazine was handed to everyone and was explored in class. At the beginning of demonstration and lecture, students were handed a worksheet to fill out being asked to define composition, kerning and leading. Students would have to correct their mistakes or missing answers during the lecture with the answers given. b. Formative Assessment for Both Content and Language:

1. Student Product and/or Performance (tests, worksheets, oral presentations, etc.) Students correcting their definitions of composition, kerning and leading. Students will do a composition exercise based upon one of the challenging questions proposed after looking at Ai WeiWei's art piece based upon the investigations into the Chinese earthquakes in the Sichuan region.

2. Other Forms of Assessment (e.g. checklists, teacher questions, etc.) Teacher questions during the power point regarding composition, kerning and leading. 3. Assessment Criteria (Link back to your objectives statements) Students will grasp the concepts of composition, kerning and leading and be able to define them. c. Summative Assessment 1. Student Product and/or Performance (tests, worksheets, oral presentations, etc.) Students creating three different text compositions for their chosen challenging question using crayon and oil pastel. 2. Other Forms of Assessment (e.g. checklists, teacher questions, etc.) Teacher questions. 3. Assessment Criteria (Link back to your objectives statements) Students will apply their new knowledge about design elements to create three different text based compositions.

TEACHING AND LEARNING: STAGE 3: PLAN LEARNING EXPERIENCES

Teaching and Learning Plans [Stage 3: Plan Learning Experiences] J. Time Required for Lesson Segments

SET/HOOK TEACHER INPUT GUIDED PRACTICE CLOSURE

15 MINUTES 15 MINUTES 10 MINUTES 10 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

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: laminated images of Ai Wei and his art project related to the earthquakes in China, video about Ai WeiWei through Scholastic.com, Google Docs for slide presentation b. Technology: Google images, scholastic.com, projector, laptop, screen, laminator, printer

M. Teacher's Preparation Assemble materials: Pre-assessment of asking students to define composition, leading and kerning will be photocopied ahead of time. Teacher will print out in color, enlarged images of Ai WeiWei to be laminated that will then be shown in class and then passed around for everyone to see up close. Teacher will set up projector and screen ahead of time and sign into scholastic.com in order to set up the video on Ai WeiWei. Whiteboard will be clean for use during asking for a challenging question related to the earthquake project conducted by Ai WeiWei. Teacher will have slideshow set up demonstrating the important elements for creating an engaging composition based on text.

Practice procedures beforehand: The teacher was aware of Ai WeiWei, but not quite familiar with the majority of his artwork. The teacher watched the entire documentary, Never Sorry on Netflix to gain more background information. Though the students would not be starting the final project today about Ai WeiWei, the teacher wanted an exemplar to share with the class in order for them to understand where they work they conducting was leading to. The teacher made two exemplars to share with students and demonstrate the unlimited amount of possibilities they had with their text based artwork project. The teacher experimented with materials to see which would be the most feasible economically and utilitarian. Identify new vocabulary: Composition, kerning, leading Organize work stations: Student tables always have pencils in a small storage bin, along with markers and crayons. Scrap paper will be used for the preliminary artwork that students will be executing today and will be handed out by the "Mission Representatives" that are assigned to every table. 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 C is diagnosed with autism and has trouble staying on task for long periods of time. Describe the Adjustment or Modification to the lesson you have made for him or her: Students will be asked to create a challenging question regarding the earthquake artpiece of Ai WeiWei on their piece of paper, which will lead into next week's sculpture project. After watching the slideshow, students will need to create their own individual composition, and share it with his table. This student needs to demonstrate understanding to his teachers. The teacher will ask the student to summarize in his own words what is being asked of him to complete the exercise. O. Set/Hook Plans: After students settle in their seats, the whole class will watch a three minute video on Ai Wei Wei from scholastic.com. Then the teacher will share images from the earthquake project titled, "Citizens' Investigation" that were printed out and laminated. Students will have an opportunity to contribute their thoughts on the piece. Students will have an opportunity to view the eight images up close, as they will be passed around. Everyone will be asked to practice the exercise of formulating their own challenging question related to the art piece and four to five students will be asked to volunteer and share their questions out loud.

Students will at the end be handed a pre-assessment sheet, asking them to define composition, kerning and leading. If they do not know, they are just asked to put, I don't know as their response. Anticipated Time: 15 minutes Pre-requisite/prior Knowledge: Students were introduced to Ai WeiWei the prior class period, where students read text and looked at images of the artist's work in Scholastic Art Magazine. Students had to come up with 6 challenging questions in the mini-books they created last week, so they should have familiarity in the task being asked of them. Formative Assessment Student's comments shared out loud will demonstrate whether or not they are able to understand the rationale for the art piece. Student's challenging questions will demonstrate their comprehension of whether or not they know what a challenging question is and how to formulate one.

P. DEMONSTRATION/LECTURE: 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. Plans: Students will learn about all of the choices that they have available to them in order to create their composition layout for the sculpture project beginning next week. Students will experiment with a text based layout that they must construct. Before this happens, students need to be able to recognize all of the decisions that they are in charge of making. Teacher will use slide presentation to explain what composition, kerning and leading is. Students will be shown examples of slides that utilize text, but keeps in mind color, spacing and size as well. Students will then go back to their worksheet that they completed at the end of the anticipatory set, flip it over to the blank side, and will be asked to define the same three words again while the slide presentation takes place. Teacher shows slide presentation.

Anticipated Time: 13 minutes

Pre-requisite/prior knowledge: The materials being utilized for this project are common art materials found in the cooperating teacher's artroom. The elements of art have been included and mentioned intermittently in previous art projects conducted by the cooperating teacher. Students have not traditionally needed to do writing assignments as they are being asked to do now, but it is guaranteed that they are asked to write in other classrooms throughout the school. Formative Assessment: Students will define the three words of composition, kerning and leading on their worksheet. Each student will be asked to design a layout on a scrap piece of paper based on the chosen challenging question related to the earthquake art piece discussed in the anticipatory set that is written on the whiteboard. Teacher will ask if there are any questions half-way through the demonstration and at the end of the demonstration. Teacher will be looking around the room at students checking for comprehension while the demonstration is going on. 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 Plans: Teacher will then give out scrap piece of paper to "Mission Representatives" at the table. Teacher will ask students to design their own composition on the paper using the challenging question that was selected and written on the whiteboard from the ones proposed in the participatory set. Students have the option to use pencil, crayon, and/or marker to create their text based composition. Certain students will be asked to share their layouts and why they made the decisions that they did. Students will be asked, "Based upon your layout, what does your message convey?" Teacher will pass out new blank paper to "Mission Representatives" to hand out to every student at the table. Students will first conduct a pair/share with their neighbor to share the six challenging questions that they came up with in their mini-books that they created last week. While students are sharing, the teacher will have an opportunity to scan the room to see who is just talking and who is staying on task. Teacher will go around at this point to prompt specific students to stay on task. Students will need to decide which question is their favorite that would be best to illustrate into a text based composition with their neighbor. Teacher will rotate and check in with every table during studio time. The teacher's questions will focus upon asking things related to the three definitions that were taught during the lecture before the demonstration. Such questions such as, "What type of message are you conveying based upon your composition?" "How is color changing the interpretation of your challenging question?" "How is the choice of size in your

compositions important?" "Is kerning or leading more of an emphasis in your composition?" Teacher will then ask students to take their new, full page piece of paper and fold it into four equal parts. Students will put their name on the back, and with marker draw over the folded lines so that the four quadrants are evident. Anticipated Time: 20 minutes Pre-requisite/prior knowledge: Students at the seventh and eighth grade levels should be familiar folding on their own and working with marker. Formative Assessment: Teacher will be checking for students to remain in their seats and work on their text based compositions. Teacher will be collecting both the vocabulary worksheet and their composition example once they are handed in at the end of class. R. Plans for Creative Interpretation (other creative solutions accepted in this lesson) IPTS# 1* Certain students may not want to work entirely with words. They may want to incorporate symbols into their composition to replace text, or to create their own spelling of words. Certain students may not prefer to work with crayon and would like to color in their background or write their words in a different medium. None of these interpretations are major issues, and none detract from the main idea of understanding composition and taking into consideration different elements into their own layouts. S. Plans for Independent Student Practice [IPTS# 1 & 2] Homework or independent practice for student related to the lesson. Students will be asked to take into consideration the text based compositions that they encounter themselves. Students will be cued to think about the covers of books in the library, posters they see in the city, valentine's day cards they might receive, etc. If students forgot to bring in their mini-books with six challenging questions written inside, students will need to do them for homework this week to turn in for credit. T. Closure (brief teacher or student-led review, with reference back to essential questions and enduring understandings) Plans: Students will be asked out loud, "Does the composition of words matter?" and "How does composition help a reader interpret words?" Students will be asked to define in their own words composition, kerning and leading. 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. My plans build on the intent of expanding the students' understanding of what contemporary art consists of, who Ai WeiWei is and how composition relates to text. In the previous lesson conducted last week, we broke down what contemporary means and how that can expand our expectations of what art can be. Students will be creating a composition using words, which is experienced frequently in a student's visually dominated world. Students were asked to think of questions that would be difficult to answer, and now with students considering composition, they are adding value and appreciation to the question that they chose. The teacher will mention how graphic designers deal with text every day and must make conscious decisions just as they are being asked to do during their studio time. Ai WeiWei as an artist and as a political activist was not afraid to ask questions. This entire project is asking students to think deeper as they choose their final question that they would like to transform into a sculpture. This lesson plan fosters the opportunity at the seventh and eighth grade levels for students to slow down and practice exploring and experimenting with many outcomes or options before choosing one that will become an artwork. For some students at this age, they are eager to get into making a final product and are not able to be aware of or appreciate the artistic process they are partaking in. This lesson will repeatedly remind students of all of the choices they must make within a composition. This may be easier for some students to understand when they are asked to create a composition without images, line and shapes. Student's choices are are focused upon choosing a solid background color and are working with text. Students will have to make conscious decisions of which elements or parts of their three compositions they enjoy, and which they dislike. My plans are for students to realize the infinite amount of possibilities that exist while making art. This lesson plan is focusing on a select few elements, yet there are many solutions available to the problem proposed to them. My plan is for students to think about design and truly walk away from this lesson understanding composition and artistic choices. I am hoping for this exercise to help students consider in the future how they approach making compositions in general, as well as how students will confront using text with technology the next time they must create a poster, slide presentation, etc. 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 minute period. There are a lot of topics that I would like to cover with the students, but I also do not want students frustrated in the fact that they are not starting an art piece today when instead they are practicing the art of composition which can be viewed as a type of sketching. Variety of the assessments also include the type of participation that will be expected from the students. While we as a class look at the earthquake piece that Ai WeiWei

created, students can raise their hand and share their comments. This does not include everyone, but the second exercise of creating a challenging question related to the art piece will be asked of everyone to participate in. Students will need to put their names on their challenging questions so that I can go through them and check for understanding after class, along with their mini-books that they created and had to finish for homework. The three definition worksheet will serve both as a pre-assessment and as an exercise. As a practicing teacher, I am confident that the majority of students will not know what kerning or leading is. These two terms are very specific and pertain to typography and will not be recognizable at the seventh and eighth grade level. Students will be asked out loud to explain composition before it is defined in the slideshow. The pre-assessment will be a double-sided piece of paper, with the same worksheet printed on both sides. The first side will demonstrate their pre-assessment knowledge, while the second side will be asked to be filled out during the slideshow to demonstrate a gain in knowledge. Scaffolding will be offered when students will be asked to create a composition only in pencil, crayon and marker based upon the chosen challenging question written on the dry erase board that will have originated from looking at the earthquake art piece. The small piece of scrap paper should help students perceive this action as an exercise, along with using these basic media. Students will be reminded that they are not graded on this, instead it is practice and a way for me to clarify that they understand what I am asking them to consider while making their own compositions. I as a teacher can quickly scan the room to evaluate who is not understanding what is being asked of them. If students are capable of participating in the slide presentation and seeing different text based compositions, I do not expect much challenge or confusion with creating their own on a piece of paper. 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? Based upon the practices already being habitually used in the artroom by the cooperating teacher, the students are accustomed to creating and responding. Each student in the middle school grades has their own sketchbook where they store their ideas, sketches and free drawings in. I have observed students during free moments go back to drawings that they started long before, and they are still demonstrating interest in reworking them. Seventh and eighth graders are also used to participating in creative drawing exercises as a type of bell ringer at the beginning of certain classes. The cooperating teacher will draw a shape, or a collection of lines and students are asked to continue the drawings in their sketchbook by transforming them into different things. I am hoping that this practice and culture in the artroom will continue. I am worried as to how many students will remember to bring back their mini-books from the week before. One week is a long time for students at this level to remember to finish an exercise and bring it back in from seven days ago. It will be beneficial for students to have their book in class, but if not, then the pair/share might take less time. I will not overly chastise students who

forgot their mini-book, but I will remind them that they are being collected and are part of their final grade. If one person in a pair/share group forgets their book, they will be asked to listen to their partners responses as a way to check if their questions were similar in style, or to gather inspiration from them if they still had not completed theirs. 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 seventh and eighth graders are looking for opportunities to be treated as adults and want to work on projects that appeal to their interests. Students in middle school participate and engage much more when projects apply to the real world, use technology and are related to their lives. This lesson utilizes technology, mentions how Ai WeiWei uses technology for his artwork, relates their composition layouts to the responsibilities of a graphic designer and requires personal challenging questions that relate to the individual student. Students at the age of thirteen and fourteen possess a longer attention span than younger grades. This is why I think it is possible to have a demonstration and lecture during class that will take about thirteen or fourteen minutes to complete. Though this can been seen as a long time, within this lecture and demonstration, different tools will be used to disseminate information. The lecture will use a projector, and students will need to complete the three definitions given to them earlier in the class. This way, students stay focused on a goal while watching a slideshow. After the slideshow, the teacher will be displaying the exemplars to the students in order to maintain interest and curiosity in the project. This mix of tools will hopefully support students to remain engaged the entire time and stay focused to understand what is expected of them.