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Stage 2 - Assessment Evidence: Module 2: Planning For Instruction - Stages 2 & 3

This document outlines planning for instruction in Stages 2 and 3 of the Understanding by Design framework. Stage 2 discusses assessment evidence, including formative and summative assessments. Formative assessments will address key art principles through multiple choice questions, picture identification, and drawing. Summative assessments involve using an art website to locate and describe works demonstrating principles, and creating original art applying vocabulary. Stage 3 describes major learning activities integrating art principles. Activities include a color study after Keith Harring, creating Celtic knot designs, psychedelic self-portraits using words, and Dr. Seuss-inspired landscapes. Students will apply vocabulary like variety, rhythm, symmetry, and focal point. Differentiation strategies and technology integration

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72 views

Stage 2 - Assessment Evidence: Module 2: Planning For Instruction - Stages 2 & 3

This document outlines planning for instruction in Stages 2 and 3 of the Understanding by Design framework. Stage 2 discusses assessment evidence, including formative and summative assessments. Formative assessments will address key art principles through multiple choice questions, picture identification, and drawing. Summative assessments involve using an art website to locate and describe works demonstrating principles, and creating original art applying vocabulary. Stage 3 describes major learning activities integrating art principles. Activities include a color study after Keith Harring, creating Celtic knot designs, psychedelic self-portraits using words, and Dr. Seuss-inspired landscapes. Students will apply vocabulary like variety, rhythm, symmetry, and focal point. Differentiation strategies and technology integration

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© © All Rights Reserved
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MODULE 2: PLANNING FOR INSTRUCTION - STAGES 2 & 3

Stage 2 & 3 templates are drawn from the Understanding by Design Framework.

STAGE 2 - ASSESSMENT EVIDENCE


Assessments should: 1) provide valid, reliable and sufficient measures of desired results; 2) offer a variety of assessment
formats to gather evidence of learning; 3) offer opportunities for students to exhibit understanding through "authentic"
performance tasks; 4) include criterion-based rubrics to judge student understanding, products, and performances; 5) offer
options for students to self-assess and peer-assess; 6) identify options for assessment differentiation; and 7) identify
options for technology integration.

STAGE 2 - ASSESSMENT EVIDENCE


1. Formative Assessment (Individual, Collaborative )

The formative assessment (4 listed below) for this learning process I will share through
Google docs:
Principles 1 formative
o Students are formally assessed on variety, rhythm, and symmetry (multichoice)
Students will using the skill: What is in the picture? What can you see in this
work?
Sped/IEP population will be given extra time and a human reader
FARM population will be given additional time
ELL-Students who need translated formatives will be given them if available
or removal of one of the images in the formative to reduce the selection size.
This formative is directly related to the summative at the end of term one due
to the understanding of key vocabulary.
Principles 2 formative
o Students are being asked to identify the picture that displays the following
vocabulary that links back to need assessment symmetry, focal point,
proportion, and unity.
Students will be using the skill: What can you see in this work?
All target subgroups will be given additional time and human reader.
This formative is directly related to the summative at the end of term one due
to the understanding of key vocabulary.
Repetition formative
o Students are assessed about the vocabulary pattern and repetition.
The student skill: Can you see lines/colors/textures/shapes/patterns in the
picture?
All subgroups will have reduced number of choices for the answers and
human reader
This formative is directly related to the summative at the end of term one due
to the understanding of key vocabulary.
Subject matter formative
o Students will draw a picture of each subject matter (visual learning)

Student skill: What is in this type of picture?


Landscape/Seascape/Cityscape/Still life
This will not be modified for the subgroups only additional time will be given
This formative is directly related to the summative at the end of term one due
to the understanding of key vocabulary.
Formative for website searching via METkids
Students will complete a scavenger hunt to show understand of how to use the
METkids website.
This will help the children practice using all the questions in the content and form
categories from the needs assessment.
This is more of an informal assessment to get the kids ready for the technology
summative
Modifications for all targeted subgroups include additional time to complete the
assignment
http://www.metmuseum.org/collection/metkids/explore

Formatives can be given on a tablet or computer and graded as a whole class


using Flubaroo.

Summative Assessment(s)

One summative will be the students using the METkids website to locate and describe
three works of art that display the principles variety, rhythm, and focal point. The
students will describe the work of art and then indicate how its represents the previous
three terms.
The student skill this links back to is: What can you see in this work?
This will be an oral summative where the students work in small groups and explain the
art works to one another and self assess.
Teacher will have a rubric to assess the discussion
ELL-Students will have the teacher as part of the small group to aide in the
conversation.
SPED/IEP- The teacher will pick out three works and the students will match to the
vocabulary and discuss.
FARM- The teacher will pick out one work of art and have the students match, while the
students are responsible for finding the art of the remaining vocabulary.
Technology use is built into this lesson.

The second summative assessment will be the TERM 1 summative for 5th grade
students (attached at the end of document) where they will have to choose from the
previously indicated vocabulary and explain how they made and used it in a piece of

their original art work. Students may choose any of the major learning activities
described below to complete the summative.
The summative assess all the questions in the content and form categories in the
needs assessment. All the indicated vocabulary is included on this summative for the
students to show understanding.
ELL/SPED/FARM- Will have a human reader as well as extended time.
This summative can be taken on a tablet or device for technology integrations.

STAGE 3 - LEARNING PLAN


With desired results and appropriate evidence of understanding in mind, you will identify major learning activities: 1) what
will need to be taught and coached, and how should it best be taught to achieve desired results; 2) what sequence of
activities aligns to the desired results; 3) how will you make learning both engaging and effective given the desired
outcomes and assessment evidence; 4) how will you differentiate learning activities and experiences to meet the needs of
student subgroups; 5) how will you integrate technology; 6) how will you incorporate Face-to-Face and Flipped Learning
Environments to best support instruction and learning.

STAGE 3 - MAJOR LEARNING ACTIVITIES


1. Major Learning Activity

Keith Harring Color Study:


Student Skill: Students will active prior knowledge of vocabulary and describe
how it is used in their artwork.
o Student will learn about graffiti artist Keith Harring via power point
o Students will activate prior know of seven color families primary, secondary,
warm, cool, neutral, tertiary, and monochromatic through a guided worksheet
o Students will sketch seven figures in the style of Harring and match a color
family with each figure they are drawing
o Students will create an artwork incorporating the figures and the color families
o The concepts of key vocab variety and repetition will be emphasized.
o Students will use a self-assessment rubric and state how they use the key
bolded vocabulary above in their artwork.

Options for Differentiation

Options for Technology Integration

ELL- scaffolded worksheets with some FARM-Teacher made videos further


explaining the concepts of repetition and
color families filled in.
Use of the color wheel when filling out variety
the worksheets
FARM- Access to additional time and
computer resources to explore Keith
Harrings work
SPED- Reduced number of figures
need in final draft of the project.
Use of the color wheel when filling out
the worksheet
2. Major Learning Activity

Celtic Knot Designs


Student Skill: Students will active prior knowledge of vocabulary and describe
how it is used in their artwork.

o
o
o
o

Students will make a Celtic know design that is radially symmetrical


Teachers will show how to create the design using a flip and rotate method
The art concepts of Unity and Balance will be emphasized
Students will do a self-assessment rubric to explain how the above vocabulary
was used in the artwork.

Options for Differentiation

Options for Technology Integration

Sped-Teacher assistance with the flip Video tours of the areas in Ireland where the
Celtic people lived.
and rotate process of creating the
know
Less lines need in final product
FARM- Same as SPED
ELL- Small group instruction reviewing
directions
3. Major Learning Activity

Psychedelic Self Portraits


Student Skill: Students will active prior knowledge of vocabulary and describe
how it is used in their artwork.

Students will make a nontraditional self portrait using words to describe


themselves instead of an image
Teacher will instruct on the psychedelic letter technique
Students will complete a worksheet that describes their personality using at
least seven words
The concept of Rhythm and Emphasis will be focused on in creating these
artworks
Students will do a self-assessment rubric to indicate where key vocabulary was
used in the creation of the artwork.

Options for Differentiation

Options for Technology Integration

ELL-Allow the use of Spanish words


for description
SPED- Help students trace their
silhouettes
FARM-Extended time

Use of Wordle for class personality trait


chart

4. Major Learning Activity

Dr. Suess Landscapes


Student Skill: Students will active prior knowledge of vocabulary and describe
how it is used in their artwork.
Students will learn about artist and author Dr. Suess
Students will explore the works of DR. Suess
Students will create landscape in the style of Dr. Suess
While creating the landscape we will focus on the vocabulary contrast, focal
point, and unity
Students will do a self-assessment rubric to indicate where key vocabulary was
used in the creation of the artwork.

Source: https://www.pinterest.com/sand625/seuss/
Options for Differentiation

Options for Technology Integration

ELL- Try to find copies of the Dr.


Suess books in other languages.
SPED- Reduce the number of nature
element required in the landscape
FARM- Provide additional time for
student work.
Have students access Dr.Suess
videos.

http://www.seussville.com/
Dr. Suess videos

Summative for semester one below:

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