Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Reflective Analysis of Portfolio Artifact
Rationale/Reflection
INTASC Standard: Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (INTASC, 2011)
Brief Description of Evidence:
As part of my Planning for the Elementary Education Classroom course EDUC 210 taken the spring semester of 2014 at Ivy Tech Community College a colleague and I created a lesson plan for implementation at Burris Laboratory on the campus of Ball State University. Our lesson plan had students create a collage of circles, squares, and rectangles that would be organized on a mat, framed, and sold at an auction to benefit Muncie area children.
Analysis of What I Learned:
Affording my colleague and me this opportunity has given me a sense of empowerment and most importantly provided me tangible proof that our lesson plan was a success. As a future educator the collaboration and cross-disciplinary skills foster positive pedagogy. My professionalism and teaching ability will continue to develop as I reflect and continue to be a lifelong learner.
How This Artifact Demonstrates my Competence on the INTASC Standard:
By completing our implemented lesson plan my competency is demonstrated through our application of content by instruction that supports every student in meeting Indiana State Standards rigorous learning goals. Using our knowledge of content areas we created a lesson plan that uses cross-disciplinary skills, pedagogy, as well as knowledge of learners and the community context in which the students reside.
Rationale/Reflection
INTASC Standard: Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (INTASC, 2011)
Brief Description of Evidence:
As part of my Planning for the Elementary Education Classroom course EDUC 210 taken the spring semester of 2014 at Ivy Tech Community College a colleague and I created a lesson plan for implementation at Burris Laboratory on the campus of Ball State University. Our lesson plan had students create a collage of circles, squares, and rectangles that would be organized on a mat, framed, and sold at an auction to benefit Muncie area children.
Analysis of What I Learned:
Affording my colleague and me this opportunity has given me a sense of empowerment and most importantly provided me tangible proof that our lesson plan was a success. As a future educator the collaboration and cross-disciplinary skills foster positive pedagogy. My professionalism and teaching ability will continue to develop as I reflect and continue to be a lifelong learner.
How This Artifact Demonstrates my Competence on the INTASC Standard:
By completing our implemented lesson plan my competency is demonstrated through our application of content by instruction that supports every student in meeting Indiana State Standards rigorous learning goals. Using our knowledge of content areas we created a lesson plan that uses cross-disciplinary skills, pedagogy, as well as knowledge of learners and the community context in which the students reside.
Name: Burris Art Activity
Grade: 1st
Indiana State Standard: Mathematics
Standard Domain: Geometry: Reason with shapes and their attributes.
ISS: MA.1.4 2000
Standard: Students identify common geometric shapes, classify them by common attributes, and describe their relative position or their location in space.
Objective: By the end of this lesson students will recognize geometric shapes and colors and be able to recognize, locate, and correctly label shapes and colors in their environment.
Materials/Media/Technology: Poster board, shapes (circle, square, and rectangle), black bulletin board paper to fit frame, magazines (two per student), scissors (one per student), white glue, hot glue-gun (for teacher only), hot glue sticks, paint brush, Mod Podge, frame 24”x 36”, miscellaneous shapes (located in blue box), Mosaic Zoo: An ABC Book, book with mosaic samples, markers, paper, crayons, and pencil. All materials are located on the shelf along the back wall.
MOTIVATION: The educators will explain to the students that they will be creating a piece of artwork to be sold at an auction to raise money to help other children in the community.
Dialogue: Hello, I am Miss Renee and this is Mr. Ray and we will be working together today to make a beautiful and fun work of art! Who knows what a work of art is? That is right. We will be making a mosaic. Does anyone know what a mosaic is? Very good. After we finish the project your artwork will be donated to an auction where someone will buy your artwork to hang in his or her home or business! The money that is raised will be donated to help children who live right here in Muncie, just like you.
GOAL FOR LEARNER: The student correctly identifies each given shape and can express what color two primary colors make when combined.
Dialogue: Who knows what shape this is? (Show different shapes from blue box) What color is this shape? (Repeat with all shapes) Do you know what happens when you mix colors together? You get a new beautiful color! (Discuss and show how colors mix using markers, example: red and blue make purple.)
II. PROCEDURE:
A. Introduction of student teachers
B. Explanation of project
C. Review shapes and colors
D. Discuss how to make new colors
E. Introduce the mosaic
F. Look at mosaics from the book
G. Read Mosaic Zoo: An ABC Book
H. Each student picks their shape
I. Students tell what shape they chose
J. Students identify what colors are listed on their shape
K. Demonstrate how to make mosaic
L. Pass out magazines and scissors
M. Remind students to look for their colors and cut out the pictures/colors
N. Ask questions to check for understanding
O. Apply and arrange cut pieces to the shape
P. Glue pieces to the shape
Q. Move completed pieces to drying area
R. Clean up scraps and put in recycling bin
NEW INFORMATION: Students will learn about mosaics and how to create them. Show pictures from the mosaic book Mosaics: Innovative, Creative Ideas and Designs Using the Latest Techniques. Read Mosaic Zoo: An ABC Book. Answer any questions.
Dialogue: We are going to make a mosaic, a mosaic is a set of small pieces of material that are combined together to make one big picture, like some of the pictures in this book. We are going to use the mosaics we make today in our art work for the auction. I am going to read the book Mosaic Zoo: An ABC Book.
CHECKING FOR UNDERSTANDING: The educators will ask students questions checking their understanding of the project as they come through each station. Answer any questions.
Dialogue: Pick out the shape you want. What shape do you have? How do you know it is a square, circle, or rectangle? What colors are on your shape? What color do you need on the big part of your shape? What color do you need on the little part? What shape does the person on your right have? What colors does the person on your left need? Where do we see circles on our way to school? (Also, ask about squares and rectangles.)
MODELING: The educators will have a poster board shape and will model how to glue the previously cut paper onto the poster board shape.
Dialogue: Watch how I lay out my pieces of paper on my shape. See how I make sure that my blue stays in the blue area and the purple goes in the purple area. What do we call this shape? What is a mosaic? What colors did I cut out to make my mosaic? When I am done gluing my colored paper on the shape it will look like this. See how I covered all the white with the colored paper.
Show finished example. Ask students if they have any questions.
GUIDED PRACTICE: The educator will have the students cut their colors out of the magazines. While cutting out his or her colors the student will correctly name colors, locate shapes, and help others in a constructive manner.
Dialogue: Look at the pictures in your magazine, when you find a page with your color on it you will cut out the color you want. What if you find a page with the color red on it and you do not need red, but your friend does what could you do? Do you see any circles, squares, or rectangles in the magazines?
CHECKING FOR UNDERSTANDING: The educator will ask the students if they understand the process of the project and answer any questions.
Dialogue: What are we making today? What makes this art project a mosaic? What shapes are we using? What colors have we seen today? Where can you find circles, squares, and rectangles in this room?
PRACTICE: The educator will have the student take his or her paper pieces and begin gluing the paper onto the poster board shape. The educator will monitor the students and assist where help is needed.
Dialogue: Take your magazine paper and sort the colors into at least two piles, if you have pieces and you are not sure which pile it goes in you can ask for help and we might make a third pile. When you have a few pieces in your pile you may begin to glue them to your shape.
ASSESSMENT: Show shapes and colors from blue box to check for recognition, ask students to describe different shapes and colors.
EXTENSION: If students finish their mosaic piece quickly the educator will demonstrate to the students how to create a paper mosaic with pencil, paper, or crayons. Explain to the students this activity is something they can do at home with their parents’ permission.
CLOSURE: Clean up scrap paper and put into recycling bin, wipe down tables. Thank students and the school for their time. If able, communicate the results of the auction to the students that participated in the project.
Dialogue: When you are finished with your shape we need to put the scrap paper into the recycling bin and wipe the tables. Thank you for your help today, we made some pretty amazing mosaics.
III. EVALUATION: Rubric
Burris Art Project
Teacher Name: Mrs. Sexton and Mr. Ray
Student Name: ________________________________________
Contributions
4-Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
3-Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
2-Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
1-Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Attitude
4-Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
3-Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
2-Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
1-Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Focus on the task
4-Consistently stays focused on the task and what needs to be done. Very self-directed.
3-Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
2-Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.
1-Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others
4-Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
3-Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
2-Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
1-Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Shape and Color Recognition
4-Shape and colors have been correctly found and labeled in a proficient manner.
3-The shapes and colors were found and correctly identified with little difficulty.
2-The shapes and colors were found and identified with difficulty.
1-The shapes and colors were not found nor correctly identified.
References
Atkins-Hood, E., & Bell, E. J. (2011). Mosaics: Innovative, Creative Ideas and Designs Using the Latest Techniques. Trafalgar Square Books.
Indiana Department of Education (2009). Standards | The Learning Connection. Retrieved March 20, 2014, from https://learningconnection.doe.in.gov/Standards/Standards.aspx?st=&sub=5&gl=3&c=0&stid=0
Keith, B. B. (2008). Mosaic Zoo: An ABC Book. Brownian Bee Press.
Natural mosaic. (n.d.). Retrieved from education.com: http://www.education.com/activity/article/craft-natural-materials-mosaic/
TeachesThirdinGeorgia. (2014). Retrieved from TeacherspayTeachers: http://www.teacherspayteachers.com/Product/Monster-Math-Addition-Mosaics-New-Set-of-6-Addition-Fact-Fun-725989
Grade: 1st
Indiana State Standard: Mathematics
Standard Domain: Geometry: Reason with shapes and their attributes.
ISS: MA.1.4 2000
Standard: Students identify common geometric shapes, classify them by common attributes, and describe their relative position or their location in space.
Objective: By the end of this lesson students will recognize geometric shapes and colors and be able to recognize, locate, and correctly label shapes and colors in their environment.
Materials/Media/Technology: Poster board, shapes (circle, square, and rectangle), black bulletin board paper to fit frame, magazines (two per student), scissors (one per student), white glue, hot glue-gun (for teacher only), hot glue sticks, paint brush, Mod Podge, frame 24”x 36”, miscellaneous shapes (located in blue box), Mosaic Zoo: An ABC Book, book with mosaic samples, markers, paper, crayons, and pencil. All materials are located on the shelf along the back wall.
MOTIVATION: The educators will explain to the students that they will be creating a piece of artwork to be sold at an auction to raise money to help other children in the community.
Dialogue: Hello, I am Miss Renee and this is Mr. Ray and we will be working together today to make a beautiful and fun work of art! Who knows what a work of art is? That is right. We will be making a mosaic. Does anyone know what a mosaic is? Very good. After we finish the project your artwork will be donated to an auction where someone will buy your artwork to hang in his or her home or business! The money that is raised will be donated to help children who live right here in Muncie, just like you.
GOAL FOR LEARNER: The student correctly identifies each given shape and can express what color two primary colors make when combined.
Dialogue: Who knows what shape this is? (Show different shapes from blue box) What color is this shape? (Repeat with all shapes) Do you know what happens when you mix colors together? You get a new beautiful color! (Discuss and show how colors mix using markers, example: red and blue make purple.)
II. PROCEDURE:
A. Introduction of student teachers
B. Explanation of project
C. Review shapes and colors
D. Discuss how to make new colors
E. Introduce the mosaic
F. Look at mosaics from the book
G. Read Mosaic Zoo: An ABC Book
H. Each student picks their shape
I. Students tell what shape they chose
J. Students identify what colors are listed on their shape
K. Demonstrate how to make mosaic
L. Pass out magazines and scissors
M. Remind students to look for their colors and cut out the pictures/colors
N. Ask questions to check for understanding
O. Apply and arrange cut pieces to the shape
P. Glue pieces to the shape
Q. Move completed pieces to drying area
R. Clean up scraps and put in recycling bin
NEW INFORMATION: Students will learn about mosaics and how to create them. Show pictures from the mosaic book Mosaics: Innovative, Creative Ideas and Designs Using the Latest Techniques. Read Mosaic Zoo: An ABC Book. Answer any questions.
Dialogue: We are going to make a mosaic, a mosaic is a set of small pieces of material that are combined together to make one big picture, like some of the pictures in this book. We are going to use the mosaics we make today in our art work for the auction. I am going to read the book Mosaic Zoo: An ABC Book.
CHECKING FOR UNDERSTANDING: The educators will ask students questions checking their understanding of the project as they come through each station. Answer any questions.
Dialogue: Pick out the shape you want. What shape do you have? How do you know it is a square, circle, or rectangle? What colors are on your shape? What color do you need on the big part of your shape? What color do you need on the little part? What shape does the person on your right have? What colors does the person on your left need? Where do we see circles on our way to school? (Also, ask about squares and rectangles.)
MODELING: The educators will have a poster board shape and will model how to glue the previously cut paper onto the poster board shape.
Dialogue: Watch how I lay out my pieces of paper on my shape. See how I make sure that my blue stays in the blue area and the purple goes in the purple area. What do we call this shape? What is a mosaic? What colors did I cut out to make my mosaic? When I am done gluing my colored paper on the shape it will look like this. See how I covered all the white with the colored paper.
Show finished example. Ask students if they have any questions.
GUIDED PRACTICE: The educator will have the students cut their colors out of the magazines. While cutting out his or her colors the student will correctly name colors, locate shapes, and help others in a constructive manner.
Dialogue: Look at the pictures in your magazine, when you find a page with your color on it you will cut out the color you want. What if you find a page with the color red on it and you do not need red, but your friend does what could you do? Do you see any circles, squares, or rectangles in the magazines?
CHECKING FOR UNDERSTANDING: The educator will ask the students if they understand the process of the project and answer any questions.
Dialogue: What are we making today? What makes this art project a mosaic? What shapes are we using? What colors have we seen today? Where can you find circles, squares, and rectangles in this room?
PRACTICE: The educator will have the student take his or her paper pieces and begin gluing the paper onto the poster board shape. The educator will monitor the students and assist where help is needed.
Dialogue: Take your magazine paper and sort the colors into at least two piles, if you have pieces and you are not sure which pile it goes in you can ask for help and we might make a third pile. When you have a few pieces in your pile you may begin to glue them to your shape.
ASSESSMENT: Show shapes and colors from blue box to check for recognition, ask students to describe different shapes and colors.
EXTENSION: If students finish their mosaic piece quickly the educator will demonstrate to the students how to create a paper mosaic with pencil, paper, or crayons. Explain to the students this activity is something they can do at home with their parents’ permission.
CLOSURE: Clean up scrap paper and put into recycling bin, wipe down tables. Thank students and the school for their time. If able, communicate the results of the auction to the students that participated in the project.
Dialogue: When you are finished with your shape we need to put the scrap paper into the recycling bin and wipe the tables. Thank you for your help today, we made some pretty amazing mosaics.
III. EVALUATION: Rubric
Burris Art Project
Teacher Name: Mrs. Sexton and Mr. Ray
Student Name: ________________________________________
Contributions
4-Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
3-Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
2-Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
1-Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Attitude
4-Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
3-Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).
2-Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).
1-Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Focus on the task
4-Consistently stays focused on the task and what needs to be done. Very self-directed.
3-Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
2-Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.
1-Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others
4-Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
3-Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
2-Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
1-Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Shape and Color Recognition
4-Shape and colors have been correctly found and labeled in a proficient manner.
3-The shapes and colors were found and correctly identified with little difficulty.
2-The shapes and colors were found and identified with difficulty.
1-The shapes and colors were not found nor correctly identified.
References
Atkins-Hood, E., & Bell, E. J. (2011). Mosaics: Innovative, Creative Ideas and Designs Using the Latest Techniques. Trafalgar Square Books.
Indiana Department of Education (2009). Standards | The Learning Connection. Retrieved March 20, 2014, from https://learningconnection.doe.in.gov/Standards/Standards.aspx?st=&sub=5&gl=3&c=0&stid=0
Keith, B. B. (2008). Mosaic Zoo: An ABC Book. Brownian Bee Press.
Natural mosaic. (n.d.). Retrieved from education.com: http://www.education.com/activity/article/craft-natural-materials-mosaic/
TeachesThirdinGeorgia. (2014). Retrieved from TeacherspayTeachers: http://www.teacherspayteachers.com/Product/Monster-Math-Addition-Mosaics-New-Set-of-6-Addition-Fact-Fun-725989