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Lesson Plans


Re: Rubric, Transfer of skill learned, Lesson example

[ Thread ][ Subject ][ Author ][ Date ]
Skiart
Sun, 13 Dec 1998 16:36:38 EST


In a message dated 98-12-11 23:31:02 EST, you write:

<< I teach Elementary Art like Linda, and agree that rubrics are great but
not feasible for the elementary level. I teach art on a cart, which is
hard enough without a room. >>

Sandy,
The content of this includes my way of a fun assessment in the form of
transfer of knowledge and skill by making a gift: COUPONS for services to be
given by student to mom.

My teacher evaluation came up satisfactory for "assesment at the end of EACH
class period". I inquired why, I now wrap up the class before clean up by
questioning the kids, using what was in the objectives for the DAY, a brief
review.

At the START of the PROJECT, the kids write in their art sketch or notebook
the rubric. They also write the rubric on the back of their project where I
put a grade for each item. Everyday, I briefly review the rubric and artist's
reproductions, while I distribute supplies, and question them.

READINESS at start of class:
Project: Calligraphy (manuscript style), 6th grade.
I point to any poster\chart posted in the classroom (I'm art on a cart) and
question students, so they will tell me the lines are centered, the letters
are uniformly spaced, height is uniform and about the letter formation. I
show them pictures of posters by an artist in a graphic arts book, ask about
the letters on his posters,
We discuss food labels in their food pantry, hold up a magazine, flip through
to ads of teen interest, ask about the letters. I inquire if assignments given
by other teachers require uniform lettering, can they use this later in JH or
HS to do their assignments?

The RUBRIC:
Letter FORM is thick/thin manuscript style
Letter and word SPACING is uniform
Letter HEIGHT is uniform
Lines are CENTERED
BORDER is MEASURED, with alternated pattern or combined line with variation.
They write on their artwork the rubric, the 5 capitalized words, I grade each.
While they are working, when they express frustration, I say, you get 5 grades
on this, if you worked hard, only your form grade will be a little lower.
Look at your centering, uniformity, border, how well you did that.

ACTIVITY
The choice of content is theirs. I provide some verses about moms, many choose
this and plan to give it to mom for Christmas. Some write their own verse
about themselves.
I demo on the overhead, all aspects of the lesson. At end, I collect their
artwork, document by highlighting correct formations, give them a handout with
stroke by stroke directions, tell them to check non highlighted letters
against this.
I pass out the work of those who "got it" first and do small group demos for
those who didn't. I make them rewrite the "penciled in" layout before using
calligraphy pens, if it is not correct. I give them guidelines that I made in
the computer to tape underneath their sulphite paper. They choose which size
paper they want to use. They learn to predict what will fit on each paper
size. (Don't try to get them to draw their own guidelines for upper & lower
case now.)

For the ASSESSMENT--Transfer of Knowledge and Skill
Christmas gift coupon book of coupons for mom, grandpa, friend, whoever.....
ONE service is listed on each coupon (vacuum the car, have lunch at grandma's
house, clean my room, drive mom to the store) (joke-they are 11 yrs old)
A student records all brainstomed ideas on the board.
The lettering must have top and bottom guidelines for the letters, spacing and
lines centered. They hole punch the book, yarn through holes and decorate the
cover.
This book is being created, instead of a written Q & A test.
Sue