1. Stage 1 – Desired Results Level I – Quarter 1 – Art History Established Goals Enduring Understanding: The Elements & Principles of Design are found throughout art history and have defined the creative process. Connect to Standards and Benchmarks; Essential Questions Create work of art that connects to Art History/Culture. Use Thinking Strategies when teaching each lesson. Transfer Students will be able to independently use their learning to…. Label the Elements& Principles of Design Define the Elements & Principles of Design Demonstrate the Elements & Principles of Design Illustrate the Elements & Principles of Design within an art historical context Desired long-term independent accomplishments are that: Students will begin to understand and apply the Elements & Principles of Design Students will begin to develop understanding, in that there is a historical connection to art. Meaning UNDERSTANDINGS Students will understand that… The Elements & Principles of Design are found in art history and define the creative process. Students will make inferences that…. The Elements & Principles of Design make up the language of art and are able to cross cultural and historical boundaries. ESSENTIAL QUESTIONS Students will keep considering… Essential Questions based on Fine Art Standards and Benchmarks that can include 1.1, 2.1, 2.2, 4.1, 5.1, 6.2; These thought-provoking questions will foster inquiry, meaning-making and transfer. Acquisition Students will know… The Elements & Principles of Design. Students will be able to label and define the Elements & Principles of Design. Students will be skilled at… Demonstrating how the Elements & Principle of Design are used in the making of art. Students will be able to: Demonstrate and illustrate of what the Elements & Principles look like through their artwork.

2. All desired results will be assessed by at least: 2 Formative Assessments 1 Summative Assessment 1 Reflective Statement Portfolio Building Evaluative Criteria: Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et. The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric. Performance Tasks: Students will demonstrate that they are beginning to understand the Elements and Principles of Design by creating artwork using the Elements and Principles of Design, defining and then reflecting on how they have used them in their artwork. Students will illustrate their understanding (meaning-making and transfer) through the complex performance of connecting an art historical context to their artwork. Other Evidence: Students will show they have achieved Stage 1 goals by: Reflecting on their artwork Building their Portfolio Journaling, sketchbook, et Code: Evidence Stage 2- Evidence Level I – Quarter I - Art History Stage 3- Learning Plan Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions The goal for each learning event is that students will understand that the Elements & Principles of Design are found in art history and define the creative process. Suggested Progress Monitoring Solutions:  Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.  Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.  Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et. Suggested Feedback Solutions: Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et. Learning Events Student success at…  Acquisition depends upon: Labeling and Defining the Elements& Principles of Design, by Asking Questions and Activating, Utilizing & Building Background Knowledge.  Meaning depends upon: Demonstrating the Elements & Principles of Design, while Monitoring for Meaning and Drawing Inferences.  Transfer depends upon: Illustrating understanding through Creating personal artwork that connects the Elements & Principles of Design within an art historical context, while Creating, Synthesizing, Determining Importance and Problem Solving.

3. Stage 1 – Desired Results Level II – Quarter 1 – Art History Established Goals Enduring Understanding: Understanding of the Elements & Principles of design has enhanced an artist’s ability to communicate meaning/intention throughout art history. Connect to Standards and Benchmarks; Essential Questions Create work of art that connects to Art History/Culture. Use Thinking Strategies when teaching each lesson. Transfer Students will be able to independently use their learning to…. Label the Elements& Principles of Design Define the Elements & Principles of Design Demonstrate the Elements & Principles of Design Illustrate the Elements & Principles of Design within an art historical context Desired long-term independent accomplishments are that: Students will understand and apply the Elements & Principles of Design in their artwork. Students will develop understanding, in that there is a historical connection to art. Meaning UNDERSTANDINGS Students will understand that… The Elements & Principles of Design are found in art history and enhance an artist’s ability to communicate meaning and intention. Students will make inferences that… The Elements & Principles of Design make up the language of art and are able to cross cultural and historical boundaries. ESSENTIAL QUESTIONS Students will keep considering… Essential Questions based on Fine Art Standards and Benchmarks that can include 1.1, 2.1, 2.2, 3.2, 4.1, 5.1, 6.1, 6.2, 6.3 These thought-provoking questions will foster inquiry, meaning-making and transfer. Acquisition Students will know… The Elements & Principles of Design. Students will be able to label and define the Elements & Principles of Design. Students will be skilled at… Demonstrating how the Elements & Principle of Design are used in the making of art. Students will be able to… Demonstrate and illustrate what the Elements & Principles look like through their artwork.

4. All desired results will be assessed by at least: 2 Formative Assessments 1 Summative Assessment 1 Reflective Statement Portfolio Building Evaluative Criteria: Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et. The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric. Performance Tasks: Students will demonstrate that they understand the Elements and Principles of Design by creating artwork using the Elements and Principles of Design, defining and then reflecting on how they have used them in their artwork. Students will illustrate their understanding (meaning-making and transfer) through the complex performance of connecting an art historical context to their artwork. Other Evidence: Students will show they have achieved Stage 1 goals by: Reflecting on their artwork Building their Portfolio Journaling, sketchbook, et Code: Evidence Stage 2- EvidenceLevel II – Quarter 1 – Art History Stage 3- Learning Plan Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions The goal for each learning event is that students will understand that the Elements & Principles of design enhance an artist’s ability to communicate meaning/intent throughout art history. Suggested Progress Monitoring Solutions:  Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.  Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.  Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et. Suggested Feedback Solutions: Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et. Learning Events Student success at…  Acquisition depends upon: Labeling and Defining the Elements& Principles of Design, by Asking Questions and Activating, Utilizing & Building Background Knowledge.  Meaning depends upon: Demonstrating the Elements & Principles of Design, while Monitoring for Meaning and Drawing Inferences.  Transfer depends upon: Illustrating understanding through Creating personal artwork that connects the Elements & Principles of Design within an art historical context, while Creating, Synthesizing, Determining Importance and Problem Solving.

5. Stage 1 – Desired Results Level I – Quarter 2 – Art & Music Established Goals Enduring Understanding: Interpretation of characteristics from other disciplines (Music) through the visual arts can generate creativity. Connect to Standards and Benchmarks; Essential Questions Create artwork that reveals student interpretation of the other discipline (Music). Use Thinking Strategies when teaching each lesson. Transfer Students will be able to independently use their learning to…. Apply: Experiment with characteristics from other disciplines (Music). Analyze: Compare characteristics from other disciplines to the visual arts. Evaluate: Interpret the characteristics from other disciplines to the visual arts. Create: Artwork that reveals student interpretation of the other discipline (Music). Desired long-term independent accomplishments are that: Students will begin to understand that the interpretation of characteristics from other disciplines (Music) through the visual arts can generate personal creativity. Students will begin to develop understanding, that their choices in subject matter, symbols and ideas communicate meaning in their art work. Meaning UNDERSTANDINGS Students will understand that… The interpretation of characteristics from other disciplines (Music) through the visual arts can generate personal creativity. Students will make inferences that…. The visual arts make creative connections with other disciplines. ESSENTIAL QUESTIONS Students will keep considering… Essential Questions based on Fine Art Standards and Benchmarks that can include 1.2, 2.2, 3.1, 3.3, 4.1, 5.2, 6.1, 6.2; These thought-provoking questions will foster inquiry, meaning-making and transfer. Acquisition Students will know… That the interpretation of characteristics from other disciplines (Music) through the visual arts can generate creativity. That choices in subject matter, symbols and ideas communicate meaning in their art work. Students will be skilled at… Comparing, Evaluating and Interpreting characteristics from other disciplines ( Music) to the visual arts. Students will Create artwork that reveals student interpretation of the other discipline (Music).

6. All desired results will be assessed by at least: 2 Formative Assessments 1 Summative Assessment 1 Reflective Statement Portfolio Building Evaluative Criteria: Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et. The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric. Performance Tasks: Students will Apply/Experiment, Analyze, Compare, Evaluate and Create characteristics from other disciplines ( Music) to the visual arts. Students will Create artwork that reveals student Interpretation of the other discipline (Music). Other Evidence: Students will show they have achieved Stage 1 goals by: Reflecting on their artwork Building their Portfolio Journaling, sketchbook, et Code: Evidence Stage 2- EvidenceLevel I – Quarter 2 – Art & Music Stage 3- Learning Plan Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions The goal for each learning event is that students will understand that the Interpretation of characteristics from other disciplines (Music) through the visual arts can generate creativity. Suggested Progress Monitoring Solutions:  Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.  Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.  Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et. Suggested Feedback Solutions: Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et. Learning Events: Student success at…  Acquisition depends upon: Applying/Experimenting and Analyzing characteristics of other disciplines to the visual arts, by Asking Questions and Activating, Utilizing & Building Background Knowledge.  Meaning depends upon: Comparing and Evaluating characteristics of other disciplines to the visual arts, while Monitoring for Meaning and Drawing Inferences.  Transfer depends upon: Students Creating personal artwork that reveals their interpretation of the other discipline (Music), while Creating, Synthesizing, Determining Importance and Problem Solving.

7. Stage 1 – Desired Results Level II – Quarter 2 – Art & Music Established Goals Enduring Understanding: The interpretation of characteristics from other disciplines through the visual arts broadens and deepens the level of appreciation for creative expression. Connect to Standards and Benchmarks; Essential Questions Create artwork that reveals student interpretation of the other discipline (Music). Use Thinking Strategies when teaching each lesson. Transfer Students will be able to independently use their learning to…. Apply: Experiment with characteristics from other disciplines (Music) Analyze: Compare characteristics from other disciplines to the visual arts Evaluate: Interpret the characteristics from other disciplines to the visual arts Create: Artwork that reveals student interpretation of the other discipline (Music) Desired long-term independent accomplishments are that: Students will understand that the interpretation of characteristics from other disciplines (Music) through the visual arts broadens and deepens the level of appreciation for creative expression. Students will develop creative expression and understanding, that their choices in subject matter, symbols and ideas communicate meaning in their artwork. Meaning UNDERSTANDINGS Students will understand that… The interpretation of characteristics from other disciplines (Music) through the visual arts broadens and deepens the level of appreciation for creative expression. Students will make inferences that…. Interpretation can generate inspiration and appreciation for creative expression. ESSENTIAL QUESTIONS Students will keep considering… Essential Questions based on Fine Art Standards and Benchmarks that can include 1.2, 2.2, 3.1, 3.3, 4.1, 4.2, 5.2, 6.1, 6.2,6.3 These thought-provoking questions will foster inquiry, meaning-making and transfer. Acquisition Students will know… That the interpretation of characteristics from other disciplines (Music) through the visual arts broadens and deepens the level of appreciation for creative expression. Choices in subject matter, symbols and ideas communicate meaning and creative expression in their art work. Students will be skilled at… Comparing, Evaluating and Interpreting characteristics from other disciplines ( Music) to the visual arts. Students will Create artwork that reveals student interpretation and creative expression of the other discipline (Music).

8. All desired results will be assessed by at least: 2 Formative Assessments 1 Summative Assessment 1 Reflective Statement Portfolio Building Evaluative Criteria: Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et. The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric. Performance Tasks: Students will Apply/Experiment, Analyze, Compare, Evaluate and Create characteristics from other disciplines ( Music) to the visual arts. Students will Create artwork that reveals student Interpretation and creative expression of the other discipline (Music). Other Evidence: Students will show they have achieved Stage 1 goals by: Reflecting on their artwork Building their Portfolio Journaling, sketchbook, et Code: Evidence Stage 2- EvidenceLevel II – Quarter 2 – Art & Music Stage 3- Learning Plan Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions The goal for each learning event is that students will understand that the Interpretation of characteristics from other disciplines (Music) through the visual arts broadens and deepens the level of appreciation for creative expression. Suggested Progress Monitoring Solutions:  Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.  Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.  Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et. Suggested Feedback Solutions: Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et. Learning Events: Student success at…  Acquisition depends upon: Applying/Experimenting and Analyzing characteristics of other disciplines to the visual arts, by Asking Questions and Activating, Utilizing & Building Background Knowledge.  Meaning depends upon: Comparing and Evaluating characteristics of other disciplines to the visual arts, while Monitoring for Meaning and Drawing Inferences.  Transfer depends upon: Students Creating personal artwork that reveals their Interpretation of the other discipline (Music), while Creating, Synthesizing, Determining Importance and Problem Solving.

9. Stage 1 – Desired Results Level I – Quarter 3 – Art & Text Established Goals Enduring Understanding: Visual Literacy facilitates a richer understanding of art and promotes communication. Connect to Standards and Benchmarks; Essential Questions Create artwork that communicates connection to text. Use Thinking Strategies when teaching each lesson. Transfer Students will be able to independently use their learning to…. Remember/Understand: Visual Literacy Analyze: Visual Literacy and artwork that promotes communication. Evaluate: Reflect on the effectiveness of the communication. Create: Artwork that communicates connection to text. Desired long-term independent accomplishments are that: Students will begin to understand that they can communicate through their artwork. Students will begin to develop visual literacy. Meaning UNDERSTANDINGS Students will understand that… Visual Literacy facilitates a richer understanding of art and promotes communication. Students will make inferences that…. Visual Literacy allows them to make meaning from information presented in the form of an image - that pictures can be decoded and that meaning can be communicated through a process of reading the image. ESSENTIAL QUESTIONS Students will keep considering… Essential Questions based on Fine Art Standards and Benchmarks that can include 3.1, 3.3, 4.1, 5.3 These thought-provoking questions will foster inquiry, meaning-making and transfer. Acquisition Students will know… That they can make meaning from information presented in the form of an image; that Visual Literacy facilitates a richer understanding of art and promotes communication. Students will be skilled at… Understanding what Visual Literacy means ; Analyzing Visual Literacy and artwork that promotes communication; Evaluating artwork that communicates connection to text. Students will Create artwork that communicates connection to text and Evaluate the effectiveness of their communication.

10. All desired results will be assessed by at least: 3 Formative Assessments 1 Summative Assessment 1 Reflective Statement Portfolio Building Evaluative Criteria: Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et. The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric. Performance Tasks: Students will Remember/Understand what Visual Literacy means ; Analyze Visual Literacy and artwork that promotes communication; Evaluate artwork that communicates connection to text. Students will Create artwork that communicates connection to text and then Evaluate and Reflect on the effectiveness of the communication. Other Evidence: Students will show they have achieved Stage 1 goals by: Reflecting on their artwork Building their Portfolio Journaling, sketchbook, et Code: Evidence Stage 2- EvidenceLevel I – Quarter 3 – Art & Text Stage 3- Learning Plan Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions The goal for each learning event is that students will understand that Visual Literacy facilitates a richer understanding of art and promotes communication. Suggested Progress Monitoring Solutions:  Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.  Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.  Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et. Suggested Feedback Solutions: Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et. Learning Events: Student success at…  Acquisition depends upon: Remembering and Understanding what Visual Literacy is, by Asking Questions and Activating, Utilizing & Building Background Knowledge.  Meaning depends upon: Analyzing and Evaluating characteristics of artwork that promotes communication, while Monitoring for Meaning and Drawing Inferences.  Transfer depends upon: Students Creating personal artwork that communicates connection to text and then Evaluating and Reflecting of the effectiveness of the communication, while Creating, Synthesizing, Determining Importance and Problem Solving.

11. Stage 1 – Desired Results Level II – Quarter 3 – Art & Text Established Goals Enduring Understanding: Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making. Connect to Standards and Benchmarks; Essential Questions Create artwork that has purposeful and intentional connection to text. Use Thinking Strategies when teaching each lesson. Transfer Students will be able to independently use their learning to…. Remember/Understand: Visual Literacy Analyze: Visual Literacy and artwork that promotes communication. Evaluate: The effectiveness of the communication. Create: Artwork that has purposeful and intentional connection to text. Desired long-term independent accomplishments are that: Students will understand that they can communicate purposeful and intentional meaning through their artwork. Students will continue to develop visual literacy. Meaning UNDERSTANDINGS Students will understand that… Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making. Students will make inferences that…. Visual Literacy allows them to make meaning from information presented in the form of an image - that pictures can be decode and that meaning can be communicated through a process of reading the image. ESSENTIAL QUESTIONS Students will keep considering… Essential Questions based on Fine Art Standards and Benchmarks that can include 3.2, 3.3, 4.1, 5.3 These thought-provoking questions will foster inquiry, meaning-making and transfer. Acquisition Students will know… That Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making. Students will be skilled at… Remembering/Understanding what Visual Literacy means ; Analyzing Visual Literacy and artwork that promotes communication; Evaluating artwork that communicates connection to text. Students will Create artwork that has purposeful and intentional connection to text and Evaluate the effectiveness of their communication.

12. All desired results will be assessed by at least: 3 Formative Assessments 1 Summative Assessment 1 Reflective Statement Portfolio Building Evaluative Criteria: Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et. The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric. Performance Tasks: Students will Remember/Understand what Visual Literacy means ; Analyze Visual Literacy and artwork that promotes communication; Evaluate artwork that communicates connection to text. Students will Create artwork that communicates purposeful and intentional meaning and then Evaluate and Reflect on the effectiveness of the communication. Other Evidence: Students will show they have achieved Stage 1 goals by: Reflecting on their artwork Building their Portfolio Journaling, sketchbook, et Code: Evidence Stage 2- EvidenceLevel II – Quarter 3 – Art & Text Stage 3- Learning Plan Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions The goal for each learning event is that students will understand that Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making. Suggested Progress Monitoring Solutions:  Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.  Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.  Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et. Suggested Feedback Solutions: Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et. Learning Events: Student success at…  Acquisition depends upon: Remembering and Understanding what Visual Literacy is, by Asking Questions and Activating, Utilizing & Building Background Knowledge.  Meaning depends upon: Analyzing and Evaluating characteristics of artwork that promote communication, while Monitoring for Meaning and Drawing Inferences.  Transfer depends upon: Students Creating personal artwork that communicates purposeful and intentional meaning connection and then Evaluating and Reflecting of the effectiveness of the communication, while Creating, Synthesizing, Determining Importance and Problem Solving.

13. Stage 1 – Desired Results Level I – Quarter 4 – Self Portrait/Student Voice Established Goals Enduring Understanding: Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations. Connect to Standards and Benchmarks; Essential Questions Create a self portrait that shows student voice. Use Thinking Strategies when teaching each lesson. Transfer Students will be able to independently use their learning to…. Create: A Self Portrait that shows Student Voice. Improve: Edit and Refine the Self Portrait for Student Voice. Evaluate/Reflect: Student Voice is enhanced through reflection on one's ideas, emotions, and observations. Analyze: The self portrait for Student Voice. Desired long-term independent accomplishments are that: Students will understand that student voice is developed and enhanced through reflection. Meaning UNDERSTANDINGS Students will understand that… Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations. Students will make inferences that…. Reflecting on the art we see and make increases our awareness of its characteristics, meanings and purposes. ESSENTIAL QUESTIONS Students will keep considering… Essential Questions based on Fine Art Standards and Benchmarks that can include 1.2, 2.1, 3.1, 3.3, 4.1, 5.1, 5.2, 5.3 These thought-provoking questions will foster inquiry, meaning-making and transfer. Acquisition Students will know… That their student voice can be developed and enhanced through reflection on one's ideas, emotions and observations. Students will be skilled at… Creating a self portrait that shows student voice ; Improving/Editing the self portrait artwork; Evaluating that student voice has been enhanced through reflection. Students will Analyze the self portrait for student voice.

14. All desired results will be assessed by at least: 3 Formative Assessments 1 Summative Assessment 1 Reflective Statement Portfolio Building Evaluative Criteria: Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et. The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric. Performance Tasks: Students will create a self portrait that shows student voice ; They will Improve/Edit the self portrait artwork; And then Evaluate that student voice has been enhanced through reflection. Students will Analyze the self portrait for student voice. Other Evidence: Students will show they have achieved Stage 1 goals by: Reflecting on their artwork Complete their Portfolio Journaling, sketchbook, et Code: Evidence Stage 2- EvidenceLevel I – Quarter 4 – Self Portrait/Student Voice Stage 3- Learning Plan Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions The goal for each learning event is that students will understand that Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations. Suggested Progress Monitoring Solutions:  Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.  Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.  Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et. Suggested Feedback Solutions: Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et. Learning Events: Student success at…  Acquisition depends upon: Creating a self portrait that shows student voice, by Asking Questions and Activating, Utilizing & Building Background Knowledge.  Meaning depends upon: Improving and Editing the self portrait artwork, while Monitoring for Meaning and Problem Solving.  Transfer depends upon: Students Evaluating/Reflecting and then Analyzing that student voice has been enhanced through reflection, while Creating, Synthesizing, Determining Importance and Drawing Inferences.

15. Stage 1 – Desired Results Level II – Quarter 4 – Self Portrait/Student Voice Established Goals Enduring Understanding: Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations. Connect to Standards and Benchmarks; Essential Questions Create a self portrait that shows student voice. Use Thinking Strategies when teaching each lesson. Transfer Students will be able to independently use their learning to…. Create: A Self Portrait that shows Student Voice. Improve: Edit and Refine the Self Portrait for Student Voice. Evaluate/Reflect: Student Voice is enhanced through reflection on one's ideas, emotions, and observations. Analyze: The self portrait for Student Voice. Desired long-term independent accomplishments are that: Students will understand that student voice is developed and enhanced through reflection. Meaning UNDERSTANDINGS Students will understand that… Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations. Students will make inferences that…. Reflecting on the art we see and make increases our awareness of its characteristics, meanings and purposes. ESSENTIAL QUESTIONS Students will keep considering… Essential Questions based on Fine Art Standards and Benchmarks that can include 1.2, 2.1, 3.1, 3.3, 4.1, 5.1, 5.2, 5.3, 6.3 These thought-provoking questions will foster inquiry, meaning-making and transfer. Acquisition Students will know… That their student voice can be developed and enhanced through reflection on one's ideas, emotions and observations. Students will be skilled at… Creating a self portrait that shows student voice ; Improving/Editing the self portrait artwork; Evaluating that student voice has been enhanced through reflection. Students will Analyze the self portrait for student voice.

16. All desired results will be assessed by at least: 3 Formative Assessments 1 Summative Assessment 1 Reflective Statement Portfolio Building Evaluative Criteria: Formative Assessments and Reflective Statement results will be evaluated by individual teacher criteria; check lists, Observation, lesson rubrics, et. The Summative Assessment will be evaluated using the LCSD#1 Common Assessment Rubric. Performance Tasks: Students will create a self portrait that shows student voice ; They will Improve/Edit the self portrait artwork; And then Evaluate that student voice has been enhanced through reflection. Students will Analyze the self portrait for student voice. Other Evidence: Students will show they have achieved Stage 1 goals by: Reflecting on their artwork Complete their Portfolio Journaling, sketchbook, et Code: Evidence Stage 2- EvidenceLevel II – Quarter 4 – Self Portrait/Student Voice Stage 3- Learning Plan Code: Pre-assessments; Check for prior knowledge, skill level, and potential misconceptions The goal for each learning event is that students will understand that Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations. Suggested Progress Monitoring Solutions:  Acquisition: Note taking, Journaling, Handouts, Demonstrations, Memory Games, Peer Questioning & Classroom Discussion, et.  Meaning: Journaling, Brain Storming, Sketching, Research, Make Examples, Mark ups, Experiment, et.  Transfer: Brain Storm, List, Sketch, Problem Solve, Create, Reflect, Edit, Critique, et. Suggested Feedback Solutions: Observation, Teacher/Student Conversations, Classroom Discussions, Peer or Class Critiques, Project Rubrics, Lesson Check Lists, Daily Objectives, Reflections, et. Learning Events: Student success at…  Acquisition depends upon: Creating a self portrait that shows student voice, by Asking Questions and Activating, Utilizing & Building Background Knowledge.  Meaning depends upon: Improving and Editing the self portrait artwork, while Monitoring for Meaning and Problem Solving.  Transfer depends upon: Students Evaluating/Reflecting and then Analyzing that student voice has been enhanced through reflection, while Creating, Synthesizing. Determining Importance and Drawing Inferences.