Marvin Oliver November

Marvin Oliver November
Digital Design Marvin Oliver November Make sure this slide is completed. Students will NOT view this slide. This slide is for lesson planning purposes only.

From which standard is today’s learning taken?
Type the standard in below : HS1.MA.Cr2.A Apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, and prototypes for media arts productions, considering original inspirations, goals, and presentation context. TODAY’S TASK : Plan and begin work on a Christmas themed drawing for school-wide presentation. Evaluate which surface, poster or canvas, would be most appropriate for your project and develop an action plan for completion considering deadlines, goals, and presentation context. Students will NOT view this slide. This slide is for lesson planning purposes ONLY. Once you have written the standard, align TODAY’S TASK to the standard. TODAY’S TASK is also written on another slide AND displayed on the board. Color code the standard to match the corresponding part of the task that was designed to match that particular part of the standard. TODAY’S TASK will be the last assignment (ticket-out the door) that students complete. TODAY’S TASK will show you if students are able to demonstrate the standard with fidelity. TODAY’S TASK is written using a verb from two different levels of Bloom’s (analysis, synthesis, and evaluation) Bold and underline the synthesis and evaluation level verbs you use in the task. *In the ANALYSIS level of Bloom’s, students break down objects or ideas into simpler parts and find evidence to support generalizations. The verbs to use in this level are: analyze, appraise, breakdown, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test *In the SYNTHESIS level of Bloom’s, students compile component ideas into a new whole or propose alternative solutions. The verbs to use in this level are: arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, develop, devise, explain, formulate, generate, plan, prepare, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write *In the EVALUATION level of Bloom’s, students make and defend judgments based on internal evidence or external criteria. The verbs to use in this level are: appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

Questions (be sure to read the definitions for each level to make sure your question causes students to perform at the intended level – T3, T4, T5, and T6 are addressed with questions) Question Level Write the question(s) you will ask from this level of Bloom’s? What part of the lesson will this happen? What questioning strategy will you use when you ask this question? Knowledge Which of the following is not a method for learning how to draw Frontloading Random Selection Comprehension Application What all Could you Create with Canvas? Task Analysis What would be the problem with making a Christmas Drawing on Canvas? Which is least important when beginning a drawing Bellwork Synthesis What factors influence which type of surface an artist chooses to use (Select all that apply Tier 2 Evaluation Students will not see this slide. This slide is simply meant for you to plan the questions you’re going to ask and to tell what part of the lesson you will ask those questions. Additionally, you will explain what questioning techniques you intend to use during this lesson. This slide is intended to make you intentional about questioning students. It in no way limits how many questions you should ask, but it helps you to plan for the minimum amount of questions you should ask during any lesson. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions in the box and be sure to tell which part of the lesson you will ask those questions. Knowledge level question stems (samples) : Students are remembering or recalling previously learned information. What happened after ...? How many ...? Who was it that ... ? Can you name the ... ? Describe what happened at...? Can you tell why ... ? Find the meaning of ... ? What is ...? Which is true or false ... ? Comprehension level question stems (samples): Students demonstrate an understanding of facts Can you write in your own words...? Can you write a brief outline ... ? What do you think could of happened next ... ? Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..? Can you provide an example of what you mean ... ? Can you provide a definition for ... ? Application level question stems (samples): Students apply knowledge to actual situations Do you know another instance where ... ? Could this have happened in ... ? Can you group by characteristics such as ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? What questions would you ask of ... ? From the information given, can you develop a set of instructions about ... ? Would this information be useful if you had a ... ? Analysis level question stems (samples): Break down objects or ideas into simpler parts and find evidence to support generalizations. Which events could have happened ...? If ... happened, what might the ending have been? How was this similar to ... ? What was the underlying theme of ... ? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in ... ? Can you explain what must have happened when ... ? What are some of the problems of ... ? Can you distinguish between ...? What were some of the motives behind ... ? What was the turning point in the game? Synthesis level question stems (samples): Compile component ideas into a new whole or propose alternative solutions. Can you design a ... to ... ? Why not compose a song about ...? Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ? Why don't you devise your own way to deal with ... ? What would happen if ...? How many ways can you ... ? Can you create new and unusual uses for ... ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would ... ? Evaluation level question (samples): Make and defend judgments based on internal evidence or external criteria. Is there a better solution to ... Judge the value of. .. Can you defend your position about ... ? Do you think ... is a good or a bad thing? Explain. How would you have handled ... ? What changes to ... would you recommend? Are you a ... person? How do you know? How would you feel if ... ? How effective are … ? What do you think about ... ? Students can break material into its constituent parts and detect how the parts relate to one another and to an overall structure or purposeEvaluatingStudents can make a judgment based on criteria and standardsCreating (highest-order)Students can put elements together to form a novel, coherent whole or make an original product

Bellwork 5 minutes 6 minutes 9 minutes 4 minutes Time Is up 1 minute
1. Which of the following is not a method for creating a drawing? a)Step by Step b)Freehand c) Tracing d) Looking at oil paintings 2 Which is least important when beginning a drawing? a)Type of paper you will use b) Type of instrument (Pencil, paint brush, etc) that you will use c) The amount of light that you have d) Type of clothing you need to wear 3. What factors influence which type of surface an artist chooses to use (Select all that apply a)Types of materials the artist has to use b) Cost c) Time of year d)Time to complete project Instructional supplies and copied are prepared. This is the 1st slide seen by students. The time does not begin until you click the slide. This slide should be “clicked” when the bell rings ending class (there is enough time allotted for students to have 8 minutes to complete bellwork from when the short bell sounds. Bellwork introduces the lesson or is a warm-up to what students are going to do today. In some cases, bellwork is a review of what happened during the last class period. Write your bellwork in the space provided. If you are giving students a hand-out to complete, make a notation on this slide. When this slide is finished, bellwork should be collected BEFORE you go over the answers. All bellwork must be graded and returned in 24 hours or the grade will not count. Time is not extended. ***Students should answer three standards-based questions (test questions)

Bellwork Breakdown 4 minutes 2 minutes 1 minute Time Is up 3 minutes
Review Bellwork Questions and Discussion Use this time/slide to discuss the correct answers/responses to the bellwork students have just completed. REMEMBER to take up the bellwork BEFORE discussing the bellwork so that you truly know what students know and are able to do.

Connection 60 seconds Time Is up
Today, you will learn how to apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, and prototypes for media arts productions, considering original inspirations, goals, and presentation context. Today’s Text : Step by Step video presentations on the computer Today’s Task : Plan and begin work on a Christmas themed drawing for school-wide presentation. Evaluate which surface, poster or canvas, would be most appropriate for your project and develop an action plan for completion considering deadlines, goals, and presentation context. The information on this slide should also be written on the board (this is the white board protocol). After you have gone over the bellwork, and BEFORE you frontload for the day, you should engage students in this connection slide. Today, you will learn: This should be written in student-friendly language and should be no more than 10 words total Today’s Text: Every lesson should be driven by text. What text will you use to drive this work? Today’s Task: Copy TODAY’S TASK from slide 2

Frontloading 4 minutes 5 minutes 2 minutes 6 minutes Time Is up
What is the problem with drawing on Canvas Paper and Posters? How to complete a Step By Step Drawing on Paper and Posters or Canvas. Christmas Drawings What all Could you Create with Canvas Paper and Posters? Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed

Frontloading 2 minutes 1 minute TIME IS UP!
What is the problem with drawing on Canvas Paper and Posters? How to complete a Step By Step Drawing on Paper and Posters or Canvas. For Christmas Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments: Knowledge level question stems (samples) What happened after ...? How many ...? Who was it that ... ? Can you name the ... ? Describe what happened at...? Can you tell why ... ? Find the meaning of ... ? What is ...? Which is true or false ... ? Comprehension level question stems (samples) Can you write in your own words...? Can you write a brief outline ... ? What do you think could of happened next ... ? Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..? Can you provide an example of what you mean ... ? Can you provide a definition for ... ? Application level question stems (samples) Do you know another instance where ... ? Could this have happened in ... ? Can you group by characteristics such as ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? What questions would you ask of ... ? From the information given, can you develop a set of instructions about ... ? Would this information be useful if you had a ... ? Analysis level question stems (samples) Which events could have happened ...? If ... happened, what might the ending have been? How was this similar to ... ? What was the underlying theme of ... ? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in ... ? Can you explain what must have happened when ... ? What are some of the problems of ... ? Can you distinguish between ...? What were some of the motives behind ... ? What was the turning point in the game? Synthesis level question stems (samples) Can you design a ... to ... ? Why not compose a song about ...? Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ? Why don't you devise your own way to deal with ... ? What would happen if ...? How many ways can you ... ? Can you create new and unusual uses for ... ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would ... ? Evaluation level question (samples) Is there a better solution to ... Judge the value of. .. Can you defend your position about ... ? Do you think ... is a good or a bad thing? Explain. How would you have handled ... ? What changes to ... would you recommend? Are you a ... person? How do you know? How would you feel if ... ? How effective are … ? What do you think about ... ?

How to complete a Step By Step Drawing on Paper and Posters or Canvas. What all Could you Create with Canvas? For Christmas Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments: Knowledge level question stems (samples) What happened after ...? How many ...? Who was it that ... ? Can you name the ... ? Describe what happened at...? Can you tell why ... ? Find the meaning of ... ? What is ...? Which is true or false ... ? Comprehension level question stems (samples) Can you write in your own words...? Can you write a brief outline ... ? What do you think could of happened next ... ? Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..? Can you provide an example of what you mean ... ? Can you provide a definition for ... ? Application level question stems (samples) Do you know another instance where ... ? Could this have happened in ... ? Can you group by characteristics such as ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? What questions would you ask of ... ? From the information given, can you develop a set of instructions about ... ? Would this information be useful if you had a ... ? Analysis level question stems (samples) Which events could have happened ...? If ... happened, what might the ending have been? How was this similar to ... ? What was the underlying theme of ... ? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in ... ? Can you explain what must have happened when ... ? What are some of the problems of ... ? Can you distinguish between ...? What were some of the motives behind ... ? What was the turning point in the game? Synthesis level question stems (samples) Can you design a ... to ... ? Why not compose a song about ...? Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ? Why don't you devise your own way to deal with ... ? What would happen if ...? How many ways can you ... ? Can you create new and unusual uses for ... ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would ... ? Evaluation level question (samples) Is there a better solution to ... Judge the value of. .. Can you defend your position about ... ? Do you think ... is a good or a bad thing? Explain. How would you have handled ... ? What changes to ... would you recommend? Are you a ... person? How do you know? How would you feel if ... ? How effective are … ? What do you think about ... ?

What would be the problem with making a Christmas Drawing on Canvas? What all Could you Create with Canvas? Introduce the lesson using this slide. How will you hook students and gain their interest? What notes will students be required to take? **students should NEVER be allowed to sit idly while the teacher talks – if it’s important enough for the teacher to write, it’s important enough for the student to write. Remember that notes (and how students take them, where they keep them, and how they use them again) must be intentional Use as many of the frontloading slides as necessary (delete what you don’t need), but do not use more than 8 minutes. Additional facilitating will happen in small groups. Frontloading can happen in any of the following ways: Activate prior knowledge Model thought process I do, we do, you do Use verbal cues Motivational context to pique student interest/curiosity Display historical timeline to offer a context for learning Model activity students will be asked to complete Break complex tasks into easier steps Offer hints/partial solutions to problems Teach students chants/mnemonic devices to ease memorization of key facts/procedures Guiding students to make a prediction about what expect to occur Allow students to contribute their own experiences that relate to the subject/content being discussed Frontloading presents an opportunity for you to question students. Use question stems from each level of Bloom’s to assist you with creating questions. Write your questions either below or in the comments: Knowledge level question stems (samples) What happened after ...? How many ...? Who was it that ... ? Can you name the ... ? Describe what happened at...? Can you tell why ... ? Find the meaning of ... ? What is ...? Which is true or false ... ? Comprehension level question stems (samples) Can you write in your own words...? Can you write a brief outline ... ? What do you think could of happened next ... ? Who do you think ... ? What was the main idea ... ? Can you distinguish between ... ? What differences exist between. ..? Can you provide an example of what you mean ... ? Can you provide a definition for ... ? Application level question stems (samples) Do you know another instance where ... ? Could this have happened in ... ? Can you group by characteristics such as ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? What questions would you ask of ... ? From the information given, can you develop a set of instructions about ... ? Would this information be useful if you had a ... ? Analysis level question stems (samples) Which events could have happened ...? If ... happened, what might the ending have been? How was this similar to ... ? What was the underlying theme of ... ? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in ... ? Can you explain what must have happened when ... ? What are some of the problems of ... ? Can you distinguish between ...? What were some of the motives behind ... ? What was the turning point in the game? Synthesis level question stems (samples) Can you design a ... to ... ? Why not compose a song about ...? Can you see a possible solution to ... ? If you had access to all resources how would you deal with ... ? Why don't you devise your own way to deal with ... ? What would happen if ...? How many ways can you ... ? Can you create new and unusual uses for ... ? Can you write a new recipe for a tasty dish? Can you develop a proposal which would ... ? Evaluation level question (samples) Is there a better solution to ... Judge the value of. .. Can you defend your position about ... ? Do you think ... is a good or a bad thing? Explain. How would you have handled ... ? What changes to ... would you recommend? Are you a ... person? How do you know? How would you feel if ... ? How effective are … ? What do you think about ... ?

Tiered Tasks 2 minutes 3 minutes 1 minute Time Is up Tier Time
Allotted Who will begin with this task? Task Tier #1 6 Minutes Students at table A Using the computer to find a Drawing to create and design your drawing on your own and apply it to your canvas Christmas Posters or Half Fold Cards Index Cards Tier #2 7 Student at Table B Compare a Canvas drawing and a paper drawing to each other, Express which type of material is best used by you, and Defend your decision by producing both a canvas and paper drawing. Christmas Poster, or Index Cards Today’s Task 15 All Students Plan and begin work on a Christmas themed drawing for school-wide presentation. Evaluate which surface, poster or canvas, would be most appropriate for your project and develop an action plan for completion considering deadlines, goals, and presentation context. During this three minutes, you will tell students which tier they will begin. Give students a chance to move, collect supplies, etc (if applicable)… You can simply copy and paste these same assignments on the next slide. How to complete the slides: Decide which students will begin in which tier. True differentiation does not require all students to complete all assignments. The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s. *In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

Tiered Tasks 4 minutes 5 minutes 2 minutes 6 minutes Time Is up
Allotted Who will begin with this task? Task Tier #1 6 Minutes Students at table A Using the computer to find a Drawing to create and design your drawing on your own and apply it to your canvas Christmas Posters or Half Fold Cards Index Cards Tier #2 7 Student at Table B Compare a Canvas drawing and a paper drawing to each other, Express which type of material is best used by you, and Defend your decision by producing both a canvas and paper drawing. Christmas Poster, or Index Cards Today’s Task 15 All Students Plan and begin work on a Christmas themed drawing for school-wide presentation. Evaluate which surface, poster or canvas, would be most appropriate for your project and develop an action plan for completion considering deadlines, goals, and presentation context. The “TIER 1” assignment should utilize verbs from the KNOWLEDGE level of Bloom’s. *In the KNOWLEDGE level of Bloom’s, students remember/recall previously learned information. The verbs to use in this level are: arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides.

Tiered Tasks 5 minutes 6 minutes 4 minutes 1 minute Time Is up
Allotted Who will begin with this task? Task Tier #2 7 minutes All at Table B Students Using the computer to find a Drawing to create and design your drawing on your own and apply it to your canvas or your Half Fold Index Cards Today’s Task 15 minutes All Sttudents Plan and begin work on a Christmas themed drawing for school-wide presentation. Evaluate which surface, poster or canvas, would be most appropriate for your project and develop an action plan for completion considering deadlines, goals, and presentation context. Enrich- ment Until the bell sounds Students who finish today’s task before the bell rings. Computer Music Or Games The “TIER 2” assignment should utilize verbs from the COMPREHENSION and APPLICATION levels of Bloom’s. *In the COMPREHENSION level of Bloom’s, students demonstrate an understanding of the facts. The verbs to use in this level are: classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalized, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, review, select, summarize, translate *In the APPLICATION level of Bloom’s, students apply knowledge to actual situations. The verbs to use in this level are: apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate, schedule, show, sketch, solve, use, write Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides. Enrichment should be an enrichment activity that students look forward to completing

Tiered Tasks 14 minutes 10 minutes 13 minutes 12 minutes 15 minutes
Time Is up 2 minutes 3 minutes 5 minutes 4 minutes 6 minutes 11 minutes Tier Time Allotted Who will begin with this task? Task Today’s Task 15 minutes All Students Plan and begin work on a Christmas themed drawing for school-wide presentation. Evaluate which surface, poster or canvas, would be most appropriate for your project and develop an action plan for completion considering deadlines, goals, and presentation context. Enrich- ment Next Steps (until the bell sounds) If Students Are Finish Computer Music Or Games Today’s Task is simply copied from slide 2 of this presentation. This is the last assignment students will complete before leaving class. Students only have 14 minutes to complete this assignment and timing for this assignment will continue on the next few slides. Enrichment should be an enrichment activity that students look forward to completing.

Why is this important? 2 minutes 1 minute Time Is up
Planning is important in completing a themed art project. Why is this important: Allow students to process what they are learning today and discuss how what they have learned will be useful (they can not say so that can pass the class nor can they say “for the test”…

Marvin Oliver November

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