Section V: Instruction & Management Plan
1. Explain the sequence and organization of the unit.
This unit begins with a more traditional assessment to get an understanding of where the knowledge level in classroom since I came in mid semester. From here we work on developing skills and knowledge base from project to project. After the pre-assessment we have mini discussions throughout the demos. I started with the 2-D Silhouette project first in order to start with a slightly easier project to make sure all students fully grasp the concept of a silhouette. After completing the 2-D Silhouette we move into the final assessment and final project, the 3-D Silhouette. This allows me to make sure students have equal access to all knowledge and ample time to practice before completing the district's assessment which in this unit is worked in as the final assessment.
2. The unit must be cohesive rather than a collection of separate lessons.
The units main essential questions are:
3. Demonstrate knowledge of content.
The unit is relevant because it is directly aligned with not only content knowledge but also with literacy/numeracy and 21st Century Skills. The Content Knowledge is extensive and in-depth because helps students explore more deeply into their work.
4. Discuss methods for integrating literacy, numeracy, 21st century skills, technology and other relevant subjects.
My objectives are aligned with all of the standards and skills. For example, the 21st Century Skills we focus on are planning, reflecting, and working cooperatively for a common purpose. Literacy/numeracy is incorporated into the reflection process as well as both pre- and post-assessments. Technology is accessed everyday in during class through power points and new creative processes.
5. Demonstrates at least three different instructional strategies, one of which is cooperative learning.
In this unit I use various instructional strategies including cooperative learning, lecture, discussion, one on one interaction, use of technology in power points, and self-reflection.
This unit begins with a more traditional assessment to get an understanding of where the knowledge level in classroom since I came in mid semester. From here we work on developing skills and knowledge base from project to project. After the pre-assessment we have mini discussions throughout the demos. I started with the 2-D Silhouette project first in order to start with a slightly easier project to make sure all students fully grasp the concept of a silhouette. After completing the 2-D Silhouette we move into the final assessment and final project, the 3-D Silhouette. This allows me to make sure students have equal access to all knowledge and ample time to practice before completing the district's assessment which in this unit is worked in as the final assessment.
2. The unit must be cohesive rather than a collection of separate lessons.
The units main essential questions are:
- Why do we plan first before starting our final project?
- How do we describe artwork?
- What is a silhouette?
- What is the difference between 2-D and 3-D
- what art vocabulary words describe your work of art?
3. Demonstrate knowledge of content.
The unit is relevant because it is directly aligned with not only content knowledge but also with literacy/numeracy and 21st Century Skills. The Content Knowledge is extensive and in-depth because helps students explore more deeply into their work.
4. Discuss methods for integrating literacy, numeracy, 21st century skills, technology and other relevant subjects.
My objectives are aligned with all of the standards and skills. For example, the 21st Century Skills we focus on are planning, reflecting, and working cooperatively for a common purpose. Literacy/numeracy is incorporated into the reflection process as well as both pre- and post-assessments. Technology is accessed everyday in during class through power points and new creative processes.
5. Demonstrates at least three different instructional strategies, one of which is cooperative learning.
In this unit I use various instructional strategies including cooperative learning, lecture, discussion, one on one interaction, use of technology in power points, and self-reflection.