Art Planning Rubrics

ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS • A1: How do the plans support student learning of creative expression, artistic perception, aesthetic valuing and understanding art in historical and cultural context? (TPEs 1,4,9) • MAKING CONTENT ACCESSIBLE • A2: How do the plans make the curriculum accessible to the students in the class? (TPEs 1,4,5,6,7,8,9) • DESIGNING ASSESSMENTS • A3: What opportunities do students have to demonstrate their understanding of creative expression, artistic perception, aesthetic valuing, and understanding art in historical and cultural context? (TPEs 2,3 Art Planning Rubrics

For the Teaching Event, you will plan a learning segment of about two weeks (approximately 8-10 hours of instruction) that is designed to develop students’ abilities to 1) make art (creative expression); 2) analyze, interpret, and evaluate qualities of visual form (artistic perception); 3) understand the contributions artists and art make to culture and society (historical and cultural context); and 4) understand how people make and justify judgments about art objects (aesthetic valuing). The learning segment will include learning objectives for both the curriculum content and the development of academic language related to that content. Learning Segment Instructions p.1

The standards, learning objectives, learning tasks, and assessments include vagueconnections between creative expression, artistic perception, aesthetic valuing, and understanding art in historical and cultural context, but the connection to a central focus is weak. A1 Rubric: Level 2 (passing)

The Central Focus of the learning segment is proportion, value, mass, and gesture drawing.. The segment focuses on using gesture drawings to understand proportion, mass, and volume. Students will also learn about American Sign Language in this assignment and that will incorporate a cultural context for this segment. Art central focus

ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS • H1: How do the plans support student learning of how to use facts, concepts, and interpretations to make and explain judgments about a significant historical event or social science phenomenon? (TPEs 1,4,9) • MAKING CONTENT ACCESSIBLE • H2: How do the plans make the curriculum accessible to the students in the class? (TPEs 1,4,5,6,7,8,9) • DESIGNING ASSESSMENTS • H3: What opportunities do students have to demonstrate their understanding of the standards/objectives? (TPEs 1,5,11) Planning Rubrics Social Science

For the Teaching Event, you will plan a learning segment of about one week (approximately 3-5 hours of instruction) that is designed to help students use facts, concepts, and interpretations to make and explain judgments about a significant historical event or social science phenomenon. The learning segment should include learning objectives for both the curriculum content and the development of academic language related to that content Learning Segment Instructions p.1

The standards, learning objectives, learning tasks, and assessments have an overall focus that is primarily one-dimensional (e.g., learning facts or a singular interpretation of an historical event or social science phenomenon). • The focus includes vagueconnections among facts, concepts, interpretations, and judgments about an historical event or social science phenomenon. ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS (level 2 passing)

The central focus of this lesson is to teach students what contributions the Roman Empire left for the modern world. All around us we see the legacy of the Romans, but most of us do not credit what we see to the Romans. Students need to learn why the Eastern half of the Roman Empire (the Byzantine Empire) survived nearly 100 years longer than the western half. We will study the rise of Christianity, the schism between the Roman Catholics and Eastern Orthodox Christians, the importance of Justinian I and the lasting impact of Justinian’s rule. History central focus

ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS • M1: How do the plans support students’ development of conceptual understanding, procedural fluency, and mathematical reasoning skills? (TPEs 1,4,9) • MAKING CONTENT ACCESSIBLE • M2: How do the plans make the curriculum accessible to the students in the class? (TPEs 1,4,5,6,7,8,9) • DESIGNING ASSESSMENTS • M3: What opportunities do students have to demonstrate their understanding of the standards and learning objectives? (TPEs 2,3) Planning Rubrics Math

For the Teaching Event, you will plan a learning segment of about one week (approximately 3-5 hours of instruction) that is designed to develop students’ mathematical knowledge by developing a balance of procedural fluency, conceptual understanding, and mathematical reasoning. It should also foster positive student dispositions toward mathematics. The learning segment should include learning objectives for both the curriculum content and the development of academic language related to that content. Learning Segment Instructions p1

The standards, learning objectives, learning tasks, and assessments have an overall focus that is primarily one-dimensional (e.g., procedural or conceptual). • This focus includes vagueconnections among computations/procedures, concepts, and reasoning/problem solving strategies.

The central focus of the learning segment is to graph polynomial functions and find minimum and maximum values. To aid in graphing, students will learn how to use synthetic substitution to quickly evaluate function values. Since most students do not have graphing calculators, I will show them what the graphs look like on Geogebra so they can see quickly and easily what affect changing certain parameters of a function have on its graph. Math central focus

PLANNINGESTABLISHING A BALANCED INSTRUCTIONAL FOCUS • S1: How do the plans support student learning of scientific concepts and inquiry skills? (TPEs 1,4,9) • PLANNING MAKING CONTENT ACCESSIBLE • S2: How do the plans make the curriculum accessible to the students in the class? (TPEs 1,4,5,6,7,8,9) • PLANNING DESIGNING ASSESSMENTS • S3: What opportunities do students have to demonstrate their understanding of the standards and learning objectives? (TPEs 2,3) Planning Rubrics Science

For the Teaching Event, you will plan a learning segment of about one week (approximately 3-5 hours of instruction) that is centered around key scientific concepts and scientific inquiry skills that underlie specific student academic content standards. The learning segment should also develop students’ scientific knowledge by helping them use scientific concepts to make sense of one or more real world phenomena. The learning segment should include learning objectives for both the curriculum content and the development of academic language related to that content. Learning Segment Instructions p1

The standards, learning objectives, learning tasks, and assessments have an overall focus that is primarily one-dimensional (e.g., a scientific phenomenon, science concept, or investigation/experimentation skills). • The focus includes vagueconnections among science concepts, real world phenomena, and investigation/experimentation skills ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS (Level 2 passing)

The central focus of the learning segment revolves encompasses two main parts: the gases that absorb heat from the sun and the main premise behind the greenhouse effect and how it affects conditions for life on Earth. • The learning segment will address both pieces of the academic content standards and allow students the opportunity to investigate, experiment, collect data, and analyze results to better understand the greenhouse effect. With the growing emphasis on conservation and recycling, students can differentiate between the natural greenhouse effect on Earth and the detrimental result of global warming. Science Central Focus

ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS • E1: How do the plans support student learning of strategies for understanding, interpreting, and responding to complex text? (TPEs 1,4,9) • MAKING CONTENT ACCESSIBLE • E2: How do the plans make the curriculum accessible to the students in the class? (TPEs 1,4,5,6,7,8,9) • DESIGNING ASSESSMENTS • E3: What opportunities do students have to demonstrate their understanding of the standards and learning objectives? (TPEs 1,5,11) Planning Rubrics English

For the Teaching Event, you will plan a learning segment of about one week (approximately 3-5 hours of instruction) that is designed to support students in developing an understanding and interpretation of complex text and in creating a written product responding to text. (The complexity of a text is defined in relationship to the level of skill that your students bring to it.) The learning segment should include learning objectives for both the curriculum content and the development of academic language related to that content. Learning Segment Instructions p1

The standards, learning objectives, learning tasks, and assessments have an overall focus that is primarily one-dimensional (e.g., a literal understanding of the text, a single interpretation of the text, or a response with little reference to the text). • The focus includes vagueconnections among facts, understandings of the text, interpretations of the text, and responses to the text. ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS (Level 2, passing)

The central focus of this learning segment is twofold. One, students will concentrate on identifying theme based upon evidence within a text. Two, students will synthesize information across narrative texts to identify universal themes present and shared between the two short stories this segment concentrates on, namely, “The Sniper” and “Cranes.” [MAR1][MAR1]Is there any other bigger picture learning occurring through reading of these texts? English central focus

ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS • WL1: How do the plans support student acquisition of communicative proficiency in the target language in cultural context? (TPEs 1,4,9) For the Teaching Event, communicative proficiency includes oral and/or written communications. • MAKING CURRICULUM ACCESSIBLE • WL2: How do the plans make the curriculum accessible to the students in the class? • DESIGNING ASSESSMENTS • WL3:What opportunities do students have to demonstrate their acquisition of the standards and/or objectives for the learning segment? (TPEs 2,3) World Languages Planning Rubrics

For the Teaching Event, you will plan a learning segment of about one week (approximately 3-5 hours of instruction) that is designed to provide opportunities for students to develop and demonstrate communicative proficiency (both productive and receptive) in the target language and familiarity with cultures that use that language. The learning segment should include objectives for the communicative proficiency of students and for learning about cultural content. WL Learning Segment Instructions p1

The standards, objectives, and language tasks (including assessments) have an overall central focus that is primarily one-dimensional (e.g., grammar/ vocabulary, production with minimal attention to comprehension). • The focus includes vagueconnections among vocabulary/grammar, a language function, a text type, and the production/comprehension of the target language in a context. WL ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS (Level 2, passing)

The central focus of my learning segment is for students to learn about and how to discuss many holidays, occasions, and other various celebrations. Students will also learn how to compare and contrast these events among cultures found in the United States and other Spanish speaking countries. The learning segment will also focus on family and friends, and how they participate in these holidays and celebrations. The content is important for my students to learn because they will be exposed to other cultures and see the differences and similarities that exist between the United States, Spain and Latin America. My hope is to broaden their knowledge of the rest of the world and to foster in them an appreciation for other cultures and their unique customs, holidays, and celebrations, as well as describe them in Spanish. WL Central Focus

ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS • MUS1: How do the plans support student learning of artistic perceptions, creative expressions, historical & cultural contexts, aesthetic valuing, and/or connections, relations, and applications? (TPEs 1,4,9) • MAKING CONTENT ACCESSIBLE • MUS2: How do the plans make the curriculum accessible to the students in the class? • DESIGNING ASSESSMENTS • MUS3: What opportunities do students have to demonstrate their understanding of the standards and learning objectives? (TPEs 2,3) Music Planning Rubrics

For the Teaching Event, you will plan a learning segment of about one week (approximately 3-5 hours of instruction) that is designed to develop students’ musical skills in artistic perception, creative expression, historical and cultural content, aesthetic valuing, and/or connections, relations, and applications. The learning segment should include learning objectives for both the curriculum content and the development of academic language and skills critical to music. Music Learning Segment Instuctions p1

The standards, learning objectives, learning tasks, and assessments have an overall focus that is primarily one-dimensional, i.e., represent creative expression, artistic perception, aesthetic valuing, understanding music in historical and cultural context, and connections/relations/applications as mostly separate tasks, but with vagueconnections between them. Music: ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS (Level 2, passing)

The central focus of the learning segment is to get the Intermediate Band students to really understand the notes they are playing on the page for the two pieces “Trepak” and “Festival of Lights.” I want students to be able to know why the piece they are playing was composed and what purpose it possesses from a historical point and today’s culture. This is important for students to learn so they will be able to make the music they are playing come alive for them as well as the audience. Music Central Focus

Suggested Order of Tasks to Start PACT • Identify Learning Segment (p1) • Determine Dates of Learning Segment • Review Tasks 1 & 2 in Teaching Event Handbooks • Create Rough Draft Lessons Plans • Complete Rough Draft of Tasks 1 & 2 • E-mail Rough Draft Lessons, Tasks 1 & 2 to rodrigue@csus.edu before starting learning segment.

Art Planning Rubrics