Arts and Humanities-Demonstrator 4-F PLCS -Demonstrator 4-H

Arts and Humanities:
F) Students are supported and encouraged to participate in grade level appropriate juried events, exhibitions, contests and performances outside the school.


PLCS:
H) Students are encouraged to develop and practice career and leadership skills through service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition is provided to students for their efforts and accomplishments.


Students have been offered opportunities to demonstrate their artistic abilities as well as their writing skills. I have a bulletin board in my room where students are invited to find information about the opportunities to win money or scholarships.  

Writing Demonstrator 4-B- Students work effectively with people from a range of social and cultural backgrounds. Arts and Humanities- Curriculum and Instruction Demonstrator 4-C

Writing......................B) Students respect cultural differences and work effectively with people from a range of social and cultural backgrounds (face-to-face and virtually) to build on and articulate their own ideas.

Arts & Humanities..........C) Students, with teacher guidance, routinely use creative, evaluative, analytical and problem solving skills in developing and/or reflecting in their artistic performances and products.

Students have been learning about Industrialization from a more modern day point of view.  To begin the lesson, students were assigned to work with predetermined groups from varying social classes.  From there, they had to...

1. Define technology as it applies to their lives.

2. Define Social Class and what determines social class.

3. Explain how they are affected by immigration.

4. Define urbanization and explain how they are or are not affected by it.

5. Work together to reach an agreements to the questions above. 

6. Create artwork to demonstrate their understanding of the topics. 

Program Review PLCS-Demonstrator 4-H-Opportunity to develop career and leadership skills.

Demonstrator 4. Career Education: Students have equitable access to high quality, rigorous career education curriculum.

H) Students are encouraged to develop and practice career and leadership skills through service learning projects, extra/co-curricular organizations, and/or student organization activities. Recognition is provided to students for their efforts and accomplishments



Posted in my room and discussed daily to encourage students to get involved and apply. 

A & H Demonstrator 1A-and 2-C Using Art to Communicate to Veterans. Us History Class

‍Demonstrator 1. Student Access: All students should have equitable access to high quality curriculum and instruction.

A) Access is provided for all through intentionally scheduling time within the instructional day for a balanced program of creating, performing and responding to the arts in each of the four arts disciplines (dance,drama, music, visual arts).

Through a program called Operation Gratitude, students were give the option to write a letter or draw a piece of artwork to be sent to veterans, Students could also draw as well as write,  Below are the pieces of artwork that my students drew that was sent to veterans.  

‍Demonstrator 2. Aligned and Rigorous Curriculum: An aligned and rigorous curriculum provides access to Kentucky Core Academic Standards (KCAS) for all students as defined by state standards.

C) The school curriculum provides opportunities for integration as natural cross curricular connections are made between the arts and other content areas.

Writing-Formative and Summative Assessments-Demonstrator 2A-Using the Standards to Write

Demonstrator 2. Expectations for Student Learning: Teachers communicate consistently high expectations and use common standards for student learning in writing.

A) Students know and understand expectations for their work and receive/provide feedback using standards specific language.

Using the standards listed at the top, students must identify what the standard is calling for.  Once they are able to identify what is asked, they must answer an exit slip tying it all together.  I have provided feedback for what needs to be corrected.  I have also taken note of the critical players from the content that was provided. Students are given opportunities to fix their incorrect answers. 

Formative and Summative Assessments-Writing Demonstrator 1C-Using Peer Feedback to improve Communication.

Students wrote letters to veterans and we used the organization of Operation Gratitude.  Students wrote letters but had 2 drafts and one final product.  Drafts were peer reviewed using the rubric I provided, students then counseled with one another and made the necessary corrections.  I then graded the final projects and mailed to Operation Gratitude.

Formative and Summative Assessments-Demonstrator 1B-Test Revisions to Enhance Student Learning

Formative and Summative Assessment

Demonstrator 1. Assessments: Teachers use multiple formative and summative assessment processes to inform, guide, develop and revise instructional strategies and curriculum to enhance student learning and achievement.

B) Teachers develop and implement a plan to monitor student progress in writing and communication skills consistent with grade-level writing standards and formative assessments.

Writing Demonstrator 1C and 1D Formative and Summative Assessments-Constructed Response.

C) Teachers, peers, and others provide regular feedback on students’ writing and communication products as part of a constructive feedback process that is subsequently applied by students to improve their communications.

D) Teachers provide regular opportunities for students to revise and apply new learning before summative products are assessed.


Students are given class time to provide evidence of understanding through this constructed response from the Quality Core Materials. For those who do not proficient, they will be given the opportunity to fix their answer. 

WRiting Demonstrator 3E-Using Cornell Note taking Method to demonstrate understanding to teacher.

E) Students use varying strategies and demonstrate an understanding of communicating to audiences in different forms and for various purposes.


Students take notes daily.  Using the Cornell Note Taking Method, students must learn to listen and write down key details.  The summary at the bottom must be done before leaving and shows me that they not only understand but have the ability to correctly communicate that understanding in a short summary. 

Writing Demonstrator 3-C-Using Email to Communicate

‍Demonstrator 3. Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities, and access for all students.

C) Students demonstrate media literacy through regular use of technological tools, resources and applications in reading, writing, speaking, listening and language use to meet specific communication goals.

Students were responsible for completing the Constructed Response for US History Class.  If that student could not attend school on that day, they were responsible for emailing me for the work and submitting the answer.  Here is a students email and response.  

Writing Demonstrator 3A and 4C-Using Questions to Address Industrialization

‍Demonstrator 3. Instructional Strategies: All teachers implement instructional strategies that provide quality experiences, variety of activities, and access for all students.

A) Teachers, students, and others provide literacy instructional strategies and models that assist in achieving specific learning objectives.

We have just started a unit on the Industrial Revolution in America.  To begin the unit, I have placed students into groups to answer the following questions.  The questions serve as a pre-assessment to see how much they know about industrialization.  It also serves as a real world piece to show a connection to their lives now.  Student must discuss, use prior knowledge, and create a poster to show understanding of questions.  Each of the four areas must also have a piece of artwork to accompany their answers.  Students must work with one another to come to agreement on the answers for each section of Industrialization (Technology, Social Class, Immigration, and Urbanization) 

Students present posters and answer questions from the audience.  

Writing demonstrator 2-B-Aligned and Rigorous Instruction-US History-Writing an Informal Letter to Veterans. Arts and Humanities-Curriculum and Instruction --4-B

Standard 2-B Writing--------Curriculum integrates the strands of literacy (reading, writing, speaking, listening, and language use) across content areas to explicitly instruct and develop communication skills.

We have been learning about the importance of primary source documents during the Civil War.  Of those primary source documents, we have looked at formal and informal letters.  As part of this lesson, we are writing letters to veterans and will use Operation Gratitude as our venue for sending the letters to the appropriate soldiers/veterans.  Operation Gratitude also suggests artwork, so I have allowed students to draw pictures to accompany their letters.  Below is evidence of the entire lesson.  

Video of me Teaching the format to be used.

Image of Letter format. 

Images of Students writing/drawing their first draft. 

Rubric for Letter can be found at the following drop box account. Please scroll down to MyRubric 1-Rubric Doc. 

https://www.dropbox.com/home/U.S.%20History

Student Feedback Rubric can also be found at the same site.  Scroll down to Peer Review for Letter to Veteran

https://www.dropbox.com/home/U.S.%20History

Images and videos of Peer Reviews for Letters and Art Work 

Arts and Humanities......B) Students identify a purpose and generate original and varied art works or performances that are highly expressive with teacher guidance.. 

Operation Gratitude Informational Handout. 

Student Work/Letters and Artwork