Serfling Teacher Work Sample

Task I: Professional Goal Setting (Goal Statement and Action Plan due week
2; Goal Reflection due week 10).
Objective: Candidates set a professional goal, identify the action strategies they will use
to achieve that goal, and reflect on their learning and growth (as it relates to that goal)
near the end of their student teaching experience.
Resources: Candidates will use the NSU Conceptual Framework (see table below) as a
guide for determining their professional goal.
NSU Conceptual Potential Category Outcomes Description

Framework Categories (You will choose one of these outcomes
as the basis for your goal)
Knowledge of Self as an Respect and Concern for Students Knowledge of Self as an Individual
Individual recognizes the educators influence in the
lives of students and emphasizes the
Commitment to Health and Safety importance of building trust relationships,
and setting positive examples.
Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

understanding of growth and development
of learners in the contexts in which
Student Diversity development takes place and an
understanding of how student diversity
interacts with the learning process.
Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

understanding of the centrality of content
knowledge for teaching, and ability to
organize central concepts and principles of
a subject matter, and a responsibility for
acquiring new knowledge.
Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

Implementation principles and strategies necessary for
Assessment effective teaching, including the planning,
Classroom Management and Organization implementation, and assessment of
Instructional Materials and Technology instruction, classroom management and
organization, knowledge of curriculum and
instructional materials, and integration of
technology.
Knowledge of Self as a Parent and Community Involvement Knowledge of Self as a Teacher and
Teacher and Member of a Commitment to Teaching Member of a Learning Community calls for
Learning Community Interpersonal Relations a collaboration among teachers, students
Professional Growth and Development and their families and communities that
embraces diversity, promotes a positive
sense of personal identify, and enhances
the possibilities for academic success.
Conceptual Framework Goal Statement, Action Plan, and Reflection:

Identify the Framework Category to which your goal aligns:
Knowledge of Pedagogy
Identify the specific Category Outcome you will use to determine your goal:
Classroom Management and Organization
Based on the outcome you selected, write a specific goal for this experience. After your goal
statement, provide a brief narrative explaining the reasons as to why you chose this goal.
My goal is to develop effective management strategies to keep my classroom
quiet and controlled. This goal was chosen because this is the area that I feel
least prepared for as a new teacher. If the students are disruptive, not on task, or
acting out, then they will not be learning. I strive to have a positive work
environment for the students that is conducive for learning and productivity.
Describe the action plan (steps/strategies and resources) required to accomplish this goal:
I will write down notes on the methods used by my cooperating teachers and
other teachers that I observe during my experience. I will use these notes help
learn and implement different methods to keep my classroom under control. After
using various methods, I will reflect on if these strategies worked with the
students and adjust accordingly.
Reflect on your progress/growth toward achieving this goal (this section due by week 10):
I believe that I have made considerable progress toward my goal. I have an array
of various techniques and strategies that my cooperating teachers have used
both at the elementary and high school levels. Some similarities exist between
the two grade levels, but many times what works at one level may not work at the
other. I have a much better understanding of what works at the different age
levels and what works for my personal management style.
Task II: Contextual Information (due week 2); see rubric for scoring details
Objective: Candidates gather contextual information and discuss factors that may
influence the teaching and learning process.
Resources: Use a variety of resources to gather contextual information including

Census data for the community, school Improvement Plan, cooperating teacher, Title
I/SPED teachers, principal, school counselor, Infinite Campus, student files (with
administrative approval), school data available online.
http://doe.sd.gov/reportcard/listnew/
**The below information and resource is taken from Educational Testing Service Praxis
Performance Assessment for Teachers (PPAT) Candidate and Educator Handbook, copyright
2015. All rights reserved.
Contextual Information: This chart is designed to help you understand the many factors that
affect teaching and learning. Such factors include the community, classroom procedures,
student demographics, and the physical environment in which teaching takes place.
Understanding these factors as they relate to your teaching will help you determine the
instructional strategies and approaches that will support your students learning. In this chart,
address any factors listed as they pertain to your teaching assignment. The subcategories listed
under each category are just suggestions; there may be other subcategories that you would like
to address, or there may be a subcategory listed that does not apply to your situation.
Categories of Contextual Factors Description of the Contextual Factors
General Context of Your Students Grades 9th-12th

(All subcategories listed in this box are required.) Drawing I, Drawing II, Independent Art Drawing,
Painting I, Painting II, and Independent Art Painting
Students grade and developmental levels; the age range
of students; the content area being taught; any other
factors that are pertinent to understanding your class
assignment
Community Urban
(e.g., whether the area is urban, suburban, or rural; Largest city in the state
socioeconomic information; census data for the Population 164,676
community)
District 23 elementary schools, 5 middle schools, 3

(e.g., enrollment; percent of students receiving free or traditional high schools, a technology focused
reduced-priced lunches; graduation rates; ethnicities; school, and a technical education academy.
percent of students with IEPs; percent of students who are
Over 24,00 students pre-K to 12
ELLs; per-pupil expenditures)
33.6% on free or reduced lunch
665 students with disabilities
386 English language learners
41 migrant students
School 1,967 enrollment
(e.g., enrollment; percent of students receiving free or 88.9% average daily attendance
reduced-priced lunches; ethnicities; percent of students 198 students with disabilities
with IEPs; percent of students who are ELLs; teacher-to-
79.8% on free and reduced lunch
student ratio)
74.1% White
9% Black
5.9% Hispanic
4.9% American Indian
3% Asian
75 ELL
1 to 17.5 teacher to student ratio
Classroom Demographics 61 White
(e.g., ethnicities; gender ratios; special needs, including 9 Black
those of gifted students, those of students physical needs, 4 Hispanic
and those due to cultural characteristics).
4 Asian
2 American Indian
3 two or more races
41 male
42 female
11 IEPs or 504
physical needs
8 ELL
2 foreign exchange
Knowledge of Students Some students in my classroom have IEPs or 504s
(in terms of the whole class and individual students) for anxiety, depression, autism, dyslexia, and
ADHD. Some students no art background, while
(e.g., language needs; approaches to learning; prior
learning and experiences; academic
other have taken other art classes, including
proficiencies/behavioral differences; areas of interest). Exploring Visual Arts, 3D Design, Photography,
and/or Painting I.
Task III: Instructional Design and Implementation (due week 10)

Objective: Candidates design, implement, and assess a minimum of five lessons from
multiple subject and/or content areas. (see rubric for scoring on each component)
To complete this task refer to the Common Lesson Plan Template. You will complete the
Common Lesson Plan Template (below) for 5 different lessons, 3 of which must be
lessons that were observed by your university supervisor.
Millicent Atkins School of Education: Common
Lesson Plan Template
Teacher Candidate Alyssa Serfling

Name:
Grade Level: Kindergarten
Subject: Art
Date: February 21, 2017
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:
2.1 Students will recognize various media and materials which may be used in
artwork.
2.2 Experiment with selected techniques' to improve the presentation of artwork.
List the Learning Objective(s) to be addressed in this lesson. Use the following
format: Students will be able to
Students will be able to mix three different secondary colors from primary colors.
Students will be able to create three bugs of their own design from ink blots.
Describe how the objective is relevant to students lives.
The students will use this knowledge with most artwork that they make in the
future. They will be creating an art book that includes different elements of design
that the students will be learning. The project from this lesson will go into their art
book.
List the words relevant to the content area that you will either introduce and/or
review during your lesson.
Primary Colors
Secondary Colors
Color Mixing
Hypothesis
List the materials you will need to teach the lesson.

Paper
Paint
Paint brushes or droppers
Water
Paint shirts
Handout
Crayons
ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching
the lesson.
Prior to this lesson, the class will complete a project using primary and secondary colors in
watercolor paint. Students will be using the mixing color activity worksheet to see what
they known and then have them complete it at the end of the lesson.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)
Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
The pre-assessment will be completed several weeks before the lesson.
Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)
Insert an image of your table/chart/graph here.
Example of pre-assessment
Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction,
and post-assessment.
Their achievement in that project will show me how much I will need to cover or reteach in
my lesson regarding secondary colors and proper material use. Many of the students did
not mix the correct colors together, many had difficulties following directions. Because of
this, I will repeat the directions several times, simplify the steps that they complete, and
remove any unnecessary materials, so that they have limited possibilities for mistakes.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students level of understanding toward the learning objectives after teaching the lesson.
Is your post-assessment included at the end of this lesson plan?
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.
Is your key included at the end of this lesson plan?
TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to incorporate
into the lesson to enhance instruction and student learning.
A document camera will be used during the demonstration portion of the lesson. This will
enable the student to better see what is being demonstrated. The students will also watch
a video on the projector.
Link: https://www.youtube.com/watch?v=yu44JRTIxSQ https://www.youtube.com/watch?
v=a-jPNqQzc2Q
ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to meet
the needs of all learners and accommodate differences in students learning,
culture, language, etc. * Be sure that these accommodations are based on what
you identified/described in your contextual information (Task II).
A speaker system is used to help students with hearing problems.
MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
Periodically, I will ask for a thumbs up if the students have completed a task to check for
progress. I will continually ask questions to keep the students engaged. I will be putting
the paint each students paper myself to avoid messes and keep the students on track.
Supply collecting and cleanup will be done by tables to avoid students running into each
other and getting distracted. The first tables to get cleanup and ready to go receive a
numbers 1-6; number correlate with the tables that line up first. I will use prompts that the
students respond with to get their attention: ex. 3,2,1Talkings Done Hocus Pocus
Everybody Focus. I will use visual for getting talking under control: the letters A,R,T are on
the board. When one letter is flipped, it is a warning. Two letters is whispering, and three
letters means the class cannot talk anymore.
LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of learning
objectives)
Describe how you will activate student interest and present the learning objective
in an engaging way (this is your lesson opening).
I will begin the lesson by introducing the project and that we will be using paint. The
possibility of working with paint excited students of this age. I will explain that we will be
mixing primary color to create secondary color splotches on our paper.
Describe how you will communicate (to students) how the objective is relevant to
their lives.
I will explain that we can mix colors to make other colors, which allows us to use less
colors. I will also introduce a new and fun way of making art that they can use.
Describe what instructional strategies you will use to model/explain/demonstrate

the knowledge and skills required of the objective. (cite theories/theorists)
I will make objectives explicit so that the students understand what is expected. When
asking what color will be produces, I will use an appropriate amount of wait time to allow
the students to think deeply about their hypothesis.
Describe how you will check for students understanding before moving on to
guided practice.
I will ask for thumbs up when they are finished with a task to check for progress. I will use
oral questioning to see if they understand the information. I will have them repeat back
information to ensure they are listening.
We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
During the guided practice, the students will not only see what is being done, but
they will also hear what they are to do several times.
Day 1.
Start of the project will be folding our paper in half (hotdog way).
Then, we will place a dot of yellow and red paint touching each other next to the
fold.
I will ask for a hypothesis on what these two colors will make.
Fold the paper in half again and press the two colors together.
These steps will be repeated with yellow and blue, and red and blue.
Day 2. In a large group discussion, the class will discuss what we could add to the
blots to make them into bugs. We will also discuss what types of bugs we could
turn the blots into.
Describe how you will check for students understanding before moving on to independent practice.
I will walk around an observe if each student has completed the steps demonstrated
before moving on the next color combination.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the
lesson objectives? (this is the post-assessment)
Day 1. The students will complete a summative assessment on mixing primary colors to
make secondary colors. They will fill in the boxes with the corresponding color.
Day 2. The students will make bugs out of their blots by adding eyes, legs, etc. with
outlining pens. Then they will cut the bugs out and paste them and the blotter bug
worksheet into their art book.
APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this lesson
plan? Yes
Lesson Closing
Describe how you will reemphasize the lesson objective and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
We will review which secondary colors we made. If there is time the class will watch a
video on color mixing.
ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.

Description: Examples of a student projects that meet criteria and is done with good craft,
and one that does not meet criteria and/or is not done with good craft
REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).
I think that student engagement in this lesson was high. I was successful in my classroom
management. I was proactive about possible problems with student behavior (getting too
loud out of excitement of the paint.) and addressed them before the students had a
chance to make these actions (the quietest tables received paint first).
List and describe two things you feel were challenges during the planning, implementation and/or
assessment of the lesson.
One of the challenges was the amount of time and attention it took for me to hand out the
paint. If I did not have a second pair of hands, the lesson would not have been as
successful. Another challenge was amount of extra time that the class had on the second
day.
List and describe two ideas for redesign you would make if you were to teach this lesson again.
If I were to teach this lesson again, I would have the students sit on their hands so that
they do not mess with their paper before they get the second color. I should have had
another activity planned for the extra time on the second day. We read three books, but
there was enough time to possible add short activity.
Pre-assessment:

Name:
Grade Level: 2nd Grade
Subject: Art
Date: March 13, 2017
PLANNING
Lesson 1 (L1.)
2.VA.Cr.1.1
Brainstorm and implement multiple approaches, materials, and tools to solve an art or
design problem driven by personal interests and curiosity or to repurpose objects to make
something new.
2.VA.Pr.5.1
Distinguish between different materials or artistic techniques for preparing artwork for
presentation.
2.VA.Re.9.1
Use learned art vocabulary to express preferences about artwork.
Lesson 2 (L2.)
2.VA.Cr.1.1
something new.
2.VA.Pr.5.1
presentation.
2.VA.Re.9.1
Lesson 3 (L3.)
2.VA.Cr.1.1
something new.
2.VA.Pr.5.1
presentation.
2.VA.Re.9.1
L1. Students will be able to create a Cat in the Hat and use vertical and horizontal lines.
L2. Students will be able to categorize warm and cool colors. Students will be able to
identify and use different types of line: vertical, horizontal, diagonal, and curved lines.
Students will be able to use warm and cool colors to distinguish different shapes with
markers.
L3. Students will be able to create optical art (op art) with marker using complementary
colors, vertical lines, and shapes.
L1. L2. And L3. The students will use this knowledge of colors, shapes, and lines
with most artwork that they make in the future.
L1. Vertical lines

Horizontal lines
L2. Warm colors
Cool colors
Shapes
Horizontal lines
Vertical lines
Curved lines
Diagonal lines
L.3 Op art
Complementary colors
Vertical lines
Shapes
Checkered pattern
List of materials is on board for each class period.
L1.
12x18 colored paper
12x18 white paper
1x18 colored paper strips
Pencil
Sharpie
Markers
Scissor
Glue
L2.
9x12 paper
Pencil
Sharpie
Marker
L3.
9x12 paper
Pencils
Ruler
Markers
Sharpie
ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to measure
students level of understanding toward the learning objective(s) prior to teaching
the lesson.
L1. Prior to this lesson, the class will answer questions about vertical and horizontal lines.
A prior lesson uses markers which will allow me assess their level of craft with this
material. Their achievement in that project will show me how much material that I will
need to cover in my lesson.
L2. I will have the students categorize warm and cool colors on the board to demonstrate
their knowledge of the color theory. They will also separate their crayon into two piles or
categorizes: warm and cool colors.
L3. The student will divide colors into complementary color pairs.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Describe the timeline as to when you plan to administer the pre-assessment?
(Recommended timeline is a minimum of two days prior to teaching your lesson).
The pre-assessment will be completed a week before the lesson.
Create and insert a table/chart/graph that shows the pre-assessment data results.
(if applicable)
demonstrated they know) will be used to design the lesson objectives, instruction,
and post-assessment.
L1. Their knowledge of vertical and horizontal lines and abilities with the marker will
determine how much review will need to be done on lines and craft.
L2. Their abilities to categorize the colors into two groups will allow me to visually see if
the students need more instruction or one-on-one review of the color schemes.
L3. Their abilities to categorize the colors into three groups of complementary colors will
allow me to see if the students need more instruction or one-on-one review of the color
schemes.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use
to measure students level of understanding toward the learning objectives after teaching the lesson.
Is your post-assessment included at the end of this lesson plan? Yes
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which provides a model
of the desired outcome.
TECHNOLOGY
L1. A video may be shown on the projector. Link: https://www.youtube.com/watch?

v=HQW8AfBdea4
L2. A document camera will be used during the demonstration portion of the lesson. A
video on warm and cool colors will be shown. Links: https://www.youtube.com/watch?
v=w6K08wrI9dA
https://www.youtube.com/watch?v=htN1VJW3ePo
L3. A document camera will be used during the demonstration portion of the lesson. Link:
https://www.youtube.com/watch?v=wIi07k6ghc4 https://www.youtube.com/watch?
v=N1rHTlPBZgM
ACCOMMODATIONS
L1. L2. And L3. A speaker system is used to help students with hearing problems.
MANAGEMENT
behavioral/developmental needs in order to keep students on task and actively engaged throughout the
lesson.
Periodically, I will ask for a thumbs up if the students have completed a task to check for
progress. I will continually ask questions to keep the students engaged. Supply collecting
and cleanup will be done by one student at each table to avoid students running into each
other and getting distracted. Music will be played during work time to help keep the
student quiet while working. The first tables to get cleanup and ready to go receive a
numbers 1-6; number correlate with the tables that line up first. I will use prompts that the
students respond with to get their attention: ex. 3,2,1Talkings Done Hocus Pocus
Everybody Focus. I will use visual for getting talking under control: the letters A,R,T are on
the board. When one letter is flipped, it is a warning. Two letters is whispering, and three
letters means the class cannot talk anymore. When a student is finished with the project,
but the rest of the class is not finished, they can do a free draw activity.
I Do
objectives)
L1. I will show students the project that they are going to complete and show a quick video
of Cat in the Hat to gain student attention.
L2. I will begin the lesson by showing two videos on warm and cool colors. I will be
introducing the project and review types of line. I will introduce/review diagonal lines,
curved lines, warm colors, and cool colors. I will have the two categories of warm and cool
colors on the board, and the students will place colored pieces of paper on the board under
the correct category.
L3. I will show a PowerPoint of op art and show a video of different op artists. This will gain
their interest in the lesson. I will also show a video of complementary colors.
their lives.
L1. I will explain how horizontal and vertical lines are used to make stripes, which is the
dress-up day theme for that day (Reading Across America/ Dr. Seuss Week).
L2. I will explain that we will be using warm and cool colors for the next several years in
art.
L3. Op art is interesting and tricks your eyes.
L1. I will use a directed drawing as a method of scaffolding (Vygotsky) to ensure that the
students are confident and not overwhelmed by what they must draw.
L2. And L3. I will make objectives explicit so that the students understand what is
expected.
guided practice.
L1. L2. And L3. I will ask for thumbs up when they are finished with a task to check for
progress. I will use oral questioning to see if they understand the information. I will have
them repeat back information to ensure that they are listening.
We Do
L1. I will lead a directed line drawing of the Cat in the Hat.
L2. We will start by tracing our hand onto the paper. I will demonstrate where to
make first shape, how to continue that shape until it fills the paper, and how to
trace my hand. The students will complete these steps as I do them. During the
guided practice, the students will not only see what is being done, but they will
also hear what they are to do several times.
L3. We will start by drawing vertical lines on our paper with the ruler then add
three different shapes onto the paper.
I will walk around and observe if each student has completed the steps demonstrated
before moving onto the next step.
You Do
L1. The students will outline everything with sharpie, color the hat and bowtie with marker,
then cut it out and paste it to their background paper.
L2. The students will outline everything with sharpie then use marker to color in the cool
and warm colors.
L3. Students will outline everything with sharpie, then use markers to create a
complementary colored checkered pattern.

plan?
Lesson Closing
L1. I will read Cat in the Hat, time permitting.
L2. As a whole group, we will review warm and cool colors. I will lead an informal art
critique if we have extra time.
L3. At their tables, the students will compare/contrast projects from lesson 2 and lesson 3.
ANALYZE
collected/scored.)
How the results of the post assessment highlight what areas of the lesson will
require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data results. If you
used the same document for both the pre and post assessments, it is strongly encouraged that you
show the comparison.
Description: Lesson 1, 2, and 3 examples of a student project that meet criteria and is
done with good craft, and one that does not meet criteria and/or is not done with good
craft.
REFLECT
(successes).
L1. I felt that my pacing of the lesson went well, since most of the students finished on
time. I think the choice of subject was good for this grade level. They had recently read
Cat in the Hat in class, and were excited to be making one themselves.
L2. The use of multiple videos and sorting colors worked well at demonstrating the
differences between warm and cool colors. I think that I had kept their attention and
avoided disruptions better than in Lesson 1. The project was better suited for the short
attention spans in this group of students.
L3. I think that I did well at incorporating complementary colors into a lesson that the
students enjoy. I think my choice of video was received well by the students. It kept their
attention, and got them excited about our project.
L1. The challenges of this lesson were dealing with classroom management. I had spent a
lot of time addressing behaviors and catching up students who came in late, so I did not
have much time to give feedback to most of the students. Consequently, some students
did not complete the projects per the requirements. I was not proactive about addressing
the challenges that would need to be addressed during clean-up.
L2. Two of the challenges was making sure all the students correctly added echo lines to
the shape with enough space in between, and how each area or section is a different warm
or cool color. I had some student color the entire hand one color.
L3. Some students forgot to skip a line and ended up with two of the same colors right
next to each other. Other students did not follow directions and used three colors. Many
students did not finish the project.
L1. Next time I teach this lesson. I may have the students hand in their work in piles rather
than to the drying rack to avoid congestion and wasted time during cleanup. I will also add
new management strategies to help with discipline and disruptions.
L2. I would redesign how I teach the echo lines. I would spend more time demonstrating,
possibly on several different pieces of paper to demonstrate how different types of shapes
would look. This could also be some with how to color the hand and backgrounds. I need to
spend more time on how to color each section differently.
L3. I need to stress the importance of coloring ever other space. To help the students listen
to this step, I will have all eyes on my and not allow them to work as I demonstrate. As an
incentive to keep the students on task, I could remind them that I am looking to pick an
artist of the week, and to be chosen, you must finish by the end of class. I could also
periodically tell the student how much time is left in class.
Name:
Grade Level: High School
Subject: Art: Drawing II
Date: April 10, 2017
PLANNING
HSp.VA.Cr.1.2
Use artistic investigation to choose from a range of materials and methods to plan
works of art and design.
HSp.VA.Cr.3.2
Engage in self-evaluation, then reflect on, re-engage, revise, and refine works of
art and design in response to personal artistic vision.
HSp.VA.Cn.11.1
Describe how knowledge of culture, traditions, and history may influence personal
responses to art
Students will be able to create an chalk pastel drawing in the style of OKeefe.
Students will be able to create an original drawing of an object or landscape.
Students will be able to create thumbnail sketches to plan out the final drawing.
Students will choose the subject matter of their drawing which is unique and
relevant to their lives. They will work with a new and interesting medium that they
can use with future projects. They will be asked to think about why they are dawn
to certain elements in another persons art. Asking them why is this important to
you. How does this relate to your life or your interests?
Georgia OKeefe
Chalk pastel
Velvet paper
Blending
Thumbnail sketches
Velvet paper, chalk pastels, Chromebooks, erasers, blending stumps
ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.
The students will complete a worksheet and four thumbnail sketches

before they start the project. This will allow me to see their thought
process and level of craft and abilities. Full credit will be given if fully
completed and turned in on time. The reasoning for the pre-assessment is
to help students put more thought into their composition and subject
matter, and for me to understand that students understanding of
composition.
APPENDIX: Include a blank copy of the lesson pre-assessment. (if
applicable)

Describe the timeline as to when you plan to administer the pre-
assessment?
(Recommended timeline is a minimum of two days prior to teaching your
lesson).
This will be completed at least a day before they start their project.
Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)
Thumbnail Sketches
20202020202020202020 2020202020
19

Description:
Click or tap here to enter text.
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.
The results of the pre-assessment will allow me know gain knowledge of

their ability to create an original work of art with good composition. I can
use this to address problems that the students may have before the
students start working.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.
APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.
TECHNOLOGY
The students will use their school issued Chromebook to find paintings by Georgia
OKeefe and reference photos. A projector to show the PowerPoint and the YouTube
video will be needed.
Link:
https://www.youtube.com/watch?v=3AY9rDB-WBk
ACCOMMODATIONS
Students who have attention or vision issues are seated near the board, so that
they can better see the PowerPoint and instructions. After giving instructions I will
go around the room and monitor the students work. This will be done make sure
that the ELL and students with attention issues understood the directions, and give
feedback and redirection as needed. A student who was gone for week because of
the hospitalization was given a paper that was cut in half to allow the students to
finish in a timely manner. Students who are not done by the last work day will
have one week to complete the projects outside of class.
MANAGEMENT
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
I will walk around the room to use my proximity to settle any students talking or
being off-task. Music is played during work time to encourage the students to not
talk, the students are also allowed to listen to their own music. I will tell the
students when something is important in order to gain their attention, ex. due
dates, grading criteria, etc. The students fill out daily logs, which gives them the
opportunity to let me know if they have any questions or concerns, but it also
allows me to give them feedback about their work ethic or any other problem I
may be having with them in class without having to single them out in front of
other students.
I Do
objectives)
The lesson will begin with a brief video about Georgia OKeefes life and her
artwork. The video explains her personal and art background, interest in various
subjects, and her work on the Southwest landscape.
their lives.
I will tell the class that the steps used in the lesson will be used in the following
lessons and other art classes. They will be using a new type of paper and medium
that they may enjoy or want to use for future drawings.

I will model how to build an original work from non-original sources using the
thinking-aloud method. I will give the students plenty of wait time between my
questions to allow the students to think deeper about their answers.
guided practice.
I will ask questions and ask for feedback to see if they are understanding the
requirements.
We Do
Day 1. The students will create 4 thumbnail sketches. The sketches are done on
9x12 paper, each sketch is 4.5x6, and will have the rest of the class period to
finish. This will allow them the opportunity to experiment with composition and
subject matter.
I will look over each of the sketches to make sure that the students are meeting
the criteria and their potential before they start on the project. I will discuss how
they will incorporate Georgia OKeefes style, what color scheme they will use, and
their thought process on creating their work. I will also give any suggestions about
composition, what paper color may work best for them, or any other information
that will help them create a successful work.
You Do
Day 2. Students will create a chalk pastel drawing on velvet paper in the style of Georgia
OKeefe. They will transfer their sketch to the velvet paper by freehand, gridding, or
sketching onto larger paper and using graphite paper to transfer. They can experiment on
the extra smaller strips of velvet paper. They will receive a blending stick to help blend
the chalk into the paper.

plan?
Lesson Closing
Day 1. I will review the grading criteria with the students, which are based on the
objectives. I will also review how to create original work and how to draw
inspiration from Georgia OKeefe. Day 2. We will have a discussion in small groups
about what they liked or disliked about Georgia OKeefes work, and what element
of her work they incorporated into their own artwork.
ANALYZE
collected/scored.)
How the results of the post assessment highlight what areas of the lesson
will require re-teaching (if any).
If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.
Chalk Pastel Final
93 90 93 86 90 93 95 95 95 88 90 94
80 85 88 78
Description: Examples of Student work (two that met criteria and shows good
craft and one that does not), the grading criteria, and a chart showing the overall
scores for the class.
REFLECT
(successes).
Having the students create thumbnail sketches was an appropriate choice. Many
students first sketch was not the one they chose for their final drawing. My
presentation, the examples given, and the posted visuals on creating original
artwork were helpful to the students and clearly outlined my expectations.
Some of the students did not check with me between making sketches and
starting the project. Because of this, those students did not create work that was
as original or as well composed when compared with the students who did receive
my feedback. Assessing the originality of the artwork for students who did not turn
in their reference photos was difficult. Turning in the references was required, but
many turned them in late, making the grading process more difficult.
If I were to teach this lesson again, I would require the students talk with me
before starting the final project. They would need my signature on their sketches
to receive full credit. I would also cut larger strips if velvet paper for the students
to practice on. Since they are using a new material, I will give the students larger
strips to experiment on, so that they can have more practice.
PreAssessment Questions:
At what age did OKeefe determine she wanted to be an artist? (1 pt)
What School did OKeefe study art at? (1 pt)
In what way did OKeefe revolutionize the idea of flower paintings? (1 pt)
How was Georgia OKeefes city paintings described? (1 pt)
In 1929 OKeefe began working in New Mexico what did she paint specific to that
area? (1 pt)
Why did she paint flowers? (1 pt)
Title of Work #1: (2 pts)
Title of Work #4 (2 pts)
What similarities are there among these four paintings? (3 pts)
What part of Georgia OKeefes paintings will you incorporate into your artwork? (3
pts)
Post-assessment key/example:
Name:
Subject: Art: Painting I
Date: April 10, 2017
PLANNING
HSp.VA.Cr.1.2 Use artistic investigation to choose from a range of materials and

methods to plan works of art and design.
HSp.VA.Cr.3.1 Apply relevant criteria (such as the elements and principles) to
examine, reflect on, and plan revisions for works of art and design in progress.
HSp.VA.Cn.10.1 Document the process of developing ideas from early stages (such
as utilizing inquiry methods of observation, research, and experimentation) to
explore unfamiliar subjects though artmaking.
Students will be able to use wet-on-wet and wet-on-dry water color techniques.
Students will be able to demonstrate the use of eight watercolor techniques:
scraping, salt, spatter, alcohol, sponge, sandpaper, masking, and
scratching/erasing.
Students will be able to plan and create a watercolor copy of a photograph.
Students will choose the subject matter of their drawing which is unique and
relevant to their lives. They will work with a new and interesting medium that they
can use with a future project, and in Drawing I and Painting II if they take those
courses in the future.
Wet-on-wet
Wet-on-dry
Scraping
Salt
Spatter
Alcohol
Sponge
Sandpaper
Masking/Frisket
Scratching
Erasing
Book or handout of watercolor techniques

Watercolors
Water color paper
Paint pallets
Brushes
Popsicle sticks
Salt
Toothbrushes
Denatured alcohol
Sponges
Sandpaper
Frisket
Exacto knives
Erasers
ASSESSMENT
The students will complete a worksheet with eight different watercolor

techniques. This will allow the students to experiment with the materials
and techniques: scraping, salt, spatter, alcohol, sponge, sandpaper,
masking, and scratching/erasing. I will be able to assess their
understanding each watercolor technique.
applicable)

assessment?
lesson).
This will be completed several days before they start their project for me to
assess their abilities before they start painting their final project. This will
also allow me to hand back the graded worksheet, so that they can have
feedback before starting the project.

Watercolor Worksheet Grade out of 50
45 47 46 45 46 48 46 48 48 48
43 40
38
30

Description:
Graph of each individual students grade out of 50 on the watercolor
worksheet.
The results of the pre-assessment will allow me know gain knowledge of

their ability to use different watercolor techniques. I can use this to address
problems that the students may have before the students start working.

TECHNOLOGY
A PowerPoint to demonstrate the different techniques will be used, and I will

project a picture book that has watercolor illustrations.
ACCOMMODATIONS
Students who have attention or vision issues are seated near the board, so that
they can better see the PowerPoint and instructions. After giving instructions I will
go around the room and monitor the students work. This will be done make sure
that the ELL and students with attention issues understood the directions, and give
feedback and redirection as needed. Students who finish early, will begiven a book
on watercolor pencil, and will experiment with the watercolor pencil techniques
until the class moves onto the next project. Students who are not finished by the
last working day will have one week to complete the project outside of class.
MANAGEMENT
the lesson.
students when something is important to gain their attention (ex. due dates,
grading criteria, etc.). The students fill out daily logs, which gives them the
other students.
I Do
objectives)
After a brief introduction of the watercolor techniques using a PowerPoint, I will
read The Three Questions by Leo Tolstoy. The illustrations that accompany the
text, done by a professional artist, use many watercolor techniques that the
students are learning about.
their lives.
I will tell them that the techniques used in the lesson will be used in the following
lesson on watercolor portraits and other art classes. They will be using a new type
of paper and medium that they may enjoy or want to use for future paintings.

I will model how I would like the students to respond to the illustrations. On the
cover, I will point out the different techniques that are used by the artist, and how
two different techniques could have been used for one of the areas
guided practice.
I will ask questions and ask for feedback to see if they are understanding the
techniques.
We Do
While reading The Three Questions, the illustrated pages will be projected onto
the screen. On each page the students will identify the different techniques that
were used in that illustration, or how they could use several different techniques to
create the same effect.
During the task, I will have students raise their hand if they agree with their
classmates guess of what technique the illustrator used. After reading the book, I
will ask the students if they have any questions or if they do not understand any of
the techniques. I will also walk around the room, and ask the students one-on-one.
You Do
Students will look through magazines that are provided, and they will choose a photo to
recreate. After choosing the photo they will transfer it onto watercolor paper by gridding,
using the light boxes, or by freehand. They will match the colors of the photo by using
color mixing theories learned in earlier projects. They will also do their best to paint in a
realistic manner.

plan?
Lesson Closing
During the last designated class for this assignment, the students will have their
projects laying on the desk. They will walk around the room, looking at the others
artwork, and try to identify the techniques that the other students have used.
ANALYZE
collected/scored.)
How the results of the post assessment highlight what areas of the lesson
will require re-teaching (if any).
Watercolor Final
95 94 93
90 92
88 86 87
85 85 84 83 85
80
Description: Student project examples, grading criteria, graph of each students

grade for the watercolor final.
REFLECT
(successes).
The students seemed to have a good grasp of identifying the types of techniques
used in a piece of watercolor artwork. Many of the student enjoyed this project, I
did well at planning a lesson and finding magazines that allowed them to create
something they were interested in.
A challenge of the lesson was getting all the information to every student. Some
were absent from class when I would introduce or review the watercolor
techniques. Some students were also gone when I presented the final project
criteria. It was difficult to keep track of which students needed the information.
Another challenge was getting students to interact during class discussions. They
were not very forthcoming with asked questions as a whole group, but were
conversational when talked to one-on-one.
If I were to redesign this lesson, the students would have more extensive practice
of the wet-on-wet technique, having them paint on paper that varied from soaking
wet to barely damp. I would also have the students practice different techniques
that were specifically in the photo that they had chosen before trying it on their
final paper. The worksheet allowed them the practice techniques, but it did not
prepare them enough for trying to recreate a specific texture or effect that was in
their photo.
Pre-assessment
Name:
Subject: Art: Drawing I
Date: April 3, 2017
PLANNING
HSp.VA.Cr.3.1 Apply relevant criteria (such as the elements and principles) to

examine, reflect on, and plan revisions for works of art and design in progress.
HSp.VA.Cnn.11.1 Describe how knowledge of culture, traditions, and history may
influence personal responses to art.
L1. Students will be able to create a tonal value scale which includes seven
different tones and smooth transitions.
L2. Students will be able to draw a cone, can, and wave that appear 3D.
L3. Students will be able to create a realistic portrait from a reference photo.
The ability to create seven different tones and smooth transitions will enable the
students to create more realistic drawings, which is the reason most of the
students are taking the course.
Tonal value
Transitions
Ebony
Graphite
Gridding
Kneaded eraser
Blending stick
Ebony pencils, drawing paper, document sleeves, sharpie
ASSESSMENT
The students will complete a self-portrait the first day of school to assess
their ability to use contrast, multiple values, and their understanding of
facial proportions. They will be given a piece of paper, a pencil, and a
mirror. They will have one class period to complete the assessment.

applicable)

assessment?
lesson).
This will be completed the first day of class, several weeks before the
project.

Description
Example of a Students who has more advanced skills, good understanding
of facial proportions and shading. Example of a student with little art
background, little understanding of facial proportions and no shading. No
Data- Informal Assessment
The pre-assessment will show me their understanding of facial proportions

and drawing realistically. This will allow me to assess how much I will need
to break down the lessons on how to draw a human face, and how to
create a 3D looking object.



TECHNOLOGY
L1. Day 1 and 2: A PowerPoint is used to demonstrate how to create the different
tonal values and explains my expectations.
L2. Day 1-3: A PowerPoint is used to demonstrate how to create the three objects
and explains my expectations.
L3. Day 1: A PowerPoint is used to demonstrate how to find a good reference photo
and explains my expectations. The students will use their school issued Chrome
books to look up and print a photo for their final project. Day 2: A PowerPoint is
used to demonstrate how to grid their reference photo and paper and explains my
expectations.
ACCOMMODATIONS
Students who finish early with any of the projects will complete a worksheet that
has either a photo of an eye or a pair of jeans that they will recreate in graphite.
Students who are not done by the last work day will have one week to complete
the projects outside of class. Students who have attention or vision issues are
seated near the board, so that they can better see the PowerPoint and
instructions. After giving instructions I will go around the room and monitor the
students work. This will be done make sure that the ELL and students with
attention issues understood the directions, and give feedback and redirection as
needed.
MANAGEMENT
the lesson.
students when something is important to gain their attention (ex. due dates,
grading criteria, etc.). The students fill out daily logs, which gives them the
other students.
I Do
objectives)
L1. I will start the lesson with introducing the ebony pencil.
L2. I will start the lesson by explaining how the previous lesson on tonal value
builds the foundation for what the students will be working on next.
L3. I will introduce the project by showing project examples of other students and
pencil portraits of professional artists.
their lives.
I will show the students how each of the lessons build on each other. The tonal
value helps understand how to create a 3D looking form. Creating the shapes
helps build knowledge of how to create the contours of the face. Drawing
realistically is often the goal of most students who sign up from Drawing I, and this
task will help build their skill tremendously.
During many of the instruction and demonstrations I will use the think aloud
method. I will verbalize my thought process, so that they can better understand
the mental process of making a successful piece of art. I will also give a significant
amount of wait time after asking a question to give the student plenty of time to
think about the answers that they give. This will especially be done when talking
with them one-on-one.
guided practice.
L1. I will ask the class to raise their hand if they have used the ebony pencil
before.
L2. I will ask the class to raise their hand if they are confident with making a
drawing look 3D or realistic.
L3. I will ask the class to raise their hand if they have gridded in a previous class.
We Do
L1. Day 1: I will demonstrate how to create the high dark then the students will
follow. I will also demonstrate how to create the medium to low light using only the
blending stick on those portions. I will show past student examples, and the class
will discuss what qualities make the work successful or not. Day 2: I will
demonstrate how to blend from one tone to the next to create smooth transitions.
I will show past student examples, and the class will discuss what qualities make
the work successful or not.
L2. Day 1: I will demonstrate how to create the 3D effect on the cone by using all
seven values, creating smooth transitions, and determining which direction the
pencil should be applied. The students can practice on the shapes provided. This
will be repeated on day 2 and 3 with both the can and wave.
L3. Day 1: I will demonstrate how to grid the photo and outline the contours of the
face. We will have a class discussion on how being precise with this step will set
the students up for success in the next step. Day 2 I will show how to start the
drawing on the large paper. I will demonstrate how we piece together the drawing
like a puzzle and how to determine where lines intersect the grid.
L1, L2, and L3. We will have class discussions about an example that is shown on
the board. They will determine what was successful or not successful about the
work, and I will informally assess their understanding of the task during this
portion.
You Do
L1. The students will create the steps and gradation scale with the remaining time.
L2. The students will create a 3D cone, can, and wave.
L3. Day 1: Students will complete a worksheet that assesses their understanding of the
gridding process and the reasoning behind their choice of subject for the portrait. Day 2
The students will spend the next couple weeks gridding their photo and creating a
graphite portrait.

plan?
Lesson Closing
L1, L2, and L3. The students will self-grade their projects in order to have students
think critically about what they could have done to receive a better grade and help
create the habit of self-critiquing artwork.
L3. The students on the last working day will discuss in small groups why they
chose the person they had drawn. They will also describe how their personal
interests may influence how they would or would not like another students
portrait.
ANALYZE
collected/scored.)
1. Students progress from pre-to-post assessment. (if applicable)
2. Factors that may have influenced the post assessment results.
3. How the results of the post assessment highlight what areas of the
lesson will require re-teaching (if any).
Tonal Value:
Tonal Value Grade out of 50
49 49
48 48 48 48
47 47
46 46 46
45 45 45 45 45 45 45
44 44 44
42 42
Cone, Can, and Wave:
Cone, Can, and Wave Grade out of 100
93 87 88 95 95 97 86 90 96 85 91 84
96
81 88 86 84 83
69 72 70
Portraits:
Final Portrait Grade Out of 100
90 88 94 92 91 84 83 93 89 87 83 86 89
78 85 75 73 72 77 69
81
68
Description:
Lesson 1, 2, and 3 examples of a project that met the objectives and one that
does not meet the criteria. Graph of the grades for each student. Grading criteria
for each project.
REFLECT
(successes).
I did well at explaining my expectations and how they can improve their work.
Many of the students asked plenty of questions and strived to improve their work.
Some made great strides from their first assignment to their last, and I believe
that it was from fully explaining my expectations when giving whole-group
instructions and answering one-on-one questions. I think the scaffolding in each
lesson was successful. The skills they learned at each stage prepared them well for
the challenge of the next project.
A challenge of the lesson was getting all the information to every student. Many
students were absent from class when I introduced or reviewed new concepts or
presented the final project criteria. It was difficult to keep track of which students
needed the information. Another challenge was grading all the work. Many
projects were turned in late, and turned in on various days. I fell as though I may
have graded more harshly with ones that I received later.
If I were to redesign this lesson, I would make a more precise rubric that would
allow me to grade evenly across the class even if I was grading something a
month after I graded the first batch of papers. I would also create a visual to be on
the wall or a handout to be given to the students that shows different examples of
the project of various degrees of craft with corresponding grades. This would allow
them to see what level of work receives an A, B, C, D, or F.
Post Assessment Keys

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Task I: Professional Goal Setting (Goal Statement and Action Plan due week

2; Goal Reflection due week 10).

NSU Conceptual Potential Category Outcomes Description

Knowledge of the Learner Developmental Needs Knowledge of the learner focuses on an

Knowledge of Content Understanding Subject Matter Knowledge of Content implies a broad

Knowledge of Pedagogy Planning Pedagogical Knowledge includes those

Conceptual Framework Goal Statement, Action Plan, and Reflection:

Resources: Use a variety of resources to gather contextual information including

Categories of Contextual Factors Description of the Contextual Factors

General Context of Your Students Grades 9th-12th

District 23 elementary schools, 5 middle schools, 3

Task III: Instructional Design and Implementation (due week 10)

Teacher Candidate Alyssa Serfling

Date: February 21, 2017

Describe how the objective is relevant to students lives.

List the materials you will need to teach the lesson.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

The pre-assessment will be completed several weeks before the lesson.

Is your post-assessment included at the end of this lesson plan?

Is your key included at the end of this lesson plan?

A speaker system is used to help students with hearing problems.

Describe what instructional strategies you will use to model/explain/demonstrate

APPENDIX: Include a blank copy of your post-assessment.

Insert an image of your table/chart/graph here.

Teacher Candidate Alyssa Serfling

Date: March 13, 2017

Describe how the objective is relevant to students lives.

L1. Vertical lines

List the materials you will need to teach the lesson.

List of materials is on board for each class period.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if applicable)

Is your pre-assessment included at the end of this lesson plan?

The pre-assessment will be completed a week before the lesson.

Is your post-assessment included at the end of this lesson plan? Yes

L1. A video may be shown on the projector. Link: https://www.youtube.com/watch?

APPENDIX: Include a blank copy of your post-assessment.

Describe how the objective is relevant to students lives.

List the materials you will need to teach the lesson.

Velvet paper, chalk pastels, Chromebooks, erasers, blending stumps

The students will complete a worksheet and four thumbnail sketches

Is your pre-assessment included at the end of this lesson plan?

Create and insert a table/chart/graph that shows the pre-assessment data

Insert an image of your table/chart/graph here.

The results of the pre-assessment will allow me know gain knowledge of

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

Is your key included at the end of this lesson plan?

Describe what instructional strategies you will use to model/explain/demonstrate

APPENDIX: Include a blank copy of your post-assessment.

Insert an image of your table/chart/graph here.

Title of Work #1: (2 pts)

Title of Work #2: (2 pts)

Title of Work #3: (2 pts)

Title of Work #4 (2 pts)

What similarities are there among these four paintings? (3 pts)

HSp.VA.Cr.1.2 Use artistic investigation to choose from a range of materials and

Describe how the objective is relevant to students lives.

List the materials you will need to teach the lesson.

Book or handout of watercolor techniques

The students will complete a worksheet with eight different watercolor

Is your pre-assessment included at the end of this lesson plan?

Create and insert a table/chart/graph that shows the pre-assessment data