Weekly Activities
Content Area: Art
Rotation: What do I want to accomplish in art this year?
Teacher: Julie Weaver
Week of: Thursday, August 20- Wednesday, August 26
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
GPS
GPS
GPS
GPS
GPS
GPS
MC1-engages in the
creative process
MC.1-engages in the
creative process
MC.1-engages in the
creative process
MC.1-engages in the
creative process
MC.1-engages in the
creative process
MC.1-engages in the
creative process
MC1 a- participates in
group brainstorming
activity to generate
ideas
MC.3-selects and uses
subject matter, symbols
and ideas to
communicate meaning
MC.3-selects and uses
subject matter, symbols
and ideas to
communicate meaning
to develop skills
MC.3-selects and uses
subject matter,
symbols and ideas to
communicate meaning
MC1 b- verbally
expresses individual
ideas, thoughts and
feelings
AR.1 a- shows an interest
in art
C.2 a- manages goals
and time
Ar.1 b- identifies
strengths, interests and
areas for improvement
as a creator,
interpreter and viewer
of art
C.2 a- understands
learning goals for artwork
and evaluates when goals
are met
C.2 b- adapts to change
CU1 a- recognizes self
as artist
AR1 a- shows an
interest in art
C.2 a- manages goals and
time
C.2 b- adapts to change
C.2 e- directs own learning
C.2 a- manages goals
and time
C.2 adapts to change
C.2 e- directs own
learning
PR.1 b- makes design
decisions as the result
of conscious,
thoughtful planning
and choices
Ar.1 b- develops
strengths, interests
and areas for
improvement as a
creator, interpreter
and viewer of art
C.2 a- manages goals
and time
C.2 e- directs own
learning
Essential Question
Essential Question
Essential Question
Essential Question
Essential Question
Essential Question
What do I want to
accomplish in art this
year?
What do I want to
accomplish in art this
year?
What do I want to
accomplish in art this
year?
What do I want to
accomplish in art this year?
What do I want to
accomplish in art this
year?
What do I want to
accomplish in art this
year?
TARGET STATEMENT:
TARGET STATEMENT:
TARGET STATEMENT:
TARGET STATEMENT:
TARGET STATEMENT:
I can choose things to
learn about in art class
this year. I can use
rubrics to determine if
I meet my goals.
I can set goals to
accomplish in art class
this year. I can use rubrics
to determine if I meet my
goals.
I can set goals to
accomplish in art class
this year. I can use
rubrics to determine if I
meet my goals.
I can set goals to
accomplish in art class
this year. I can use
rubrics to determine if I
meet my goals.
I can set goals to
accomplish in art class
this year. I can use
rubrics to determine if
I meet my goals.
Opening Mini-Lesson
Opening Mini-Lesson
Opening Mini-Lesson
Opening Mini-Lesson
Opening Mini-Lesson
Opening Mini-Lesson
Teacher and students
will discuss the
difference between
rules/ procedures that
we do every day and
long term goals we
work toward with
examples. The teacher
will explain that they
get to help plan art
lessons for the class
using their pictures
about what they want
Teacher and students will
discuss the difference
between rules/
procedures that we do
every day and long term
goals we work toward
with examples. Class will
discuss different forms of
assessment they are
familiar with and they will
discuss how they will not
only be using rubrics this
year, but will use the
rubric data for planning
Teacher and students
will discuss the
difference between
rules/ procedures that
we do every day and
long term goals we work
toward with examples.
Class will discuss
different forms of
assessment they are
familiar with and they
will discuss how they
will not only be using
rubrics this year, but will
Teacher and students will
discuss the difference
between rules/ procedures
that we do every day and
long term goals we work
toward with examples.
Class will discuss different
forms of assessment they
are familiar with and they
will discuss how they will
not only be using rubrics
this year, but will use the
rubric data for planning
lessons. ( they get to
Teacher and students
will discuss the
difference between
rules/ procedures that
we do every day and
long term goals we
work toward with
examples. Class will
discuss different forms
of assessment they are
familiar with and they
will discuss how they
will not only be using
rubrics this year, but
Teacher and students
will discuss the
difference between
rules/ procedures that
we do every day and
long term goals we
work toward with
examples. Class will
discuss different forms
of assessment they are
familiar with and they
will discuss how they
will not only be using
rubrics this year, but
TARGET STATEMENT:
I can set goals to
accomplish in art class this
year. I can use rubrics to
determine if I meet my
goals.
to learn about this
year.
lessons. ( they get to
choose art goals to focus
on)
use the rubric data for
planning lessons. ( they
get to choose art goals
to focus on)
choose art goals to focus
on)
will use the rubric data
for planning lessons. (
they get to choose art
goals to focus on)
will use the rubric data
for planning lessons. (
they get to choose art
goals to focus on)
Key Vocabulary
Key Vocabulary
Key Vocabulary
Key Vocabulary
Key Vocabulary
Key Vocabulary
Task
Task
Task
Task
Task
Task
Students will
brainstorm and draw a
picture of things they
want to accomplish in
art class this year.
After they discuss the
goals the teacher will
list the goals on the
smart board and they
will raise their hands in
agreement as the list is
finished.
Students will brainstorm
a list of things they want
to accomplish in art class
this year. After they
discuss the goals the
teacher will list the goals
on the smart board and
they will raise their hands
in agreement as the list is
finished.
Students will
brainstorm a list of
things they want to
accomplish in art class
this year. After they
discuss the goals the
teacher will list the
goals on the smart
board and they will raise
their hands in
agreement as the list is
finished.
Students will brainstorm a
list of things they want to
accomplish in art class this
year. After they discuss the
goals the teacher will list
the goals on the smart
board and they will raise
their hands in agreement
as the list is finished.
Students will
brainstorm a list of
things they want to
accomplish in art class
this year. After they
discuss the goals the
teacher will list the
goals on the smart
board and they will
raise their hands in
agreement as the list is
finished.
Students will
brainstorm a list of
things they want to
accomplish in art class
this year. After they
discuss the goals the
teacher will list the
goals on the smart
board and they will
raise their hands in
agreement as the list is
finished.
Some examples might
include:
Some examples might
include:
-how the color wheel
works
-how the color wheel
works
Some examples might
include:
-how the color wheel
works
- how we can draw
better
-learn new art words
Some examples might
include:
-how the color wheel
works
- how we can draw better
-learn new art words and
their pronunciation
Some examples might
include:
-how the color wheel
works
- how we can draw
better
-learn new art words
and their pronunciation
Some examples might
include:
-how the color wheel
works
- how we can draw better
-learn new art words and
their pronunciation
- how we can draw
-learn about different artist better
(“artist of the month”)
- how we can draw
better
-learn about different
artist (“artist of the
month”)
-learn about different
artist (“artist of the
month”)
-learn about different
artist (“artist of the
month”)
-create work of art others
will understand without an
explanation by me
-learn new art words
and their
pronunciation
-learn new art words
and their
pronunciation
-create work of art
others will understand
without an
explanation by me
-create work of art others
will understand without
an explanation by me
-create work of art
others will understand
without an explanation
by me
- draw/use elements of art
-learn about different
artist (“artist of the
month”)
-learn about different
artist (“artist of the
month”)
-create work of art
others will understand
without an explanation
by me
-create work of art
others will understand
without an
explanation by me
- draw/use elements of
art
- draw/use elements
of art
- learn to use clay in a
new way
- learn to use clay in a
new way
- use paint the correct
way
- use paint the correct
way
*** once lists are
created the teacher
will put in chart format
and add to each child’s
portfolio. They will
choose 3 goals they
want to accomplish by
the end of the year.
The teacher will keep
portfolio/ rubric up to
date for each child. The
teacher will use the
*** once lists are
created the teacher
will put in chart format
and add to each child’s
portfolio. They will
choose 3 goals they
want to accomplish by
the end of the year.
The teacher will keep
portfolio/ rubric up to
date for each child.
The teacher will use
- draw/use elements
of art
- learn to use clay in a
new way
*** once lists are
created the teacher
will put in chart format
and add to each child’s
portfolio. They will
choose 3 goals they
want to accomplish by
the end of the year.
The teacher will keep
portfolio/ rubric up to
date for each child.
The teacher will use
the list/rubrics created
as a guide for planning
instruction in every
grade level.
- draw/use elements of
art
- learn to use clay in a
new way
- use paint the correct
way
*** once lists are created
the teacher will put in
chart format and add to
each child’s portfolio.
They will choose 3 goals
they want to accomplish
by the end of the year.
The teacher will keep
portfolio/ rubric up to
date for each child. The
teacher will use the
list/rubrics created as a
guide for planning
instruction in every grade
level.
- draw/use elements of
art
- learn to use clay in a
new way
- use paint the correct
way
*** once lists are
created the teacher will
put in chart format and
add to each child’s
portfolio. They will
choose 3 goals they
want to accomplish by
the end of the year. The
teacher will keep
portfolio/ rubric up to
date for each child. The
teacher will use the
list/rubrics created as a
guide for planning
- learn to use clay in a new
way
- use paint the correct way
*** once lists are created
the teacher will put in
chart format and add to
each child’s portfolio. They
will choose 3 goals they
want to accomplish by the
end of the year. The
teacher will keep portfolio/
rubric up to date for each
child. The teacher will use
the list/rubrics created as a
guide for planning
instruction in every grade
level.
instruction in every
grade level.
list/rubrics created as a
guide for planning
instruction in every
grade level.
the list/rubrics created
as a guide for planning
instruction in every
grade level.
Assignment/Extending Assignment/Extending
Thinking
Thinking
Assignment/Extending
Thinking
Assignment/Extending
Thinking
Assignment/Extending
Thinking
Assignment/Extending
Thinking
Self critique artworkrubric
Self critique artworkrubric
Self critique artworkrubric
Self critique artworkrubric
Self critique artworkrubric
Self critique artworkrubric
Summarizer
Summarizer
Summarizer
Summarizer
Summarizer
Summarizer
Clean up, review
activity, answer
essential question and
extending thinking
Clean up, review activity,
answer essential question
and extending thinking
Clean up, review
activity, answer
essential question and
extending thinking
Clean up, review activity,
answer essential question
and extending thinking
Clean up, review
activity, answer
essential question and
extending thinking
Clean up, review
activity, answer
essential question and
extending thinking