Portfolio Exemplar Cover Sheet
Teacher Candidate Donovan Martinez
Title of Exemplar
Native American Art
Portfolio Category
x I
ACEI Standard
II
III
Cohort #
IV
414
V
Development, Learning, & Motivation
ACEI Standard Element(s):

Development, Learning, and Motivation--Candidates know, understand, and
use the major concepts, principles, theories, and research related to development
of children and young adolescents to construct learning opportunities that support
individual students’ development, acquisition of knowledge, and motivation.
Semester
Fall 2012
Date
11/20/12
1. Description of exemplar and how it demonstrates meeting this ACEI Standard and
Elements.
This exemplar was designed and created by myself. It was an integration
of an Art Talk project from my Visual Arts Methods course at the University of
Hawaii-Manoa College of Education and inspired by the current reading in my
field placement at Kalihi Kai Elementary School. My 5th graders were reading the
novel The Sign of the Beaver. In the story, the reader is introduced to Native
American Indians from the Penobscot tribe.
Student development, learning, and motivation is demonstrated by tying in
this art talk lesson with the current reading going on in the classroom, in this case
The Sign of the Beaver. I felt this would be a great learning opportunity for my
students to introduced to Native American art and even more specifically art from
the Penobscot Indian tribe. My PowerPoint presentation introduces Native
American art and explains the important role art played in their culture. At the end
of the lesson, students work hands on to create their own form of Native
American art, dream catchers.
Creating art pieces that the very own Indians from the the book created, I
felt would be motivation for learning and applying themselves not only to the art
aspect, but to the reading aspect. They could relate to the Indians in the story and
actually help them visualize and bring the story to life.
2. Reflection on my professional growth in knowledge, skills, and dispositions
related to the ACEI Standard and Element(s).
While I was planning this lesson and organizing my PowerPoint, I learned
how to pull information from the book we were reading in order to have well
integrated content. It was a very good teaching point to be able to show Native
American art from the Penobscot Indians and to show my students that the
Penobscot Indians still exist today.
The knowledge I gained from this experience is evidenced by my
PowerPoint presentation. It contains knowledge I gained about the Penobscot
Indians, which were the type of Indian tribe depicted in the story.
Dispositions I gained are evidenced by my organization and preparation
for this lesson. I meticulously prepared supplies for the hands-on art activity.
Materials were pre-cut and pre-packaged to avoid misuse of time and to help
pacing the activity. Materials were neatly kept, and student helpers were used to
distribute items.
Dual Prep Lesson Plan Format
Teacher Candidate Name: Donovan Martinez Cohort #: 414 Today’s Date: 11/08/12
Lesson Title: Native American Art
HCPS III: Visual Art
Teaching Date: 11/20/12
Grade Level: 5
Mentor Teacher: D. Suehisa
Step 1—Desired Results
A. Brief narrative overview of lesson that specifies enduring understanding and
essential question
B. Common Core Standards:
Strand
Visual Arts
Topic
How the Arts are
Organized
Benchmark
FA.5.1.1 Use the principles of art
and design, including unity and
harmony, in works of art.
C. General Learner Outcome (GLO):
 Self-directed Learner
 Quality Producer
D. Hawaii Teacher Performance Standard:
 Standard 4: Content Knowledge-4(b) The teacher engages students in learning
experiences in the discipline(s) that encourage learners to understand, question,
and analyze ideas from diverse perspectives so that they master the content.
E. IEP Annual Goal/Objective(s) for SPED students with mild/moderate
disabilities
*provide details in Step 3
Student Initial(s)
N/A
Step 2—Assessment Evidence
A. Performance Task
IEP Goal/Objectives(s)/ (Standard if
different from B. above
N/A
Students will watch and listen to PowerPoint presentation and be able to answer
questions about the importance of art to Native American Indians. They will also
make their own Native American art, a dream catcher.
B. Performance Criteria
Students will participate in discussion & create a dream catcher.
Step 3—Active Learning Plan
Procedures
Attending Cue – e.g.,
How will transition from
prior activity be made?
How will student’s
attention be captured
prior to the lesson?
Anticipatory Set – e.g.,
Introduce desired results;
ask essential question;
connect with student
experience. Is this
review or new info?
How does lesson link to
previous learning?
Is pre-assessment
necessary?
How will lesson be
presented?
Modeling – e.g.,
What/how will you
model?
How will you support
students to activate their
own thinking?
Teacher will…
“SALAME!” (Stop And Look At ME!)
Student will…
Stop what they are
doing and Look at
the teacher.
“We have been reading The Sign of
the Beaver and we have been
introduced to a Native American
Indian tribe, more specifically the
Penobscot Indians and their culture.
Today I will be showing you a
PowerPoint presentation about Native
American Art and even a bit about the
art of the Penobscot Indian tribe &
then we will create our own Native
American art piece.”
Sit nice and quietly,
listening attentively.
SLIDE 1: “This is my Art Talk in
which we are learning about Native
American Art, inspired by your book,
The Sign of the Beaver.”
Sit nice and quietly,
listening attentively.
SLIDE 2: “Native American Art,
Native American Indians did not just
create art pieces for fun there was
always meaning behind it. It was a
creative and sacred way to worship
the gods. It was often motivated by
their love for nature.”
SLIDE 3: “What is CULTURE? How
does your culture value art? What are
Raise their hands
quietly and answer
some examples? What does art mean
to you?”
accordingly. (Answers
will vary)
SLIDE 4: “Some examples of Native
American Art include potter,
water/oil/sand paintings, leather work,
and decorative mocassins.”
SLIDE 5: “Another example of Native
American Art is in the form of
woodcarvings. What can you infer
about this woordcarving? What do you
see in this picture? Think of a story or
a legeng it may represent.”
Raise their hands
quietly and answer
accordingly. (Answers
will vary)
SLIDE 6: “Here is one of the more
decorative and more well known forms
of Native American Art,
dreamcatchers.”
SLIDE 7: “The Penobscot Indians
were the tribe that is being talked
about in our book. They are original
natives of Maine and are still present
today, on a reservation at Indian
Island.
SLIDE 8: “The Penobscot Indians are
best known for their quillwork,
beadwork, and basket weaving. The
baskets were originally made of bark
from Birch trees.
SLIDE 9: “Here is an example of a
hand crafted woven basket.”
SLIDE 10: “How do you think art
differs among the Native American
tribes?”
SLIDE 11: “A little more about the
Dream Catcher, it’s a type of arts &
craft of the Native American Indians.
It is made up of twigs, twine, beads,
feathers. It was thought to give infants
beautiful, peaceful dreams. It is
believed that good dreams descend
through the feathers into the dreamer.
Bad dreams get caught in the web and
evaporates with the morning sun.”
Guided Practice – e.g.,
“Today we will be making our own
Listen carefully to
How will students
practice the learning?
How will you prompt?
What are you doing for
formative assessment?
What corrective feedback
will you provide?
Dream Catchers.”
“In front of you, you have all the
supplies you need to create your
own Dream Catcher.”
the steps & watch
the teacher assemble
a Dream Catcher.
“First, you will weave your yarn
around the paper ring.”
“Second, attach the three separate
length of yarn to the bottom of your
dream catcher.”
“Third, string your beads to those
three lengths of yarn and tie them
to stay.”
“Lastly, attach feathers to the
bottom of the beads.”
Independent Practice –
e.g., How will students
demonstrate ability to
perform skill
independently?
Assessment EvidenceSummative—e.g.,
How will you do the
summative assessment to
determine to what degree
lesson and IEP objectives
have been accomplished?
What parts of their
learning will students
self-assess?
Closure—e.g.,
How will you summarize
the lesson, including
revisiting the
Understanding and
Essential Question?
How will you connect
this lesson to future
learning?
“Now go ahead and assemble your
Dream Catchers. If you need help,
please ask your neighbor first.”
Assemble their
Dream Catchers.
“Your Dream Catcher must have
the web woven around your ring,
three dangling lengths of yarn with
beads and feathers attached to be
complete. Raise your Dream
Catchers so I can see that you are
finished.”
Raise their Dream
Catchers while
teacher walks
around to check
completed art piece.
“Raise your hand if you can tell me
why art was important to Native
American Indians.”
Raise their hands
quietly and answer
accordingly.
(Answers will vary)
“Who can tell me how a Dream
Catcher is believed to work?”
Raise their hands
quietly and answer
accordingly.
(Possible answer: It
was thought to give
infants beautiful,
peaceful dreams. It is
believed that good
dreams descend
through the feathers
into the dreamer. Bad
dreams get caught in
the web and
evaporates with the
morning sun.”)
Modifications/Adaptations
SPED: Describe in detail what modifications/adaptations you will provide to support
learning.
Student A
N/A
Gen Ed: Differentiation Plan for the General Education classroom, non-IEP students.
Differentiate the learning environment, content, process, or performance task for
individuals or small groups (e.g., gifted, ELL students, reading groups).
Identify the type of need (e.g., ELLs,
gifted students, reading needs, etc.)
ELLs
Accelerated Learners
Struggling Students
List the type of differentiation (learning
environment, content, process, or
performance task) and tell how you will
differentiate (e.g. change seating, give a
more advanced/simpler reading
assignment, etc.)
N/A
Learning environment: assist other
students
Learning environment: small group work
A. Materials to have ready:
 Cardboard rings (or paper plates with the middles cut out)
 Yarn
 Beads
 Feathers
 PowerPoint presentation
B. Approximate time needed for lesson:
55 minutes
C. Resources (where I got my ideas):
N/A