6.

1 Organization of Supplies

 Day 1: The supplies will be organized and laid out by me. I will have Day One
Worksheets, Vocabulary Lists, and the Coral list packets by me so that I can ask two
students to pass them out. On a separate table, there will be markers and color pencils
for students to use for the sketch part of their Day One Worksheets.
 Day 2: There will be a side table filled with: Tape, duct tape, scissors, Elmer’s glue,
paper, pipe cleaners, pom pom balls, thin cardboard, folders, toilet paper rolls, paper
towel rolls, plastic bottles, milk jugs, and any other supplies students bring. There will be
a station for the hot glue guns and a teacher will be assigned to watch over the students
working with hot glue. The hot glue gun safety sheets and coral list packet will be by the
teacher so that they will be handed out later.
 Day 3: There will be a side table filled with: Tape, duct tape, scissors, Elmer’s glue,
paper, pipe cleaners, pom pom balls, thin cardboard, folders, toilet paper rolls, paper
towel rolls, plastic bottles, milk jugs, and any other supplies students bring. There will be
a station for the hot glue guns and a teacher will be assigned to watch over the students
working with hot glue. The hot glue gun safety sheets and coral list packet will be by the
teacher so that they will be handed out later.
 Day 4: The tables will be covered and there will be a paint station where a teacher will
pour paint for students on paper plates. Additionally, there will be paint brushes and
paper towels for students to grab and take with them to their groups. There will be a long
roll of paper in the back of the room so that if a student finishes early they can begin
painting the background paper.
 Day 5: The tables will be covered and there will be a paint station where a teacher will
pour paint for students on paper plates. Additionally, there will be paint brushes and
paper towels for students to grab and take with them to their groups. There will be a
designated area for students to work on the background painting for the sculptures.
There will be a side table filled with: Tape, duct tape, scissors, Elmer’s glue, paper, pipe
cleaners, pom pom balls, thin cardboard, folders, toilet paper rolls, paper towel rolls,
plastic bottles, milk jugs, and any other supplies students bring. This will be just in case
any group finishes early and could work on the creating more features for the coral reef.
 Day 6: There will be a self-assessment hand out, artist statement worksheet, and pencils
on a table for me to pass out to students.

6.2 Clean-Up of Supplies

 Day 1: I will have one student to collect the Coral list packets and put them in a pile on
the desk. Two other students collect the color pencils and markers from each group of
students and put them back in their bins. Then I will collect each groups day one
worksheets.
 Day 2: I will have one of my helping teachers unplug the hot glue guns five minutes
before it is time to go. I will assign one student from each group to put all their supplies
back on the table in the same area they got them from. The other student will clean up
any scraps and make sure to put their project in their assigned box. I will collect each
 coral list packet, hot glue gun safety sheets, and day two worksheets.
 Day 3: I will have one of my helping teachers unplug the hot glue guns five minutes
before it is time to go. I will assign one student from each group to put all their supplies
back on the table in the same area they got them from. The other student will clean up
any scraps and make sure to put their project in their assigned box. I will collect each
coral list packet and hot glue gun safety sheets.
 Day 4: I will assign two students to collect the plates of paint and throw them away. I will
have two students to collect all the paint brushes and have them wash them in a bucket
of water and place them in a cup. Additionally, all the other students will put their coral
sculptures back into their assigned bins. I will collect coral list packets.
 Day 5: I will assign two students to collect the plates of paint and throw them away. I will
have two students to collect all the paint brushes and have them wash them in a bucket
of water and place them in a cup. I will have one of my helping teachers unplug the hot
glue guns five minutes before it is time to go. I will assign two students to put all their
supplies back on the table in the same area they got them from. The other student will
clean up any scraps and make sure to put their project in their assigned box.
 Day 6: I will have each student turn in their self-assessment, artist statement worksheet,
and pencil to me.

7. Vocabulary:

Concept Vocabulary Skill Vocabulary

Analyze Importance Additive Sculpture Form Texture
Collaboration Interpret Background Installation Three-Dimensional
Conservation Motive Balance Middle Ground Unity
Critique Opinion Color Organic Variety
Develop Perceive Composition Repetition
Discover Response Construct Scale
Distinguish Solve Contrast Sculpture
Influence Statement Emphasis Sketch
Impact Support Foreground Tempera
8. In-Class Activities:
Day 1
Time Learning Activities Purpose
5 Minutes Orientation/Engagement/Motivation: Student and teacher
 Introduction of the teacher and students. start creating a student
Hello everyone, my name is Ms. Ryan. teacher relationship.
 Hand out nametags.
 Hand out Vocabulary Sheet.
Topic Question:
Who can tell me what the word “Conservation”
means? (Protecting something from harm)
Association Question:
What are some things you conserve or protect from
harm? (Family, friends, technology)
15 Minutes Presentation/Explicit Instruction: Students to analyze a
 Show a PowerPoint presentation on coral contemporary artist
issues, coral facts, coral importance and who is created a
artists relating to the topic. statement piece of
 Students will look at art and express their artwork.
thoughts on coral.
 Connect the vocab to the artwork.
 Show visual board
Visualization Questions:
What do you see?
(Coral that is lively, bleached coral, emphasis on the
issue of coral)

What message is Courtney Mattison trying to

convey related to ocean conservation?
(Mattison is trying to make a statement about what
is happening to the coral, she is emphasizing the
difference between healthy and dying coral)
5 Minutes Structured Practice/Exploration: Students get to
 Students will get into pairs and look through collaborating with a
the Coral Facts and List partner and learn about
 Each group needs to have a different coral their chosen topic.
to create
Transition Questions:
What was one interesting fact you found in the
Coral List Packet? (Corals are animals, they are
related to jellyfish and anemones, they are being
affected by climate change, fishing, and land-based
sources of pollution)
 What are some coral that are endangered?
(Cantharellus Coral, Siderasterea Glynni,
Tubestraea Floreana)

What coral did you and your partner decide to

create? (Tubestraea Floreana, Elkhorn, Boulder star
coral)
10 Minutes Guided Practice/Feedback: Student to fully develop
 Hand out the Day One Worksheet. a plan on what they are
Teacher will assist students while students are going to be creating for
doing their worksheets and deciding on a coral to their coral sculpture.
create.
 Students will get to interact with the visual
board
5 Minutes Closure Student to reflect on
Who can tell me one reason for conserving coral topics that were talked
reefs? (Coral reefs support life for many species, about today.
there are many medicines coral reefs supply, there
could be a cure to medicine)
 Teacher will instruct students to turn in their
day one worksheets and assign students to
clean up the markers and color pencils

Day 2
Time Learning Activities Purpose
3 Minutes Orientation/Engagement/Motivation: Students to
 Good morning everyone. demonstrate their
What was one vocabulary word you learned from knowledge of art
last week? (statement, conservation, emphasis) vocabulary.
10 Minutes Association Question: Students to see
What are some ways to emphasize an issue in a examples on how to
piece of art? (making the art piece differently than start and for students
what it looks really looks like) to understand safety
Presentation/Explicit Instruction: and rules when
Teacher Demonstration handling hot glue guns.
1. Cover hot glue gun safety Additionally, student
2. Start by making a simple form with paper get to critically think
3. Cover how things can be joined about the
4. Then cover different ways on making construction of their
textures with materials coral.
5. Show how tape can be used in a variety of
ways
6. Show the two different examples you made
 7. Show reference photo
After looking at my examples why is form important
at this stage of construction? (Form is the base of
what I am building from)
Visualization Questions:
What materials did the artist use? (Plastic water
bottles, rope, yarn, netting, plastic bags)

How does the artist’s material choices relate to the

idea of ocean conservation?
(The materials used are commonly found in the
ocean, ropes and nets can rip coral from reefs
which is why coral reefs need to be conserved)
7 Minutes Structured Practice/Exploration: Students to
 I will hand out day two worksheet, demonstrate their
vocabulary lists, and coral list packets. understanding of art
 Students will fill out day two worksheet. vocabulary.
Transition Questions:
What are some ways to create a form? (Use paper,
use cardboard, join with tape, glue, or staples)
20 Minutes Independent Practice/Application: Students to
 Students will start to develop their coral collaboratively creative
sculptures. an art piece.

5 Minutes Closure: Students to reflect on a

Who can tell me how the Washed Ashore contemporary artist
Organization inspired social change? (They use who demonstrates a
materials that harm coral reefs to create a coral social issue.
reef)
 I will assign students to clean up jobs.
 I will collect each coral list packet, hot glue
gun safety sheets, and day two worksheets.

Day 3
Time Learning Activities Purpose
3 Minutes Orientation/Engagement/Motivation: Students to get onto
 Good morning class. the topic of art.
Who can tell me what vocabulary words they
learned from last week relate to you and your
partners coral? (Form, texture, repetition, variety,
unity)
3 Minutes Presentation/Explicit Instruction: Students to understand
 I will cover that the project must be finished different ways of
today creating texture.
  I will review tips for how to make texture
using visual board
 I will state the requirements for the sculpture
again
5 Minutes Structured Practice/Exploration: Students to see other
 I will have students get their coral and then ways students
walk around to look at what coral each group constructed their
is creating and how. coral.
Transition Questions:
What are some ways to create texture? (Applying
layers of paper, twisting tape, applying glue)
24 Minutes Independent Practice/Application: Students to complete
 Students will finish building their coral their collaborative
sculptures. construction together.

5 Minutes Closure Students to reflect on

Who can tell me how they made their coral stand how they created their
up? (Created a heavy base, coral lays flat, base is sculpture.
the biggest part)

What are some other ways to get your coral to

stand up? (create a stand or base for the coral to sit
in)
 I will assign students to certain clean up
jobs.
 I will collect each coral list packet, hot glue
gun safety sheets, and day three
worksheets.

Day 4
Time Learning Activities Purpose
3 Minutes Orientation/Engagement/Motivation: Students to get
 Good morning everyone. thinking about their
Topic Question: artwork again.
Who can tell me how does color effect a piece of
art? (Emphasizes it, makes it look livelier)
9 Minutes Association Question: Students to think about
What are some common colors you know that are how color can
in coral reefs? (Red, pink, blue, orange, green, influence an art piece.
violet, yellow)
Presentation/Explicit Instruction:
 I will review the crochet coral reef.
Visualization Questions:
 Looking at the Wertheim’s crochet coral reef, how is
color influencing this artwork? (the color shows
the toxicity happening, if there was not any color it
would change the meaning, color influences the
statement behind this collaborative art piece)

Teacher Demonstration:
1. Explain brushes
2. Explain tempera paint
3. Explain how to apply
4. Proper ways to clean brushes
3 Minutes Structured Practice/Exploration: Students to familiarize
 Students will get to look at all the paint themselves with paint
colors and get all their materials. colors.
 Students will look at my visual board for
color references.
Transition Questions:
What colors will you be specifically using in your
coral sculptures? (yellow, beige, green, violet)
20 Minutes Independent Practice/Application: Students to develop
 Students will start to paint their coral their coral sculptures.
sculptures.

5 Minutes Closure Students to reflect on

What did the Crochet Coral reef do differently the past artists
compare to the other artists we have viewed? (They discussed and how
crocheted the coral, used color to emphasis the each have showed a
coral, it is a collaboration) different way of making
 I will assign students to clean up jobs. art but have covered a
 I will collect coral list packets. similar social issue.

Day 5
Time Learning Activities Purpose
3 Minutes Orientation/Engagement/Motivation: Students to connect
 Good morning class. back to what they
Topic Question: have learned before.
Who can tell me what background
means? (what is behind the objects in
the middle and foreground)
7 Minutes Association Question: Students to relate to
Where are background prevalent in your everyday the topic of
lives? (Phone backgrounds, computer backgrounds) foreground, middle
Presentation/Explicit Instruction: ground, and
  I will present an artist who discusses a background.
different social issue and describe how we
are going to be creating a background.
Visualization Questions:
Who can tell me the message Zaria Foreman’s
artwork is depicting? (She is showing climate
change that is affecting Greenland, she is also
showing something she discovered, an iceberg that
gave her a motive to influence others)

Who can tell me what is in the foreground, middle

ground and background in Zaria Forman’s
drawing? (The foreground is the water, the middle
ground is the ice, and the background is the sky)
5 Minutes Transition Questions: Students to work out
What are some ways everyone can create the how they are going to
background together? (Set certain jobs for collaboratively create
students, each student gets their own section, or a background for all
paint together) their sculptures.
Structured Practice/Exploration:
 Students will either get ready to paint the
background or finish their sculpture.
20 Minutes Independent Practice/Application: Students to create an
 Students will finish painting their sculptures. atmosphere for their
 Students will start painting the background coral that is going to be
for the installation. placed together.
5 Minutes Closure Students to reflect on
Who can tell me why we painted the background the community aspect
together? (To show that we are collaborating to of this project.
create a coral reef, to emphasize the idea of
community)
 I will assign students to clean up jobs.

Day 6
Time Learning Activities Purpose
5 Minutes Orientation/Engagement/Motivation: Students to get on the
 Good morning class. topic of reflection and
Topic Question: self-assessment.
Who can tell me what critique means? (Is a
detailed analysis or assessment of something)
5 Minutes Association Question: Students to understand
What are some things you critique day to day? (the a critique and what
clothes you wear) exactly I am asking
 Presentation/Explicit Instruction: from them.
 I will introduce how we will be doing the
critique and reflection process
15 Minutes Structured Practice/Exploration: Students to reflect
 Students will fill out self-assessment and among themselves, so
artist statements they can analyze their
work individually.
15 Minutes Guided Practice/Feedback: Students to share their
 Lead a group critique and have students opinions and interpret
share their specific coral. the finished
installation.
3 Minutes Closure Students to reflect on
Looking at the completed project how would you like the idea of
to see your project displayed? (In a dying coral reef, collaboration and how
wrapped up in nets, in a coral community, in the they are taking
ocean) collective action.
 I will collect each student’s self-assessment,
artist statement worksheet, and pencils.
9. Critical Comments and Reflection:

9.1 Successes
 Discussions
 Vocabulary activity with visual board
 Classroom management
 Clean-up
 Quality of students work
9.2 Problems
 Communication
 Questioning
 Time management
 Collection of worksheets
9.3 Adjustments
 Focus more on the importance of color in this project
 Concentration on how paint color can create meaning or a feeling
 Cover more painting techniques
 Ask more critical thinking questions
 Space activities out more to offer more time for working
 Add new routine of how to collect papers

Overall Reflection:

Surprises
A lot surprised me throughout the course of this lesson, but the biggest surprise was
how interested and knowledgeable the students were about the concept of marine conservation
and the coral bleaching that is happening in the world today. On the first day, I started off with
discussing the meaning of conservation and then brought that to how that relates to coral reefs.
I showed five different artists, who all could relate to the idea of ocean conservation and began
to ask the student about what the artist is showing and why he or she would do that. The
students surprised me with their attention to detail about each artist's work and how it could
relate to our topic of marine conservation. Another activity that surprised me was the group
critique that was on the last day. It surprised me because of how the students thought of critical
questions to ask other classmates about their art pieces and how the students answered those
students’ questions. All the students had lots to say about their coral that they created and had
many questions that lead to students thinking deeply about their work.
 Best
There were many activities that the students responded greatly too. My student’s
responses to sharing with the class were all different but equally beneficial. I had some students
have me talk about their piece and have students give positive feedback and suggest some
improvements such as adding more texture to show more emphasis of the shape or add a
variety of different materials to create more forms on the coral. I also had students volunteer to
share with the group what they have created and that lead to the students coming up with
further ideas to improve the other students’ ideas. Additionally, I had my students do a quick fun
activity where they were given a vocabulary word from my visual board and had to go and find
the definition of it. My students were eager about doing the activity and it gave me the
awareness of how much of the vocabulary they knew and what else I may have to go over
again. This was significant because it showed that the students knew what we were discussing
and that I have taught them well enough that they can relay the information back to me. I had
good classroom management with the students throughout the six weeks. I rarely had to ask the
class to stop talking and to listen to me.
Day one was one of the best days I had with dialogue and questioning for the students. I
introduced marine conservation and then led into what is happening to coral and what we are
going to be creating in this class. I furthered the discussion by showing a variety of artists who
have the same concept of marine conservation and the students had so much to say about what
they see and what made them say that. Additionally, my students were always great with asking
questions to either other and to me. For example, I had a student ask another student why they
chose their coral and why did they add algae to their coral. I had another student ask me why I
chose recyclable materials over building with clay. If students were confused about anything
they did not hold back, they raised their hand and waited for me to respond.
My problem solving with time was great because I was able to simplify and be more direct
when I needed to cut time off my schedule to give the students enough time to work. I was able
to cover what the students need to know to work that day and review what the students learned
last week. The students had to do a lot of problem solving when it came to creating their
projects because lots of them said they have never worked with recyclable materials to build an
art piece. I had students asking how they would build a coral with cardboard and foil. I had to
give students many examples on how they could approach their projects. I worked with each
group of students to show them different ways they could create certain forms. For example,
one group was creating a coral that had many branches coming off it. I suggested to use a
variety of materials that they can manipulate to create the same forms. I used foil, popsicle
sticks, and pipe cleaners to show them how they could create branches to stick out from their
main form.
The most organized activity that I had was the clean-up time that would be conducted after
every class session. All six days that I taught had a straightforward cleaning time that students
followed well and had everything cleaned up on time. I gave each student a specific clean up
duty during their work time and then would announce that it is time to clean up. Each student
respectively stopped what they were doing and started to complete their task. Clean-up was so
successful because each student knew what their task was for clean-up and how long they had
to clean-up. The students moved in an organized fashion to make sure they completed their
task and that all their supplies were put away in the correct spot.
 The quality of student’s work was great. They mostly succeeded in adding their own
personal qualities into their coral because students were thinking beyond the level of replication.
The students did not want to just create a coral sculpture they wanted to go further and show
more. For example, a group decided to add a chain and wrapped it around the coral to show
how littering can harm the coral. I did not ask for students to further their concept about their
coral, but I had many students add in personal concerns they wanted to show in their own coral
sculpture. Students added more personal elements to their coral because it was something they
found they needed to express and add to their concern of corals.

Ideas for improvement

For improving my student’s responses, I need to have my students think more deeply
about why they are choosing the coral that they are. How do they connect to the coral they
chose and why would they want to express their concerns about this specific coral? Moving
forward I could spend more time covering importance of coral and have the student read more
thoroughly through the coral list and fact packet. I can have students find a coral that they
connect with and write about how they were connected to this coral. Additionally, I should have
given them more information or had them research more into their coral that they chose.
I need to improve my communication skills and make sure to ask questions that are
necessary and crucial for students. I found that my questions were a bit too broad and would
make student confused, so I should prepare more questions that follow the idea of starting of
broad and then get more specific. I also should have variety in how I ask a question. Instead of
repeating the same question I should be able to say it in different ways. For example, I kept
asking about what they see in an artist work and the students kept answering vaguely. I should
rethink my question and ask more about what materials do they see in this art piece? What
makes you say that? What else do you see? I need to think and plan out what I am going to say
before instructing a class because I tend to lose my wording and make statements that can
confuse the students. I need to also focus on my vocabulary that I am using and make sure I am
explaining it to students so that they understand all the vocabulary I want them to learn. It is
important for students to be aware of what I am saying and understand the new terminology that
I am using. It is crucial to have students’ vocabulary expand and for them to be able to use the
academic language we cover to describe and interpret their artwork.
I need to improve on timing when planning because I give too much time to certain
activities and not enough time to others. I would plan to have students finish a worksheet in five
minutes, but in all reality, it would take them about ten minutes. Additionally, I need to really
think about how many days this lesson would take because I need to add two extra meeting
times to allow there to be enough time for students to finish their projects. If I were to have to do
a six-day lesson again I would focus more on creating a community together than just creating
specific coral. I would have students still work in groups, but each group would have a section or
area they must work on in the community coral reef. I can have designated groups creating
coral, fish, and landscape. I would want to emphasize more on the importance of community
and how that connects to conservation and acting to influence change.
I need to improve my organization with where I am placing my worksheets to pass out and
where am I having students turn them in. I had students just putting them on at the top of their
desk and that seemed difficult because I had students losing them and then I had to run around
and try and get them all. I should have either had a student collect the worksheets or have them
pass them down and I would collect them at the end of the table. Additionally, I could have also
had a station set up where students would get up and turn in their worksheets when they were
done. This change would allow the transition between activities go faster and students could
work on their own pace. When they finish with the worksheet they can move on to the next
activity without having to wait for other students. This is important because I do not want
students having to wait around and become uninterested in what is going on that day or distract
others because he or she is getting bored.
For improving the quality of my student's work, I need to explain more about painting and
different painting techniques. I need to demonstrate how they can be more expressive with color
or brushstroke. If I were to go into more depth about painting techniques and color theory I think
students would think more about how they can be expressive with their color usage in their coral
sculpture.
In conclusion, this lesson has given me many surprises and I have learned a lot from this
experience. There are many activities and teaching strategies that I have done that I will
continue to do, but there are many qualities I would change in this lesson. I want to advance this
lesson to help students to better express their ideas and thoughts and to grow more as an artist.
Additionally, I need to make improvements in this lesson so that I can better my teaching
practice and grow as an educator.

Differentiated Learner
For my differentiated learner, I noticed that he had a hard time listening to me or paying
attention to me when I am talking. This student tends to talk to other students and became
distracting to other students. However, I noticed that once this got working with his partner he
seemed more engaged. Additionally, when I said “all eyes on me” he was the only one who
would not look at me right away. I decided that each day I would make sure to talk with him
about the project to keep him engaged to what I am covering. I thought that if I talked with him
we could establish a mutual relationship to respect each other when someone is talking. I made
it clear to the class that if someone is talking we must listen to them. During one of the closure
sessions, I asked this student a question in hopes that would lead to a discussion with the entire
class. His answer, in fact, led to various other statements from other students and other
questions. By me asking this student to discuss how he knows about coral bleaching it seemed
like he was more engaged for the rest of the discussion. This student was raising his hand and
waiting to speak when he was called on and was not having side discussions with other
students.

Task 1 Part C:
Attachments:
 1. Scoring rubric and assessment tools
Objectives Above Expectation Meets Expectation Below Expectation
OBJECTIVE I: Student critically Student somewhat Student did not
Student critically reflected and actively critically reflected and critically reflect and
reflected and brainstormed how somewhat actively inactively
brainstormed how collective action can brainstormed how brainstormed how
collective action can create positive collective action can collective action can
create positive change. create positive create positive
change. change. change.
OBJECTIVE II: Student accurately Student accurately Student did not
Student worked in identify which coral identify a coral but accurately identify
pairs to accurately they cared for, is did not decide based which coral they
identify which coral mostly interested in, on if they cared for, is cared for, is mostly
they cared for, is and could construct. mostly interested in, interested in, and
mostly interested in, and could construct. could construct.
and could construct.
OBJECTIVE III: Student Student somewhat Student did not
Student knowledgably knowledgably knowledgably
knowledgably researched their researched their research their chosen
researched their chosen coral through chosen coral through coral through
chosen coral through reading, writing, and reading, writing, and reading, writing, and
reading, writing, and dialogue. dialogue. dialogue.
dialogue.

OBJECTIVE IV: Student critically Student somewhat Student did not

Student critically reflected on how critically reflected on critically reflect on
reflected on how artists can create how artists can how artists can
artists can create social change create social change create social change
social change through class through class through class
through class discussions and discussions and discussions and
discussions and writing. writing. writing.
writing.
OBJECTIVE V: Student successfully Student successfully Student did not
Student successfully constructed a marine constructed a marine successfully
constructed a marine sculpture that is sculpture that is not construct a marine
sculpture that is individually individually sculpture that is
individually expressive as well as expressive as well as individually
expressive as well as socially conscious. socially conscious. expressive as well as
socially conscious. socially conscious.
OBJECTIVE VI: Student effectively Student effectively Student did not
Student effectively created a free created a somewhat effectively create a
worked in pairs to standing three- free standing three- free standing three-
create a three- dimensional dimensional dimensional
dimensional coral sculpture. sculpture. sculpture.
sculpture.
OBJECTIVE VII: Student skillfully Student skillfully Student did not
Student skillfully paint painted their coral painted some of their skillfully paint their
their coral sculpture. sculpture. coral sculpture. coral sculpture.
OBJECTIVE VIII: Student effectively Student effectively Student did not
Student effectively painted a coral reef painted a coral reef effectively paint a
painted a coral reef background and background and coral reef
background and collaborated with partially collaborate background and
collaborated with their peers to create with their peers to collaborate with their
their peers to create a coral reef display. create a coral reef peers to create a
a coral reef display. display. coral reef display.
OBJECTIVE IX: Student creatively Student somewhat Student did not
Student creatively added an inventive creatively added an creatively add an
added an inventive approach to their inventive approach to inventive approach to
approach to their coral sculpture. their coral sculpture. their coral sculpture.
coral sculpture.