Organize your response: Identify what the students Identify what learning Explain how this into will be doing related to component is the next lesson or builds Lesson # creating, presenting, or addressed: interpreting art, on the previous lesson. responding to visual art. developing works of art/design, or relating art to context. 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students) Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students a. know, what they can do, and what they are still learning to do. Organize your response:
Organize your response: Lesson # Identify what the students will be doing related to creating, presenting, or responding to visual art. Identify what learning component is addressed: interpreting art, developing works of art/design, or relating art to context. Explain how this into the next lesson or builds on the previous lesson. 2. Knowledge of Students to Inform Teaching For each of the prompts below (2a–b), describe what you know about your students with respect to the central focus of the learning segment. Consider the variety of learners in your who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students) a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do. Organize your response:
Visual-Arts-Thinking-Organizer.docx