Teacher and Class

Unit Title + Texts / Content

Students will be able to…

(Common Core Standards Being Addressed)

Culminating Task

RENDON

Educational Psychology of Children

Week #1

*Detailed Lesson Plans

A8.0: Select and apply developmentally appropriate practices for curriculum development.

 *Students will focus on basic components of a lesson plan; standard, goal, objective, multiple intelligences, and detailed instructions. Bloom’s Taxonomy and SDAIE strategies will be introduced and incorporated into detailed lesson plans.

RENDON

Educational Psychology of Children

Weeks 2-4

*Special Education

C5.4: Assess and evaluate evidence-based educational practices for the inclusion of children and adolescents with special needs.

*Causes, Medication, Accommodations, and instruction for students with special needs; ADD/ADHD, Dyslexia, Mental Retardation, Tourrettes Syndrome, Down’s Syndrome, Cerebral Palsy, and Autism/Aspergers are addressed.

*Participation in the annual Down’s Syndrome Buddy Walk

RENDON

Educational Psychology of Children

Week #5

*Educational Theorists

*C11.4: Analyze a variety of individual and group teaching strategies and learning theories that promote effective learning

*Howard Gardner, Jean Piaget, Sigmund Freud, Erik Erikson, Maslow, and Maria Montessori’s theory on Education is introduced and explored.

Teacher and Class

Unit Title + Texts / Content

Students will be able to…

(Common Core Standards Being Addressed)

Culminating Task

Soltysik, Digital Imaging

First Unit:

Introduction letters

• Write a letter introducing themselves
• Set goals
• Import an image in to a document

Standards:

3.2 Identify and describe the role and influence of new technologies on contemporary works 
of art.

Introduction letters with digital image

Soltysik, Introduction to Art

First Unit:

Value

• Develop pencil drawing skills
• Gesture draw
• Understand contour line
• Demonstrate ability to create a value scale using pencil

Standards:

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.4 Review and refine observational drawing skills.

• 6 parts of the shadow
• Grey scale
• Gesture drawings
• Black and White picture drawing

Soltysik, Dig. Image

Second Unit:

Value

Same as above

Additional Standards:

2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).

• 6 parts of the shadow
• Grey scale
• Gesture drawings
• Digital value drawings

Soltysik, Intro Art

Second Unit:

Texture

• Identify Linear, Cross Hatching, and Volumetric shading
• Demonstrate pencil and chalk techniques
• Understand microbiology

Standards:

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

Microorganism design

• Cross hatching
• Linear shading
• Volumetric shading

Soltysik, Dig Image, Intro Art

Third Unit:

4 Color analysis

• Critique a film using 4 color analysis

Standards:

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

4 color analysis writing

Soltysik, Dig Image

Fourth Unit:

Space

• Delineate both one point and two point perspective

Standards:

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

Two point perspective word

Soltysik, Intro Art

Fourth Unit:

Space

• Delineate both one point and two point perspective

Standards:

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

Two point perspective city