RATIONALE CHECKLIST

Rationale II
PART I: ED 285A Module 2 (Week 8)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connect the teaching artifact to Standard 7: Planning for Instruction
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Develop a unit plan
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED285A: Classroom Management

IV. TEACHING ARTIFACT DESCRIPTION

PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
Develop a Project Based Unit Plan for your specific content area Program
of Study (POS) Core Course. Align your Unit Plan with State CTE Pathway
Standards. Focus the Unit Plan on real world situations. Accommodation and
Differentiation for special populations will be addressed in your introductory
lesson plan (Assignment #10).
V. TEACHING ARTIFACT RESULTS
I chose to develop my lesson plan on an event planning and promotion
unit I will implement in my classroom later on in the year. I started by
defining which standards and benchmarks students would be working on.
Then I built learning experiences and assessments for each stage based
on these standards and benchmarks. In stage one, students will learn
basic background knowledge about event planning and promotion. In
stage two, students will think more deeply about the material and analyze
existing examples and in stage three, students will complete their own event
planning project to demonstrate application of knowledge learned. I also
made connections with the unit and the real world.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 2
I. SUB-STANDARD
7.2 (Focus Area 1):
CANDIDATE DEVELOPS MEANINGFUL UNIT PLANS - Does Candidate plan
and sequence common learning experiences and performance tasks linked
to the learning objectives, and make content relevent to learners?
II. CONNECTION TO ARTIFACT
I plan and sequence common learning experiences and performance
tasks linked to the learning objectives by first determining learning
objectives for each stage in the unit. Once all of my learning objectives are
developed, I create learning experiences (assignments) and assessments
that upon student completion would demonstrate that students met learning
objectives. For example, one of the learning objectives in my unit is ACO
3.3 - Apply elements and principles of design to clarify, focus or enhance
a message or concept for a target audience. The learning experience
linked to this objective is that students will review elements and principles
of design and then create their own promotional design pieces that have
to convey a message effectively. I make content relevant to learners by
including a real world application in my unit plan so students know how they
can use what they learn outside of the classroom in their own lives.
III. SELF-ASSESSMENT
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because since my course if project-based, I am always
developing learning objectives based on standards and then linking
learning experiences to these objectives. Each of my lessons builds on
previous lessons so that at the end of a unit students are able to complete
a final project that demonstrates use of all objectives learned. I also have
regular discussions with students about how they can use what they learn in
my class outside of class even if they do not become graphic designers.
IV. EVIDENCE OF SELF-ASSESSMENT
My unit plan clearly demonstrates learning objectives selected for each
stage and learning experiences and assessments that link to those learning
objectives. Also, as part of the reflection stage of each project, students will
describe how they will use what they learned in each unit when they go into
the real world. For example, for our event planning unit, students can use
skills acquired to plan and promote their own personal events or use skills in
a job where they may need to do planning.
(This unit will be implemented later in the year and I will attach student
examples at that time before I submit my final portfolio)
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connect the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 3
I. SUB-STANDARD TO IMPROVE
7.9 (Focus Area 1): CANDIDATE USES ASSESSMENT DATA OVER TIME TO
INFORM PLANNING - Does Candidate use data on learner performance over
time to inform planning, making adjustments for recurring learning needs?
II. WHAT TO IMPROVE?
Since we are only at the start of the school year, as the year continues along
I would like to use data on how my students perform on previous projects
to adjust my lesson and project planning in the future. I started out the year
knowing very little about my students and how they perform on tasks. As I
learn more about them and see how they do on assignments and projects, I
will use this information to guide my planning as the year goes on.
III. RESEARCH FINDINGS
i. My college supervisor, Jan Ikeda, suggested that I continue working on
gathering information about my students and implementing information
learned into my lessons. She explained how tthis would happen
naturally throughout the year as I spend more time with students. She
suggested that I use different techniques to learn about my students
such as surveys, talking with them and student reflections. I would like
to implement gathering student feedback and examining assessment
results regularly in order to develop the most effective lesson plans that
I can.
Resource: College supervisor - Jan Ikeda
ii. I found an article about different ways that student data can inform
teaching. This article describes different information you can learn about
students and how you can use it in your classroom. One idea that I
found most interesting is using summative assessments to assess overall
student growth and progress. The article describes how using project
performance data can tell you how your whole class did on a specific
task or unit and guide how you teach the next lessons.
Resource: http://www.edutopia.org/blog/using-student-data-inform-teaching-
rebecca-alber
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to use results of each unit project to guide how
I teach the next unit. Throughout and at the end of each unit I will analyze
and reflect on what techniques worked best to create best student outcomes
and which techniques could be improved upon. I will also use student
reflections on projects to gage what was most useful for students and what
they needed more help on. I will complete my own reflections for each unit
and use these reflections to guide my future teaching strategies.
 UNIT CHECKLIST
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Event Planning & Promotion Unit
Arts and Communication Core Pathway
Intro
I. GENERAL INFORMATION
- Prepared by Carina Noveloso
- School: Mililani High School
- Curriculum Area: Arts and Communications
- Grades: 9-12
- Duration: 4 weeks
I. SUMMARY OF PROJECT
Students will learn how to create, plan and promote an event using effective
graphic and digital arts and communication skills.
Previous concepts/skills learned:
1. Elements & principles of design
2. Sketching
3. Brainstorming
4. Safety procedures
5. Xacto cutting techniques
6. Design process
7. Layout design
8. Adobe Illustrator skills
9. iMovie and video production skills
II. PURPOSE/ESSENTIAL QUESTIONS FOR THE UNIT
10. How to plan an effective event
11. How to promote an event effectively using selected design and
communication/messaging techniques
12. How to evaluate promotion needs based on event type
13. How to pitch a plan/idea to a selected audience
14. How to collaborate as a team
III. REAL WORLD APPLICATION
Students can use event planning and promotion skills in the real world, no
matter what occupation they choose. Direct ways students can use the skills
and concepts learned in this unit are through planning their own personal
events (such as birthday parties and graduation parties), creating promotional
pieces for personal events, creating ideas and/or promotional pieces for
business reasons (company parties, socials, fund raisers, events, etc.). More
general ways students can apply skills and concepts learned is through
improving on time management skills and planning skills.
IV. READINGS
None - teacher lecture provided to students
V. RESOURCES
- Teacher gathered examples of successful/unsuccessful events
- Student gathered: deliverable materials (paper, tools, etc.)
 UNIT CHECKLIST
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Stage 1: Building the Background (2 days)
I. LEARNING OUTCOMES/STANDARDS/BENCHMARKS
1. ACO 1.2 - Evaluate the interaction among media, design and society to
assess how each influences the other
2. ACO 1.3 - Evaluate innovative applications of media and design in society
that have impacted the arts and communications industry
3. ACO 3.1 - Analyze how elements and principles of design in various forms
of media are applied to communicate to a specific audience
4. ACO 3.2 - Critique how the effective integration of elements and principles
of design within a variety of medium impact target audiences
5. ACO 6.1 - Analyze the use of copyright and proprietary information in arts
and communication to facilitate responsible, legal and ethical behavior
6. ACO 6.2 - Examine ethical issues in arts and communications to make
appropriate decisions related to clients, co-workers and society
II. LEARNING EXPERIENCES
1. Driving Questions
a. What are the steps involved with planning an event?
b. What are communication methods of promoting an event?
c. How can I use what I have already learned in ACCP to plan and
promote an event?
2. Starter Activity - Brainstorming/Existing Knowledge
a. List different types of events you have been to/heard of
b. List what you see at events
c. List different ways you hear about/learn about events
3. Modifications for ELL and Special Education
a. Students work in pairs to come up with ideas
4. Modifications for Gifted and Talented
a. Sketch examples of event promotional pieces
III. ASSESSMENTS
1. Formative Assessments
a. Questioning: checks for understanding
b. Take notes on lecture: Intro to Event Planning (steps involved)
c. Take notes on lecture: Communication Methods for Promoting Events
2. Summative Assessments
a. Beginning steps in project
i. Choose group partners
ii. Basic planning: create an event, select purpose, choose theme
iii. Discuss potential deliverables
 UNIT CHECKLIST
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Stage 2: Deepening the Understanding (2 days)
I. LEARNING OUTCOMES/STANDARDS/BENCHMARKS
1. ACO 1.2 - Evaluate the interaction among media, design and society to
assess how each influences the other
2. ACO 1.3 - Evaluate innovative applications of media and design in society
that have impacted the arts and communications industry
3. ACO 3.1 - Analyze how elements and principles of design in various forms
of media are applied to communicate to a specific audience
4. ACO 3.2 - Critique how the effective integration of elements and principles
of design within a variety of medium impact target audiences
5. ACO 3.3 - Apply elements and principles of design to clarify, focus or
enhance a message or concept for a target audience
6. ACO 4.2 - Use effective oral, written and non-verbal communication skills
to facilitate positive interactions
7. ACO 6.1 - Analyze the use of copyright and proprietary information in arts
and communication to facilitate responsible, legal and ethical behavior
8. ACO 6.2 - Examine ethical issues in arts and communications to make
appropriate decisions related to clients, co-workers and society
II. LEARNING EXPERIENCES
1. Driving Questions
a. What are examples of successful event planning?
b. What are examples of successful event promotion?
c. How can I create unity and harmony throughout various promotion
deliverables?
2. Starter Activity
a. Describe an event you went to that you consider successful and why it
was successful in your personal opinion
b. Describe an event you went to that you consider unsuccessful and
why it was unsuccessful in your personal opinion
3. Modifications for ELL and Special Education
a. Students work in small groups select a school event (class period,
assembly, dance, etc.) to help guide them and give more direction
4. Modifications for Gifted and Talented
a. Students list proposed solutions for unsuccessful events that they
described
III. ASSESSMENTS
1. Formative Assessments
a. Observation: Walk around and see what students are discussing, offer
assistance/suggestions for improvement when necessary
2. Summative Assessments
a. Analyze successful and unsuccessful event and promotion examples
i. Work in groups
ii. Sort given examples into successful or unsuccessful categories
iii. For each example, explain what makes each one successful or
unsuccessful based on class discussion and lectures
iv. Propose solutions for unsuccessful examples
 UNIT CHECKLIST
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Stage 3: Applying the Knowledge (3 weeks)
I. LEARNING OUTCOMES/STANDARDS/BENCHMARKS
1. ACO 4.1 - Devise communication strategies to promote individual
accountability and team success
2. ACO 4.2 - Use effective oral, written and non-verbal communication skills
to facilitate positive interactions
3. ACO 5.1 - Apply problem-solving techniques to create deliverables that
address the needs of a client or target audience
4. ACO 6.1 - Analyze the use of copyright and proprietary information in arts
and communication to facilitate responsible, legal and ethical behavior
5. ACO 6.2 - Examine ethical issues in arts and communications to make
appropriate decisions related to clients, co-workers and society
6. ACO 7.2 - Apply practices to maintain a safe and healthy work
environment in relation to careers in Arts and Communication Pathway
II. LEARNING EXPERIENCES
1. Driving Questions
a. How can I used what I learned in stages I and II of this unit to create
and plan my own event?
b. How can I use what I learned in stages I and II of this unit to design
promotional pieces for my event?
c. What strategies can I use to work efficiently with others to complete
this project?
d. What makes a successful pitch? (Pitching a project proposal)
2. Starter Activity
a. Class review of previous concepts/skills learned that will be applied
during final project
3. Modifications for ELL and Special Education
a. Extra review (one-on-one with teacher or small group with teacher)
4. Modifications for Gifted and Talented
a. Have students lead small group reviews
III. ASSESSMENTS (Continued on next page)
1. Formative Assessments
a. Observations and questioning:
i. Daily checks of student progress
ii. Students required to get teacher approval for each step in the
project/design process before continuing to the next steps
2. Summative Assessments
a. Final event planning project:
(Detailed project guidelines to be distributed at later time)
 UNIT CHECKLIST
STAGE I:
Building the background
(Retrieving and comprehending
knowledge)
STAGE II:
Deepening the understanding
(Analyzing knowledge)
STAGE III:
Applying the knowledge
(Using knowledge)
STAGES I-III DEFINED
STAGE I:
Students learn introductory
information about concepts and
practice basic skills
STAGE II:
Students think deeper about
information learned in stage
one. Students complete more
advanced practice.
STAGE III:
Students use knowledge
obtained in stages 1 and 2 to
create their own original design.
Stage 3: Applying the Knowledge continued...
i. Work in groups of 4-5
ii. Plan a class event: who, what, when, were, why (purpose)
-- Include plans for: entertainment, food, favors
iii. Create a promotional plan for event:
-- Minimum 4 deliverables:
Print or digital invitation, print or digital flyer, web page,
social media ad - tailored to Facebook, Instagram, Snapchat
or Twitter, video ad - tailored to YouTube, Instagram or
Snapchat), print poster, newspaper ad (MHS Trojan Times)
iv. Pitch event idea
-- Create a three to five minute presentation to propose event
idea to class
-- Class vote on event choice to implement
v. Implement event strategies
-- Host class event
-- Each group is responsible for bringing one item for class
event based on chosen event (food, entertainment, favors,
etc.)