1 | P a g e U n i t 1 G r a d e 7

Visual Arts Curriculum

Grade 7: Unit One

Drawing

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Course Description

The seventh grade art class is a year-long course focusing on the theme of Growth and Transformation. The main focus of this course is to introduce

materials to our students providing them with a foundation skill set to communicate themselves visually through a variety of materials. Through the

exploration and manipulation of a variety of medias such as paper collage, sculpture (found materials, clay, wire, wood) drawing, and painting we

hope to inspire and foster students interest in visual arts.

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Pacing Chart

Unit 1 Drawing 7 weeks

Unit 2 Painting 8 weeks

Unit 3 Clay Exploration 6 weeks

Unit 4 Collage & Book-making 8 weeks

Unit 5 Outsider/Found Art Sculpture 7 weeks

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Educational Technology

Standards

8.1.8.B.1, 8.2.8.B.2, 8.2.8.C.4, 8.2.8.D.6

Creativity and Innovation

Synthesize and publish information about a local or global issue or event (ex. Tele-collaborative project, blog, school

web).

Example of use within the Unit: Artist scholar will upload pictures to an online museum or to a presentation program

to showcase their artwork and critique.

Ex: www.artsonia.com www.prezi.com www.emaze.com

Technology and Society

Identify the desired and undesired consequences from the use of a product or system.

Example of use within the Unit: Create a drawing of your community using various drawing materials. Pick a place that

has been revitalized through a community, state, or federal funding.

Design

Describe how the parts of a common toy or tool interact and work as part of a system.

Example of use within the Unit: Discuss how places in a community interact to create a city.

Abilities for a Technological World

Identify and explain how the resources and processes used in the production of a current technological product can be

modified to have a more positive impact on the environment.

Example of use within the Unit: Compare and contrast different parts of the city and decide which places are a part of a

bigger system.

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Career Ready Practices

Standards

CRP2, CRP4, CRP6, CRP8

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They

make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the

use of an academic skill in a workplace situation.

Example to use within the unit: Using prior knowledge of your community, create a drawing of historical buildings in the city using different

drawing mediums. Draw the buildings using abstract concepts with real-world applications.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They

communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master

conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with

others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and

prepare accordingly to ensure the outcome.

Example to use within the unit: Write an artist statement about the process used to make a drawing of the historic buildings in your community.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and

productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems,

and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek

to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

Example to use within the unit: Using research and prior knowledge to draw the historical buildings in the community consider unconventional

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ideas and suggestions for the drawing.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the

problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of

the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow

through to ensure the problem is solved, whether through their own actions or the actions of others.

Example to use within the unit: Student will problem solve the drawing materials that would reflects the artist’s interpretation of his/her drawing.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Course Specific Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

Drawing technique poster (Large and individual)

Line Direction poster (Large and individual)

Principle of Design poster (Large and individual)

Art Style posters

Instructional Videos on line directions, drawing technique and

drawing materials.

Student choice on project Vocabulary definitions with pictures specific to lesson and unit

Venn Diagram template

Artist biography and pictures.

Step by step directions (LL)

Artist Statement template (Various levels)

Use different level rubrics (HL-ML-LL)

Large pencils

Self-Evaluation form varied for LL, ML, LL

Art critique worksheet

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Differentiation

Accommodate Based on Students individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self-selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes (art history content, elements and principles content)

Critiques/Reflection time

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Essays, Short Answers

Thumbnail sketches, Blueprints

Artists statements

Rubrics

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New Jersey Standard Learning Standards (NJSLS):

1.3.8.D.2

Content Statement: Themes in art are often communicated through symbolism, allegory, or irony. There are a wide variety of art mediums, each

having appropriate tools and processes for the production of artwork. Fluency in these mediums, and the use of the appropriate tools associated with

working in these mediums, are components of art-making.

Cumulative Progress Indicator: Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based,

two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals.

1.3.8. D.3

Content Statement: The classification of art into various art genres depends on the formal aspects of visual statements (e.g., physical properties,

theoretical components, cultural context). Many genres of art are associated with discipline-specific arts terminology.

Cumulative Progress Indicator: Identify genres of art (including realism, abstract/nonobjective art, and conceptual art) within various contexts

using appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles.

1.3.8.D.4

Content Statement: Universal themes exist in art across historical eras and cultures. Art may embrace multiple solutions to a problem.

Cumulative Progress Indicator: Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to

challenging visual arts problems, expressing similar thematic content.

1.4.8.A.1

Content Statement: Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires

knowledge and understanding of culturally specific art within historical contexts.

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Cumulative Progress Indicator: Generate observational and emotional responses to diverse culturally and historically specific works of dance,

music, theatre, and visual art

1.4.8. B.2

Content Statement: Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the

assessment of artworks, without consideration of the artist.

Cumulative Progress Indicator: Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre,

and visual art.

1.4.8. B.3

Content Statement: Universal elements of art and principles of design apply equally to artwork across cultures and historical eras.

Cumulative Progress Indicator: Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and

historical eras by writing critical essays.

1.3.8.D.1

Content Statement: The creation of art is driven by the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement.

Cumulative Progress Indicator: Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and

rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the

expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).

1.3.8. D.5

Content Statement: Each of the many genres of art is associated with discipline-specific arts terminology and a stylistic approach to art-making.

Cumulative Progress Indicator: Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and

historical eras, and use these visual statements as inspiration for original artworks.

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1.2.8.A.3

Content Statement: The arts reflect cultural mores and personal aesthetics throughout the ages.

Cumulative Progress Indicator: Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

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Interdisciplinary Connections

Mathematics: 4.G.A.1, 4.G.A.2, 4.G.A.3, SL.4.5

Create a drawing of history buildings in the city: Use line direction, shapes, and line symmetry to demonstrate symmetry in your artwork.

English Language Arts: RL.7.7, RL.7.9

Presentation or critique activity: Present to a group or the class the interpretational drawing of historical buildings and discuss why the buildings

were chosen.

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Grade: Seven

Unit: One Topic: Drawing

Description: Artists will be able to explore a

variety of drawing materials and then use their

own language to create a final representational

drawing.

(NJSLS) New Jersey

Student Learning

Standard

Objectives

Essential Questions Skills Resources Sample Activities

Artist Scholars will

learn that

exploring qualities

in drawing tools

(i.e. dark/light,

linear, smugged/

unsmugged, etc.)

can be selected and

combined in a

drawing.

Standards: 1.1.8.D.1,

1.1.8.D.2, 1.2.8.A.1,

1.2.8.A.2, 1.2.8.A.3,

1.3.8.D.1, 1.3.8.D.2,

1.3.8.D.3, 1.3.8.D.4,

How do different drawing

materials work (ebony

pencil, charcoal, erasers, #2

pencils)?

How can I develop my own

repertoire using a variety of

drawing materials?

Artists will learn to explore

drawing materials for an

entire period without

drawing something

representational.

Images:

Leonardo DaVinci Skull:

http://www.drawingsomeon

e.com/leonardo-da-vinci-

drawing/

Sol LeWitt :

http://www.massmoca.org/

lewitt/

Agnes Martin:

http://www.pacegallery.co

m/artists/290/agnes-martin

Ebony pencil and

charcoal explorations

Take a line for a walk

(draw as many different

kinds of marks as you

can)

Example of an Exit

Ticket:

What is your favorite

thing that you

discovered while

using the ebony

pencil? Why?

Make one more

exploratory line

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(NJSLS) New Jersey

Student Learning

Standard

Objectives

Essential Questions Skills Resources Sample Activities

1.3.8.D.5, 1.3.8.D.6 below using your

regular #2 pencil.

Artist scholars will

be able to look at

and analyze maps,

including drawn

maps, computer

generated maps,

and digital maps.

These observations

and conclusions

will be translated

into their own

drawings.

Standards : 1.1.8.D.1,

1.1.8.D.2, 1.2.8.A.1,

1.2.8.A.2, 1.2.8.A.3,

1.3.8.D.1, 1.3.8.D.2,

1.3.8.D.3, 1.3.8.D.4,

1.3.8.D.5, 1.3.8.D.6

How do different types of

maps emphasize certain

things?

Why might a map

emphasize something and

how does an artist decide

what to emphasize?

Artists will continue to

hone their observational

skills and critique skills by

looking at art/maps.

Images:

Lois Lowry maps of The

Giver, Gathering Blue, and

Messenger.

Ptolemy’s 150 CE world

map.

https://en.wikipedia.org/wi

ki/Ptolemy%27s_world_m

ap

Plan du Jardin & Vue des

Maisons de Chiswick,

1736, by John Rocque: https://commons.wikimedia.org/wiki/File:Plan_du_Jardin_et_Vue_des_Maisons_de_Chiswick.jpg

V&A Museum no. E.352-

1944. A Robinson

projection:

https://en.wikipedia.org/wi

ki/Robinson_projection

Venn Diagram

comparing and

contrasting the maps.

Quick sketch that

includes three important

buildings in your

community with notes

about why the buildings

are important.

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(NJSLS) New Jersey

Student Learning

Standard

Objectives

Essential Questions Skills Resources Sample Activities

Images:

David Ryan Robinson:

http://www.davidryanrobin

son.com

Arthur H. Robinson:

https://en.wikipedia.org/wi

ki/Arthur_H._Robinson

Artist scholars will

be able to turn

their thumbnail

sketch(es) into a

working drawing

ready for a final

version.

Standards: 1.1.8.D.1,

1.1.8.D.2, 1.2.8.A.1,

1.2.8.A.2, 1.2.8.A.3,

1.3.8.D.1, 1.3.8.D.2,

1.3.8.D.3, 1.3.8.D.4,

1.3.8.D.5, 1.3.8.D.6

How are imaginary and

realistic drawings similar

and different?

How can you combine

realistic and imaginary

aspects into a drawing that

represents your community?

Interdisciplinary: Envision

the community you are

reading about in English

class (e.g. The Giver).

What does the community

look like?

Artists will learn the

various reasons we use

thumbnail sketches (i.e. jot

down ideas for a larger

project, sketching in a

museum to remember

something, work out

different ideas for the same

narrative).

Artists will learn what a

working drawing is and

understand how it is

similar to an architectural

blueprint.

Appendix A-rubric can be

used as guideline for

suggested project

Appendix B & C:

thumbnails and working

drawing guidelines

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(NJSLS) New Jersey

Student Learning

Standard

Objectives

Essential Questions Skills Resources Sample Activities

Artist scholars will

be able to transfer

their working

drawings into an

under-drawing and

to drawing for

their final project.

Standards: 1.1.8.D.1,

1.1.8.D.2, 1.2.8.A.1,

1.2.8.A.2, 1.2.8.A.3,

1.3.8.D.1, 1.3.8.D.2,

1.3.8.D.3, 1.3.8.D.4,

1.3.8.D.5, 1.3.8.D.6

When approaching a final

piece that you have been

planning for a long time,

how do you let go of

perfection for the sake of

the message?

Artists will learn to add

details as they continue to

develop their drawings.

Artists will learn to use the

right pencil for the right

job, starting with a higher

number and moving to a

lower number.

Videos:

Stephen Wiltshire (watch

the video of him drawing

Rome:

https://www.youtube.com/

watch?v=jVqRT_kCOLI)

Popcorn discussion about

Wiltshire’s drawing in

response to teacher

initiated questions: Do

you like/dislike his work?

It realist art better than

abstract art?

Work on under-drawing

on final drawing paper.

Artist scholars will

start and get mid-

way through

How do you manage time

on a long-term project with

Artists will learn to go

from light to dark when

using color pencils for

Videos:

On adding texture:

Mid-point self-reflection:

Can a viewer tell what

community your map is

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(NJSLS) New Jersey

Student Learning

Standard

Objectives

Essential Questions Skills Resources Sample Activities

adding color into

their drawings.

Standards: 1.1.8.D.1,

1.1.8.D.2, 1.2.8.A.1,

1.2.8.A.2, 1.2.8.A.3,

1.3.8.D.1, 1.3.8.D.2,

1.3.8.D.3, 1.3.8.D.4,

1.3.8.D.5, 1.3.8.D.6

a deadline?

How do you add texture to

create more depth in your

drawing?

color. Artists will add

texture into their drawings.

https://www.youtube.com/

watch?v=8DJCEDERGy8

about? Does that matter?

Will you finish your

drawing on time? Why

or why not?

Mid-point peer reflection:

Ask the above questions

to be answered about a

peer’s piece.

Artist scholars will

be able to finish

their drawings. (3

days)

Standards: 1.1.8.D.1,

1.1.8.D.2, 1.2.8.A.1,

1.2.8.A.2, 1.2.8.A.3,

1.3.8.D.1, 1.3.8.D.2,

How do you know when

you are done with an art

piece when art is

subjective?

Students will reference the

rubric or guidelines for the

project to make sure they

fulfilled everything

required for the project.

Websites:

On knowing when work is

complete:

The Wooster Collective:

http://www.woostercollecti

ve.com/post/while-

working-on-a-piece-of-art-

how-do-you-know-when-

its-done

Finish drawings. Peer

motivation and help can

be very useful at this

stage.

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(NJSLS) New Jersey

Student Learning

Standard

Objectives

Essential Questions Skills Resources Sample Activities

1.3.8.D.3, 1.3.8.D.4,

1.3.8.D.5, 1.3.8.D.6

Art News:

http://www.artnews.com/2

014/02/24/when-is-an-

artwork-finished/

Artist scholars will

be able to self-

critique and

participate in a

class critique.

Standards: 1.4.8.A.1,

1.4.8.A.2, 1.4.8.A.3,

1.4.8.A.4, 1.4.8.A.5,

1.4.8.A.6, 1.4.8.A.7

How can you celebrate your

hard work and also identify

places where you can grow

through your work?

How can we make

connections from this

project to our everyday

lives?

Students will write their

own artist statements.

Students will participate in

a rigorous and thoughtful

critique about each other’s

work.

Kennedy Center:

https://artsedge.kennedy-

center.org/educators/how-

to/tipsheets/student-

critique.aspx

Appendix D & E

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Unit Vocabulary

Exploration

Line

Map

Cartographer

Realistic

Figurative

Abstract

Thumbnail sketches

Working drawing

Under drawing

Subjective

Objective

Empathy

Sympathy

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Unit Project (Choose 1)

Project (Suggested)

Map drawing

Surrealist drawing about aphorism

Self-portrait drawing with imagined background/

Drawing of loved one

Cityscape drawing

Landscape drawing with imagined features

Friendship drawing

Keith Haring inspired drawing

Personal symbol/logo drawing

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Appendix A: My Community Map Drawing Rubric

This is what will be used to grade your final map drawing. You are receiving it on the first day of drawing so that you know what is expected of you. It is your responsibility to

keep this out when drawing. Use this as a resource so you know what to do to receive the best grade possible. As always, if you have questions about it, ask me. Drawing due

date (5 class sessions from today): ____________________________

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APPENDIX B:

Thumbnail Sketches are Shorthand Notes for Artists:

Thumbnail sketches are drawing quick, abbreviated drawings. Usually, they are done very rapidly and with no corrections. Thumbnails sketches are

usually very small, often only an inch or two high.

Thumbnails are Memory Aids and Planning Tools: Thumbnail sketches can serve as a memory aid to help you remember important features of a subject, when making notes for a painting or drawing.

They are also useful when visiting a gallery, to help you remember important pieces. Often artists use thumbnail sketches to plan pictures. You can

quickly experiment with format and composition, placing just the major features - such as the horizon and any large objects, and indicating

movement and balance.

How to Draw a Thumbnail Sketch: Imagine your subject or picture stripped of all details, through squinted eyes, or in poor light. All you see are big rough shapes and some lines. That’s

all you need for a thumbnail. First, sketch a rough box or start with a sheet of paper containing boxes on it. Then, sketch the main shapes of your

image. Sketch the background first, but only straight lines and no details. If drawing figures/people in a setting, draw their main shapes (i.e. a simple

contour drawing). Then, outline any key shapes darker. You make the darker areas darker by shading.

Thumbnails can be Colored: Thumbnail sketches are a great way to plan color schemes. Use colored pencil to put in major areas of color in your picture.

Making Notes and Working Drawings: Once you've done your thumbnail sketch, you might want to make some notes alongside it. If at a gallery, you can record the artist's name and the

title, along with your thoughts about the painting. If sketching outdoors, you might record notes about the position of the sun, the particular colors, or

make additional sketches to show small details. If you are planning a painting, you might want to do a working drawing. A working drawing is

usually fairly large, sometimes as big as the finished piece, and carefully composed. The subject is sketched in, and potential problem areas might be

done in more detail. This is where you can fine-tune your drawing before embarking on the finished piece.

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APPENDIX B:

List twelve places that you might include in your drawing about your community (Paterson, neighborhood, school).

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APPENDIX B:

For homework, you are going to draw out three thumbnails for your final maps.

After each sketch, write a note about it underneath.

This could be about color you plan to use, images you plan to look at, or anything else that will help your drawing.

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APPENDIX C:

Working Drawing for Positive and Negative Aspects of Self

A working drawing is a blueprint or drawing that is subject to clarifications, but is complete enough to start painting.

Directions for sketching your working drawing:

Take out your thumbnail sketches that you drew for this project

Look them all over once more and make sure you circled the one you want to use as your guide for the working drawing.

You will start by sketching out your thumbnail sketch bigger on the drawing paper. This also means you will start with the main shapes of

your drawing.

Then, you will start to add all the details in the drawing.

Make sure there is a background, a middle ground and foreground.

Background:____________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Middle Ground: _________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

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Foreground: ____________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Add details on each person or object in your picture.

Remember, this is only a working drawing.

When you start to work on your final piece next class, you will use this as a guide.

Write yourself notes on the working drawing about colors that you’d like to use.

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APPENDIX D:

WRITING YOUR ARTIST STATEMENT

On a lined sheet of paper, you will write your Artist Statement by following the steps below. Number each task, but just write your answer, and not

the question.

For homework, you’ll type it up in paragraph form (omit the numbers) and print it.

1. Take three minutes and think about why you did what you did. Make a list of as many words possible that come to mind. Even if you think it

might not fit the category, write it anyway. (Minimum 15 words)

2. Take three more minutes to explain why you chose this topic. (Minimum 3 sentences)

3. Take another three minutes to write down your favorite part about the drawing. Explain why it’s your favorite part. (Minimum 3 sentences)

4. When people see my work, I'd like them to ________________. (Minimum 3 sentences)

5. I think My Community Map Drawing is successful/not successful (choose one) because... (Minimum 3 sentences)

6. What can you do now that you could not do before you experienced this book-making unit? (Minimum 3 sentences)

7. According to your grading rubric for this unit, you were responsible for considering the following categories: design/composition, color

choices, personal connection to community and The Giver, drawing skill, content, and creativity. Write at least 5 sentences explaining how

you successfully achieved these goals. You need to reference your rubric for this section.

8. How did you consider The Giver in your drawing? Use specific examples from The Giver and your drawing. Choose two things your

drawing has in common with The Giver and two ways your drawing contrasts with The Giver. (Minimum 4 sentences)

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APPENDIX E: Group Critique Form

Directions: You will get a drawing made by a peer, chosen at random, to professionally critique today.

Once you have the drawing in front of you, you’ll stand/sit in front of it for 1 minute timed.

Choose at least one item from each box on the left (check it off) and explain your answer in the box to the right.

ART HABITS OF DISCUSSION OPTIONS

EXPLANATION

DESCRIPTION: Describe what you see.

__ Describe the artist's use of color. Comment on the artist’s palette, value, intensity, etc.

__How has the artist applied the material(s) he/she utilized?

__Describe the texture, lines, and shapes in the work.

ANALYSIS: Analyze what you see.

__ Is your eye drawn to any particular area of the drawing?

__How does your eye travel through the piece of art?

__Is there an element that stands out in the composition?

__Is the composition balanced?

INTERPRETATION: Interpret what you see.

__ What kind of mood or feeling do you get from the drawing?

__If you could imagine yourself within the object, how might you feel?

__Choose a figure in the work. Pretend that you are he/she, how might you feel?

__What sounds would you hear?

JUDGMENT: Form a judgment about what you see. Remember to be empathetic in your

answers here.

__ Why is it interesting or not interesting to you?

__ What do you like or dislike about the work?

__ Does it make you think of something else that you’ve seen before? What?

31 | P a g e U n i t 1 G r a d e 7

APPENDIX E:

You will be graded on the following

Excellent Average Poor

1. Listen carefully, while looking at the work

that is being presented.

100% of the time you listened

and looked while work was

presented

Most of the time you listened

and looked while work was

presented

You did not listen or look

while work was presented

2. Your comments should be about one of the

criteria on the Critique Form rubric.

100% of your comments were

about something on the form

Most of your comments were

about something on the form

You did not make

comments about

something on the form

3. You showed STARS (sit up straight, track

the speaker, always do your work & be on

task, respect at all times, smile) during and

between presentations.

You showed STARS during

and between presentations

100% of the time

You showed STARS during

and between presentations most

of the time

You did not show STARS

during and between

presentations

4. You made three or more comments. Yes, you made 3 or more

comments.

No, you did not make 3 or

more comments.

32 | P a g e U n i t 1 G r a d e 7

Presenter Responsibilities

1. Presenter will have a total of two and a half minutes to present on the work they critiqued.

2. As the presenter, choose two things from your Critique Form to discuss.

3. Without reading directly from your Critique Form worksheet, discuss those two things.

4. You should be mindful of the time and take no longer than one minute to present your opinions.

5. After you’re done with your own opinions, you will open the floor to your peers for comments by saying, “Any comments?”

Audience Responsibilities

5. Listen carefully, while looking at the work that is being presented.

6. If you come up with a comment to make, write a note to yourself below on this worksheet.

7. Your comments should be about one of the criteria on the Critique Form rubric.

8. You will be given a participation grade based on your participation during the critique.

9. You can also, as always, receive shout-outs for very insightful comments.