2 sessions; 50 minutes per session

SWBAT develop an understanding of classroom procedures and expectations through whole group and small group learning activities.

Pencil or pen, notes page.
(sketchbook or art journal is optional)

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1. Begin with asking students to brainstorm a list of reasons why it is important for students to learn and follow procedures in a classroom - (students know what to do, less chaos, students understand expectations and responsibilities, more productivity, etc.)
2. Using the chart handout, review each step of classroom procedures and have students complete written notes about expanded details as necessary. Using a variety of strategies such as discussions, small group collaborations, modeling, live demonstrations, hands-on practice, and reflective response talk about, demonstrate and practice procedures. (Teachers can modify the presentation of steps to suit personal needs and timeframe.
3. Reinforce learning by having students demonstrate understanding. This can be done in a 2nd session on day 2 with discussion/review as well as student-developed posters to support mastery of day to day procedures.
4. Additional support for whole group learning of procedures by asking students to demonstrate as well as acknowledging students who are following procedures.

Conduct daily formative assessments to measure students' abilities in following procedures independently and whether re-teaching of concepts is needed.

Teaching students processes and procedures is an important investment of class time during the first week of school - when students are not following procedures, they will be directed to read the procedure chart to ensure they are on track. I plan on laminating a copy for each table.

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

art class ExpectationsProcedureshart.pdf