Teaching is the Core


    studio art: clay shoe



    Possible Points

    Points Earned


    Roll a slab of clay, and trace your shoe on it. Use this as the base of your sculpture.





    Your sculpture must be no shorter than five inches tall and no taller than 10 inches tall.





    Your shoe must reflect you somehow… create a shoe that either you like or describes who you are.





    The “Usuals”

















    Quality of work








    Requirements Total Points




    The “Usuals” Total Points





    Your Grade





    Pottery III: Artist Dedication



    Possible Points

    Points Earned


    Choose an artist from the list provided to be the inspiration for your project. Find ten examples of the artist’s work on the internet, and print them as large as possible without distortion or pixilation.





    Create a cover sheet for your ten examples.





    Create a vessel that directly relates to this artist’s works.





    The “Usuals”




















    Quality of work









    Requirements Total Points




    The “Usuals” Total Points





    Your Grade






    #5-#6 = EXCELLENT

    #4 = VERY GOOD

    #3 = GOOD

    #2 = AVERAGE

    #1 = POOR

    Author: Grant Wiggins


    6: The work is unusually creative. The ideas/materials/methods used are novel, striking, and highly effective. Important ideas/feelings are illuminated or highlighted in sophisticated ways. The creation shows great imagination, insight, style, and daring. The work has an elegant power that derives from clarity about aims and control over intended effects. The creator takes risks in form, style, and/or content.

    ·         The problem has been imaginatively reframed to enable a compelling and powerful solution

    ·         Methods/approaches/techniques are used to great effect, without overkill “less is more” here: there is an elegant simplicity of emphasis and coherence

    ·         Rules or conventions may have been broken to create a powerful new statement.

    ·         Common materials/ideas have been combined in revealing and clever ways

    ·         The audience is highly responsive to (perhaps disturbed by) the work

    ·         The work is vivid through careful attention to telling details and deft engaging touches

    ·         There is an exquisite blend of the explicit and implicit


    5: The work is highly creative. The ideas/materials/methods used are imaginative and effective. There is attention to detail. A clear and confident voice and style are present.

    ·         Novel approaches/moves/directions/ideas/perspectives were used to good effect

    ·         There is an effective blend of personal style and technical knowledge

    ·         Familiar materials and ideas have been combined in new and imaginative ways

    ·         The work provokes a lively audience response


    4: The work is creative. The ideas/materials/methods used are effective. A voice and style are present.

    ·         Novel approaches/moves/directions/ideas/perspectives were used to good effect

    ·         There are imaginative and personal touches scattered throughout the work

    ·         The work keeps the audience mostly engaged

    ·         There is a discernible and interesting effect/focus/message/style, with lapses in execution

    ·         The work takes some risks in methods/style/content


    3: The work is somewhat creative. The ideas/materials/methods used show signs of imagination and personal style.

    ·         Familiar approaches/routines/moves were used, but with a few new twists

    ·         There are places where ideas and techniques are borrowed whole.

    ·         Novel ideas or approaches may be present but they seem stuck on, excessive, out of place and/or not integrated effectively in the work

    ·         Time-tested recipes and clichés are used even where there is a personal voice the work is pretty “safe”

    ·         The work is a mish-mash of interesting and familiar approaches and effects, but with no coherence OR the work is technically very competent and coherent, without much spark or insight


    2: The work is not very creative. The approach is trite and the ideas clichéd, leading to a flat and predictable performance. There is little sense of the creator’s touch, voice, or style here.

    ·         The work offers little in the way of new approaches/methods/ideas

    ·         There is little sign of personal voice, touch, or style

    ·         The work suggests that the creator confuses “creative” and “risk taking” with “shocking in a juvenile way”

    ·         There is excessive and incoherent use of different materials, techniques, ideas

    ·         The creator may have confused great care and precision with creativity - the work is more polished than imaginative or revealing


    1: The work is uncreative.  The performance recreates someone else’s performance or relies exclusively on the models/algorithms/moves/recipes/templates/directions/materials provided.

    ·         The work is predictable throughout, relying almost exclusively on hackneyed approaches; there is no apparent personal touch

    ·         The work is timid and lacking in vivid feelings and ideas – so abstract that it has little to say to an audience

    ·         The work is done with care but without direction or insight





    Fitness Assessment   (all handouts from TITC are found at http://goo.gl/FL4tEG)

    Phys Ed 11-12


    Essential question: What is wellness and why should I care?


    The students will...choose an area of health or wellness that they want to address, conduct an appraisal and use those results to set realistic and attainable goals, develop a plan for meeting the goals they set, and assess the results of the plan.


    1. create an area of health or wellness that they want to address (NYS PE 1a)(AAPHERD S3. H11)

    2. read about health and wellness factors and complete a guided wellness appraisal to determine their areas of risk. (NYS PE 1a)

    3. draft realistic and attainable goals with supporting rationale using research and submit those goals and reasons to the teacher for feedback (NYS PE 1b) (CCLS RI 9/10.1)(AAPHERD S3. H12)(AAPHERD S3.H11)

    4. review and revise goals if needed (TS 2a)

    5. review and discuss possible action plans and try to identify what is positive and what is negative

    6. discuss with peers on what would be tangible options for a "plan b" (AAPHERD S3. H11)

    7. write a sample plan to achieve goals that identify(TS 2b,c) (NYS PE 1b)

    8. submit goals, rationale and revised plan to the teacher (NYS PE 1a, b) (CCLS.S.9/10.7)

    9. implement the action plan over the course of 2 months, tracking the action (AAPHERD S3. H11)

    10. periodically assess progress, submit weekly journals describing progress(or lack of progress) and self-assessment of the plan if necessary (TS 1e)


    AAPHERD Standards

    Standard 3 Demonstrates the knowledge and skills to achieve a health-enhancing level of physical activity and fitness

    S3. H6 : Participates several times a week in a self-selected lifetime activity outside of the school day

    S3. H9 : Identifies types of strength exercises and stretching exercises for personal fitness development

    S3. H11 : Creates and implements a behavior modification plan that enhances a healthy, active lifestyle in college or career settings

    S3 H12 : Designs a fitness program, including all components of health related fitness for a college student and an employee in the learner's chosen field of work.

    NYS Physical Education Standard

    1. Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health:

    a. know the components of personal wellness (nutrition and weight control disease prevention, stress management, safety, and physical fitness)

    b. establish a personal profile with fitness/wellness goals, and engage in appropriate activities to improve or sustain their fitness


    District Thinking Standards

    2. Students will be able to apply a problem-solving process

    a. identify and define the problem

    b. identify and utilize resource and strategies

    c. create a plan

    d. ask questions throughout the process to clarify, refine, and extend thinking

    e. evaluate results to make revisions and inform future work


    NYS common core standards

    RI 9/10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text says explicitly as well as inferences drawn from the text

    W 9/10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation


    Rubric Dimensions:

    1. Knowledge of health and wellness factors (NYS PE Standard)

    2. Goals and rationale (Thinking Standards)(CCLS for Literacy)

    3. Action plan (thinking standards)



    Intramural - 1

    Inter-Scholastic - 2

    Collegiate - 3

    Professional - 4

    Area of Health Addressed

    Students do not have a clear area of health to address

    Students select an area of health that they may not need to be addressed

    Students select an area of health that needs to be addressed

    Students select an area of health that needs to be addressed and explains how this area affects others

    Research and health appraisal

    Students uses no research to help with setting goals.

    Student uses one piece of research to help set goals.

    Students use multiple research resources  to help create wellness assessment.

    Students will use multiple pieces of research from multiple sources to self assess and appraise their total wellness.

    Goals set

    Students will set one goal to improve one aspect of health.

    Students will set two goals that will improve their health.

    Students will set multiple short term goals that will help them achieve overall health.

    Students will set short term goals and long term goals that will give them clear direction on attaining Health and  total wellness.

    Action plan

    students develop a plan of action that relates to their goals

    students develop a plan of action that addresses their goals and  area of wellness that they are looking to improve upon

    students develop a plan of action that clearly addresses their goals and area of wellness that they are looking to improve upon using research based practices

    students develop a plan of action founded in research based practices and personalized those plans to address their own individual needs

    Plan Implementation

    students do parts of the plan but without consistency

    students participate in the plan with occasional logs handed in

    students actively participate in their action plan and track their progress through logs

    students actively participate in their plan and look to modify the plan based on their own progression

    Progress and Self-Assessment

    students submit journal entries that have some information on their plan

    students submit journal entries occasionally on their progress

    students regularly submit journal entries on their progress and assess their progress

    students will regularly submit journals to assess their progress as well as make adjustments to adapt to their own individual needs and development