Specials Handbook

Transcription

1 Music Specialist - Meredith Barnes 1 Art Specialist - Beth Elliston Art Specialist - Glaucia Romano PE Specialist - Ebony Mertz PE Specialist - Rick Caldie PE Specialist - Joshua Cummings Specials Handbook The following information should be read and understood by both parents, students and teachers to help make a successful school year. Please refer to the index if you have questions about grading and procedures in music and art courses. Please note that specialized teachers may add rubrics throughout the school year and they will be posted on the homepage of ProgressBook under each specific course. If extra credit is desired to raise a student s average in 2nd through 5th grade you must turn in the work at least 1 week prior to the last day of each quarter. Grades will then only be modified if it is turned in on time and completed in the correct manner. It is the job of the student, parent and homeroom teacher to check Canvas for grades and feedback. Please see each course section to find extra credit assignments and details. To ensure that you have read and understand the grading policy for special area courses please sign and return the final page to your homeroom teacher. If you have any questions or concerns, please keep the contact page and reach out to the specialized teacher throughout the school year. We look forward to a year filled with learning and growth in the arts and athletic academics! Index Music pg 3 Music Procedures...pg 3 Daily Musicianship Rubric..pg 4 Solo Singing Rubric.pg 4 Composition Project Rubrics. pg 4-5 Recorder Technique Rubric pg 6 Science of Sound Rubric.pg 6 Music Vocabulary Tests...pg 7 Kindergarten Music Checklist.pg 7 1st Grade Music Checklist..pg 8 2nd Grade Music Checklist.pg 8-9 3rd Grade Music Checklist..pg th Grade Music Checklist..pg 10-11

2 2 5th Grade Music Checklist. pg Music Extra Credit..pg 12 Art...pg 13 Art Procedures......pg 13 Participation Rubric......pg 14 Craftsmanship Rubric...pg 15 Other Graded Assignments.pg Grading Weights.... pg 16 Art Extra Credit....pg 16 Kindergarten Art Checklist...pg 17 1st Grade Art Checklist....pg 18 2nd Grade Art Checklist...pg 19 3rd Grade Art Checklist...pg 20 4th Grade Art Checklist...pg 21 5th Grade Art Checklist.. pg 22 Physical Education.. pg 23 PE Procedures..pg 24 Participation Rubric.pg 25 Leadership Rubric pg 26 Behavior/Attitude Rubric (Sportsmanship)..pg 27 Other Graded Assignments...pg 27 Grading Weights..pg 28 PE Extra Credit pg 28 Physical Education Rules...pg 29 Music Music Procedures

3 3 Students are expected to follow their ROARS while in music. This means doing their best in participating, being respectful of both fellow students and teachers. Raising their hand to speak and maintaining focus with talking at appropriate times. We have several movement and dance lessons throughout the year and students must follow procedures of personal space. If procedures are not met parents and guardians will first be contact via letter. If behaviors are not modified Miss Barnes will reach out with additional letters, phone calls and/or s. Please continuously monitor ProgressBook I will provide weekly feedback if your child is working on procedures and skills in the music classroom. ProgressBook will be the primary form of communication unless otherwise needed. Contact info: Barnes meredith.barnes@ocps.net Meredith Daily Musicianship Students will receive 1 point for each of the following procedures every week they attend music class. This grade is based upon leadership and responsibility in the music room and will help curve student s grades that may have struggled on music tests and projects. I will participate in music class

4 4 I will do my best in music class (demonstrate leadership) I will respect both my teacher and classmates I will be an active listener ***Please note that with all projects students are guided by the teacher and music paraprofessional throughout the creation process. *** Solo Singing Rubric - students can maintain pitch while singing in their head voice by themselves and in a group. 10 points Student is singing in their head voice (high voice). 8-9 points Student is working on singing in their head voice (child is singing too low). A head voice is the high pitch voice appropriate for young singers to ensure healthy vocal cord growth. (9 points shows more improvement when discussed) 6-7 points Student is using their speaking voice or silly voice (7 points if fixed after teacher example). 1st Grade Rhythm Composition Rubric 10 Points Student can neatly draw both quarter notes and pairs of 8th notes. Student has placed one rhythm in each of the 4 boxes creating a pattern. Music notes have been labeled with correct sounds according to project. 9-4 Points 1 point will be deducted for every box that is not labeled or contains more or less than one note. Student is working on neatly drawing and labeling quarter notes and pairs of 8th notes. Rhythm Composition Project Rubric 2nd- 5th Grade 10 points Student has successfully created 4 rhythm patterns using some or all of the following notes: quarter notes, pairs of 8th notes, half notes, whole notes and quarter rests (additional note values are added each grade level). Notes are neatly and

5 5 accurately drawn and labeled on the music staff. 8-4 points Each box or project line will be counted as 2 points. For every section that does not have a 4 pattern 2 points will be deducted. 2 points The student has received the minimum project points and is working on understanding rhythm addition and note values. Form Composition Project Rubric 10 Points Student can create a pattern using music form (Ex: A=section 1, B = section 2 form ABA.) Each line contains a 4 rhythm pattern with accurately drawn music notes that are labeled with the appropriate number of s. Each line has an instrument name that the student has selected from classroom instruments. 8-4 Points 2 points will be deducted for each line that does not add to 4 rhythm patterns. 2 points will be deducted for missing music form and labeling each pattern with an instrument name. 2 points Student is working on creating 4 rhythm patterns and creating a music form using the alphabet. Recorder Technique Rubric Students will be given a short music excerpt that will have the music note names labeled. They will have previously practiced the recorder fingerings in class that are appropriate for their grade level with guidance and assistance from Miss Barnes and the music paraprofessional. 10 Points Students can demonstrate the correct fingering for each note of the song. They are producing a clear sound with little

6 6 squeaking. They use left hand on top which is proper technique for the instrument. 9 Points Student demonstrates correct fingerings but is working on air control and/or left hand on top. 8 Points Student is working on fingerings but overall they have the gist of recorder, using left hand on top and soft, quiet air. 6 Points Student is working most recorder fingerings, air control and using left hand on top. 4th Grade Science of Sound Rubric 10 Points Student has composed 1 complete sentence stating the hypothesis of how the sound will be produced by various objects and/or instruments. An additional complete sentence must be composed on the results of the sound experiment. 2 complete sentences should be clearly viewed per experiment. 8-4 points Student is missing a concise hypothesis and or result statement. They are missing 2 complete sentences per experiment 2 Points Students are working on expressing hypothesis and results. 2nd - 5th Grade Music Vocabulary Tests Tests will be scored out of the number of test questions and will based on vocabulary studied within a unit. We will review before tests and weekly up to the date of the test. Questions are worth either 1 or 2 points each depending on the test. Some tests include: Orchestra Instruments Vocal Ranges Tempo Dynamics Genre

7 7 Scales Checklist for Standards: Kindergarten Sings in Proper Head Voice Sings and signs sol, mi Demonstrates use of singing and speaking voice Demonstrates steady using Body Percussion (BP) Demonstrates steady using Unpitched Percussion instruments (UPP) Shows an understanding of levels of high and low Sits up tall Correct hand signs Sits up tall Steady begins on their own Steady begins on their own Aurally identifies high and low Mouth will fall Signs and sings at the same time Mouth will fall Shows high and low Matches pitch Matches pitch Identifies singing and speaking aurally Change levels of BP with the steady Proper skills with instruments In the bellybutton Maintains head voice Maintains head voice Sings correct notes Follows teachers tempo Follows teachers tempo Describe direction w/ high and low Performs steady in various tempos using non loco Performs steady in various tempos using Loco Move Reads symbols of short and long sounds Reads symbols of high and low sounds Maintains set tempo Maintains set tempo Identifies sounds aurally Identifies sounds aurally Maintains Steady Beat (SB) w/out teacher Maintains Steady Beat (SB) w/out teacher Identifies sounds visually Identifies sounds visually Change placement of SB Change direction of loco with SB Shows sounds with movement Shows sounds with movement Describes steady Describes steady Describes sounds with own words Describes sounds with own words

8 8 Scales for Checklist Standards: 1 st Grade Sings in Proper Head Voice Sings and signs sol, mi, la, sol, mi Maintains a tonal center Plays rhythmic patterns using quarter notes, rest and paired 8 th notes on Body Percussion (BP) Plays rhythmic patterns using quarter notes, rest and paired 8 th notes on UPP Plays upward and downward on barred instruments Sits up tall Correct hand signs Sits up tall Correct rhythmic Correct rhythmic Correct direction on barred I. Mouth will fall Signs and sings at the same time Mouth will fall Crossed arms Matches pitch Matches pitch Maintains pitch w/out assistance Reads/tracks music Reads/tracks music In the Middle of Mallet Maintains head voice Maintains head voice Sings correct notes BP and at the same time UPP and at the same time Describe direction w/ high and low Demonstrates steady in various tempos using non loco Demonstrates steady in various tempos using Loco Move Reads simple rhythmic patterns Reads melodic patterns from 3- line staff using SO and MI Notate simple rhythmic patterns Notates melodic patterns on a 3 line staff using L and S Maintains set tempo Maintains set tempo Tracks notes correctly Tracks notes correctly Neatness with heads and stems Neatness with heads and stems Maintains SB w/out teacher Maintains SB w/out teacher Speaks rhythm Sings melody with precision Enough space between the notes Enough space between the notes Change placement of SB Change direction of loco with SB Claps rhythm with Describes lines and spaces of the staff Count the number of s needed for the pattern Precision when putting notes on spaces and lines Describes steady Describes steady Recognize rests and create silence Determine the direction of notes Aurally write down the pattern Aurally write down the pattern

9 9 Scales Checklist for Standards: 2 nd Grade Sings in Proper Head Voice Sings Mi, Re, Do ascending and descending Plays short melodic patterns using SO, LA, and MI Plays rhythmic patterns (adding half notes) on Body Percussion (BP) Plays rhythmic patterns (adding half notes) on unpitched Percussion instruments (UPP) Plays steady using simple borduns (open and closed) Sits up tall Correct hand signs Correct melodic pattern is played Correct rhythmic Correct rhythmic Mouth will fall Signs and sings at the same time Correct mallet techniques Proper mallet technique Matches pitch Matches pitch Reads/tracks music Reads/tracks music Sings song and plays at same time Maintains head voice Maintains head voice Reads/tracks music BP and at the same time UPP and at the same time Switch back and forth between 2 borduns Differentiates between SB and simple rhythm thru movement Conducts in 2 Reads rhythmic patterns adding half note and half rest Reads melodic patterns using So, La, Mi (including repeated tones) Notate rhythmic patterns (Adding half notes and half rests) Notates melodic patterns using So, La, and Mi (repeated tones) Maintains set tempo Understanding of 2 Tracks notes correctly Tracks notes correctly Neatness with heads and stems Neatness with heads and stems Demonstrates understanding of SB and rhythm Maintains SB w/out teacher Speaks rhythm Sings melody with precision Enough space between the notes Enough space between the notes Plays rhythm correctly Correct conducting pattern Claps rhythm with Describes lines and spaces of the staff Count the number of s needed for the pattern Precision when putting notes on spaces and lines Perform both simultaneously Describes steady Recognize rests and create silence Determine the direction of notes Aurally write down the pattern Aurally write down the pattern

10 10 Scales Checklist for Standards: 3 rd Grade Sings in Proper Head Voice Sings So, Mi, Do ascending and descending Plays short melodic patterns using Mi, Re, Do Plays rhythmic patterns (adding whole and dotted half) on Body Percussion Plays rhythmic patterns (adding whole and dotted half) on Unpitched Percussion instruments (UPP) Plays open borduns on barred instruments Sits up tall Correct hand signs Correct melodic pattern is played Correct rhythmic Correct rhythmic Mouth will fall Signs and sings at the same time Correct mallet techniques Proper mallet technique Matches pitch Matches pitch Reads/tracks music Reads/tracks music Sings song and plays at same time Maintains head voice Maintains head voice Reads/tracks music Body Percussion and at the same time UPP and at the same time Switch between bordun and simple melody Moves in space in duple and triple meter Conducts in 3 Reads rhythmic patterns adding whole and dotted half Reads melodic patterns using step and skip Notate rhythmic patterns (Adding whole and dotted half) Notates melodic patterns using steps and skips Maintains set tempo Understanding of 3 Tracks notes correctly Tracks notes correctly Neatness with heads and stems Neatness with heads and stems Demonstrates understanding of duple and triple Maintains SB w/out teacher Speaks rhythm Sings melody with precision Enough space between the notes Enough space between the notes Show meter with your body/manipulative Correct conducting pattern Claps rhythm with Describes lines and spaces of the staff # of s correct based off of time signature # of s correct based off of time signature Aurally identifies meter in a song Describes steady Recognize rests and create silence Determine the direction of notes Aurally write down the pattern Aurally write down the pattern

11 11 Scales Checklist for Standards: 4 th Grade Sings in Proper Head Voice Sings So, Re, Mi, Fa, So ascending and descending Plays I V chord progression on melodic instrument Plays rhythmic patterns (adding syncopation and 16th) on Body percussion Plays melodic patterns in a 3-5 note range Plays crossover borduns on barred instruments Sits up tall Correct hand signs Correct notes are played Correct rhythmic Correct melodic Mouth will fall Signs and sings at the same time Correct mallet techniques Proper mallet technique Matches pitch Matches pitch Reads/tracks music Reads/tracks music Sings song and plays at same time Maintains head voice Maintains head voice Sings song while chord progression is being played Body Percussion and at the same time Playing melody accurately Switch between bordun and simple melody Dances in ABA form to recorded music Conducts in 4 Reads rhythmic patterns adding syncopation and 16th Reads Do, Re, Mi, Fa, So ascending and descending on treble staff Notate rhythmic patterns (adding syncopation and 16 th ) Notates melodic dictation using Do, Re, Mi, Fa, So Maintains set tempo Understanding all patterns Tracks notes correctly Tracks notes correctly Neatness with heads and stems Neatness with heads and stems Demonstrates understanding of the form Maintains SB w/out teacher Speaks rhythm Sings melody with precision Enough space between the notes Enough space between the notes Moves with expression Correct conducting pattern Claps rhythm with Describes lines and spaces of the staff # of s correct based off of time signature # of s correct based off of time signature Respects personal space Describes steady Recognize rests and create silence Determine the direction of notes Aurally write down the pattern Aurally write down the pattern

12 12 Scales Checklist for Standards: 5 th Grade Sings in Proper Head Voice Sings and signs the major scale In ensemble, student plays layered ostinati Plays rhythmic patterns (adding pair of 16 th w/ 8th) on Body Percussion Plays melodic patterns in a 5 note range Demonstrates understanding of I-V progression Sits up tall Correct hand signs Correct notes are played Correct rhythmic Correct melodic Aurally identifies progression Mouth will fall Signs and sings at the same time Correct mallet techniques Proper mallet technique Matches pitch Matches pitch Maintains steady Reads/tracks music Reads/tracks music Sings song and plays at same time Maintains head voice Maintains head voice Maintains their part while other parts play Body Percussion and at the same time Playing melody accurately Switch between chords at the correct time Moves to music using combined meters Reads rhythmic patterns adding pairs of 16 th w/ 8 th notes Reads major scale up and down on the treble staff Notate rhythmic patterns (adding pairs of 16 th w/ 8 th ) Notates major scale on treble staff Maintains set tempo Tracks notes correctly Tracks notes correctly Neatness with heads and stems Neatness with heads and stems Demonstrates understanding of the form Speaks rhythm Sings melody with precision Enough space between the notes Enough space between the notes Moves with expression Claps rhythm with Describes lines and spaces of the staff # of s correct based off of time signature # of s correct based off of time signature Respects personal space Recognize rests and create silence Determine the direction of notes Aurally write down the pattern Aurally write down the pattern Music Extra Credit: 2nd - 5th Grade If your child is on track for honor roll or has a low average grade they may complete extra credit to boost their final grade. It is the student s responsibility to turn in extra credit if they know that they need a higher music grade. Assignments are due 1 week before the last day of each quarter. Music grades will only be modified if extra credit has been turned in on time and completed in the correct manner. It is the job of the student, parent and homeroom teacher

13 13 to monitor Canvas grades and comments. Grading: Two points will be awarded for each complete paragraph. The more you write on the topic in an outstanding manner the more points earned. ***Please note Kindergarten and 1st grade do not have extra credit assignments, since they do not have O s in ProgressBook. *** Extra Credit Assignments Choose 1 of the following composers or musicians and write using evidence of your findings about their compositions, life and time in music history. You must choose a different person for every assignment submitted for extra credit. Pyotr Ilyich Tchaikovsky Sergei Prokofiev Ludwig Van Beethoven John Philip Sousa Antonio Vivaldi George Frideric Handel Aaron Copland Wolfgang Amadeus Mozart Johann Sebastian Bach Benny Goodman Louis Armstrong Ella Fitzgerald Art Art Procedures Students are expected to follow their ROARS while in art. This means doing their best in regards to participation and being respectful of both fellow students and teachers. Being respectful in the art room also includes taking care of materials, cleaning up messes, and supporting fellow classmates artistic endeavors. If procedures are not met parents and guardians will first be contacted via letter. If behaviors are not modified Ms. Elliston or Ms. Romano will reach out with additional letters, phone calls and/or s. ProgressBook will be the primary form of communication unless otherwise needed.

14 14 Contact info: Beth Elliston Glaucia Romano Participation Rubric

15 Craftsmanship Rubric 15

16 Other Graded Assignments 16

17 17 WOW Plan - In order to have WOW pieces (artwork) approved, students will plan their artwork and choose their materials and processes. Students are required to have this document approved with a grade of ⅗ in order to start working on their chosen artwork. Otherwise teachers will assign a work of art for the student to create. Progress Check - Students will keep track of their progress by filling out a daily reflection log. ARA - Students will Analyze, Reflect on, and give an Artist Statement after artwork has been completed. Feldman Critique Page - Students in 4th and 5th grade will practice using the Feldman Model of art criticism by observing a master work of art. Close Read - Students in 4th and 5th grade will practice their close reading skills with art related article. Grading Weights Kindergarten 50% Participation 50% Craftsmanship Second Grade 25% Participation 25% Craftsmanship 25% WOW Plan 25% ARA Fourth Grade 20% Participation 20%Craftsmanship 15% WOW Plan 15% ARA 10% Feldman Critique Page 10% Progress Check 10% Close Read First Grade 50% Participation 50% Craftsmanship Third Grade 25% Participation 25% Craftsmanship 25% WOW Plan 25% ARA Fifth Grade 20% Participation 20%Craftsmanship 15% WOW Plan 15% ARA 10% Feldman Critique Page 10% Progress Check 10% Close Read Art Extra Credit Work done outside the art room. Students may research artists, time periods in art, styles in art, or art related inventions and write a report about what they have learned. Amount

18 18 awarded for extra credit is based on the amount of effort the student puts into their work. Extra credit is due a week before the last day of each quarter. Kindergarten Art Checklist Line - straight curvy zig zag Shape - geometric shape Color - primary Value - light and dark Texture - how something feels Form - 3d Space - horizon line Drawing Painting Sculpture Collage Book illustrators and other artist professions Self Portraits feelings Real and imaginary subject matter art art media create experiment identify imaginary subject matter real subject matter perceptual awareness personal satisfaction personal works of art Share subject matter art audience art media art room art tools directions Handle safety suitable behavior artwork creation describe Explore identify media peers personal choices personal works of art placement produce self structural elements of art artwork experiences explain express Feelings generate ideas images imagination Influence memory personal decisions personal ideas produce art processes First Grade Art Checklist Line-directional horizontal, vertical diagonal directions discuss

19 19 Shape-geometric versus organic Color-secondary Value-shadows Texture- if something looks like it feels Form-identify forms Space-foreground and background Drawing Painting Sculpture Collage Mono-print Artist purpose and professions fashion designer or architecture or illustrator Still life portraits Landscapes Math connection - -geometric, patterns, forms Where can you view art? Schools, galleries, businesses museums Cave art, African art, aboriginal art, Egyptian art, Native American Art accurate art vocabulary artwork communicate describe experiment Express ideas identify knowledge life experiences Media processes respectful share visual imagery 21st century skills art media experiment express ideas imaginary choices imaginary subject matter personal interest practice real subject matter safety procedure time frame 21st century skills audience audience member classroom tasks clues Development directions discuss gather interpret Reflect suitable behavior time frame works of art processes respectful share visual imagery art production artistic development create Describe express identify imagery Media organizational principles of design structural elements of art symbols techniques Second Grade Art Checklist Line-line quality thick and thin Shape-shave vs form Color-warm and cool safety self-expression Unique

20 20 Value-value scale light medium dark Texture-tactile versus visual Form-shape vs form Space-overlapping and size Drawing Painting Sculpture Collage Mono-print Artist purpose and professions fashion designer or architecture or illustrator or painter Still life portraits Landscapes Cityscape Seascape Self portrait Math connection - balance Where can you view art? Schools, galleries, businesses museums Steps gesture drawing, forming shapes, adding value, adding detail or signing Central/south America, North America, Europe, Asia and Africa Event promotion include poster, signs and t-shirts Subject matter artistic skill art media art processes art techniques art tools artwork Communicate create develop directions 21st century skills art appropriate art production audience behavior development discuss distinguish Effective focus inappropriate meaning Reflect accurate art vocabulary artwork Convey creating discuss identify Meaning peers personal experience purpose skillful techniques appropriate artistic objectives artistic problem art production awareness decision making skills develop employ Explore multiple solutions organizational principles of design sequential procedures structural elements of art Third Grade Art Checklist Line - contour Shape - repeated shapes pattern Color - complimentary colors art art audience art-making process art media

21 21 Value - effect of light highlight shading cast shadow Texture - visual texture Form - additive sculpture Space - foreground middleground background placement Drawing Painting Sculpture Collage Mono-print Artist purpose and professions fashion designer or architecture or illustrator or painter Still life Portraits Landscapes Cityscape Seascape Self-portrait Math connection - balance Where can you view art? Schools, galleries, businesses, museums, festivals Steps gesture drawing, forming shapes, adding value, adding detail or signing Central/south America, North America, Europe, Asia and Africa Subject matter Pattern balance contrast Symbol Reasons for murals Ornamental or utilitarian nonfunctional versus functional Realistic versus abstract Feldman Model: Describe, analyze, interpret, judge organizational principles of design personal artworks create develop experience incorporate imaginative interpret Manipulate observation skills prior knowledge reflect self-expression subject matter suitable behavior accurate artistic problems art processes art vocabulary assess basis choose Compare completeness describe effects established artists explore improving intended objectives Merits peers personal artworks solutions solve success techniques works of art artistic goal communication Fourth Grade Art Checklist Line - contour and mark making Shape - complex geometric Color - monochromatic Value - tints and shades apply art events art venues describe

22 22 Texture - creating visual texture Form - additive sculpture Space -1 point perspective Artist purpose and professions cartoonist, potter, muralist, and photographer Steps gesture drawing, placement, forming shapes, proportion, adding value, adding detail, showing contrast, mark making and visual texture Pattern, balance (symmetrical and asymmetrical), contrast, emphasis (focal point) Rhythm, movement, unity Ornamental or utilitarian nonfunctional versus functional Feldman Model: Describe, analyze, interpret, judge Copyright symbol and importance Reasons to display works of art PIE persuade, inform, and entertain safely structural elements of art techniques timely manner three-dimensional tools Two-dimensional art-making careers designers explore identify Impact utilitarian objects visually local artists media identify Interpret observations personal works practice prior knowledge reflect respect suitable behavior visual information art-making process artistic composition identify organizational principles of design structural elements of art Unite 21st-century skills achieve art artistic objective art-making process art media combine convey demonstrate development diverse effects Ideas innovative ideas integrate Manipulate materials meaning organize personal works procedures processes Purposefully Fifth Grade Art Checklist Line - gesture Shape - distort Color - color wheel tertiary Value - 4 styles of shading & hatching/stippling/cross hatching/blending art process artistic vision directions elements of art focus

23 23 Texture - tactile texture material Form - aerial view or bird s eye view Space - sculptural Artist purpose and professions cartoonist, potter, muralist, and photographer Steps gesture drawing, placement forming, shapes, proportion - adding, value-showing contrast, adding detail, mark making and visual texture Pattern that relates to math, balance (symmetrical and asymmetrical), contrast, emphasis (focal point) Principles of Design - pattern and balance (symmetrical and asymmetrical) Ornamental or utilitarian nonfunctional versus functional Feldman Model: Describe, analyze, interpret, judge Symbolism Reasons to display works of art PIE persuade, inform, and entertain Why copyright work distinguish examine Exemplary evaluate interpret observation skills peer artist personal art prior knowledge professional artist qualities reflect respect Physical Education Media non-traditional organize plan principles of design safety rules Structure technique three-dimensional timeframe tools traditional Two-dimensional accurate achieve artistic choices artistic processes art production art vocabulary communicate creative ability creative processes end product engage identify justify organize processes Produce sequential procedures structural elements of art technical ability techniques tools visualize visual unity work of art PE Procedures Students are expected to follow their ROARS while in PE. This means doing their best in participating in all activities and being respectful to their peers and teachers.

24 24 Being respectful in PE also includes using equipment correctly, staying on task at all times and celebrating fellow classmates success. If procedures are not met parents and guardians will first be contacted via letter. If behaviors are not modified Coach Mertz or Coach Caldie will reach out with additional letters, phone calls and/or s. ProgressBook will be the primary form of communication unless otherwise needed. Contact info: Ebony Mertz Rick Caldie Joshua Cummings PE Grading Students will receive a total of 12 points (4 points per day), every week they attend PE class for the following procedures. Participation (4 points)- Dress Code Sportsmanship

25 25 Leadership (4 points) Behavior/Attitude (4 points) Participation Rubric 4 points Student is participating at their best Student is following ROARS Student is engaging with their peers respectfully 3 points Student is usually participating Student usually follows ROARS Student is asked to stay on task more than once 1 or 2 points Students rarely participates Student is not following directions more than 2x Student is rarely engages with peers Dress code violation Leadership Rubric (Sportsmanship)

26 26 4 points Student is always celebrating others Student is always helping peers with different skills and strategies Student is always demonstrating togetherness Student always uses ROARS 3 points Student is usually celebrating others Student is sometimes helping peers with different skills and strategies Student is sometimes demonstrating togetherness 1 or 2 points Student rarely celebrating others Student rarely help peers Student rarely demonstrates togetherness

27 27 Behavior/Attitude Rubric (Sportsmanship) 4 points Student always uses equipment correctly Student always shows great attitude and behavior Student is always kind to others Student always uses ROARS 3 points Student sometimes uses equipment correctly Student usually shows great attitude and behavior Student is sometimes kind to others Student usually uses ROARS 1 or 2 points Student rarely uses equipment correctly Student rarely shows great attitude and behavior Student is rarely kind to others Student is asked to sit out from activity. Other graded assignments: Unit Quiz (4 th and 5 th ) - after each unit students will have a 10 question quiz. Vocabulary Quiz (2 nd /3 rd ) - throughout the unit, teacher and paraprofessional will observe vocabulary use by students and check for understanding Progression Check (2 nd -5 th ) Students will have progression cards to show improvement and proficiency with strategies and technique within the unit.

28 28 Grading Weights Kindergarten 50% Participation 50% Sportsmanship First Grade 50% Participation 50% Sportsmanship Second Grade 25% Participation 25% Sportsmanship 25% Vocab Quiz 25% Prog. Check Third Grade 25% Participation 25% Sportsmanship 25% Vocab Quiz 25% Prog. Check Fourth Grade 25% Participation 25% Sportsmanship 25% Unit Quiz 25% Prog. Check Fifth Grade 25% Participation 25% Sportsmanship 25% Unit Quiz 25% Prog. Check PE Extra Credit - Choose 1 of the following topics 2 paragraph research paper about a sport of your choice Outlining major events and the history of the sport. Why are you interested in this sport? 2 paragraph paper discussing a professional athlete Discuss what sport they play and noted accomplishments Why are you interested in this athlete? Bay Lake Elementary Physical Education Rules

29 29 1. Be Prepared - Wear the proper footwear properly tied (no sandals) - Wear the proper clothing/attire/equipment (dresses and skirts with shorts underneath) - Water, sunglasses, and a hat are ACCEPTABLE 2. Try Your Best - Always participate with effort in all activities. - Demonstrate a commitment to the process, lesson or activity. - Demonstrate proper movement skills and concepts 3. Play Fair - Follow the rules or instructions of the lesson or activity - Display honesty during the lesson or activity. - Allow equal opportunity for others to participate. 4. Play Safe - Lookout for the safety of others. - Avoid careless risks. - Show an awareness of your body and those around you. 5. Show Respect - Listen when it is time to listen (to the teacher or classmates). - Cooperate with the teacher and classmates. Display good sportsmanship. - Show the value of others, the equipment, the property and the environment. Special Areas Handbook

30 30 Agreement I read and understand the expectations and grading policies of music, art and PE courses at Bay Lake Elementary school year. If I have questions and concerns throughout the year, I know to contact the specialized teacher via the contact information found in the above document. Please fill out the requested information and sign below, then return this page to your student s homeroom teacher. Please keep this handbook for your records and guidance throughout this school year. Parent/Guardian Parent Parent Phone Number Student Signature Homeroom Teacher Signature