Aim High, Shine Bright: Session 1 Script

Materials

• Quality Standards Chart displayed on chart paper or projector
• Example Work Samples
• Non-Example Work Samples
• Quality Checklist Cards
• Mini whiteboards and dry-erase markers

Today’s Target

“Today we will learn how to spot high-quality work and decide what ‘excellent’ looks like for our classroom.”

1. Warm-Up Discussion (5 minutes)

Teacher (gather students on the carpet, pointing to the chart):
“Good morning, everyone! I’ve put up our Quality Standards Chart right here.
What do you think makes someone’s work look really good?”

(Allow students to shout out ideas.)

Teacher (recording responses on chart):
“Great ideas! I hear words like neat, colorful, and complete.
Can someone tell me more about what neat means?”

If students struggle:

• “Neat could mean letters are easy to read.”
• “Neat might mean there’s no smudges or scribbles.”

Teacher (smiling):
“Thank you! Today we’ll learn to spot these neat, colorful, and complete parts in our work—and make our own work look excellent!”

2. Teach and Model (10 minutes)

Teacher (holding up an example work sample):
“First, let’s look at this drawing. This is from our Example Work Samples.
What do you notice that’s really strong here?”

(Call on 2–3 volunteers.)

Teacher (pointing to sample):
“Look—see how the shapes are colored all the way in, and the letters are easy to read?
We can check those off on our chart: colorful and neat.
Now let’s look at this one from the Non-Example Work Samples.”

Teacher (holding up non-example):
“What do you notice is missing or needs work?”

(Prompt if needed):

• “I see some scribbles that go outside the lines.”
• “Some parts are very light and hard to see.”

Teacher (linking to chart):
“Those are things we’d like to improve. We’ll use our Quality Checklist Cards to help us remember each part of excellent work.”

3. Guided Practice (10 minutes)

Teacher (handing out mini whiteboards and markers):
“I’m giving each of you a whiteboard. On the board I’m projecting is a brand-new sample with both good parts and parts that need work.
In pairs, use your Quality Checklist Cards to find one strength and one thing to improve.
Draw a circle around a strength and an X over what needs work.”

(Students work in pairs. Teacher circulates.)

Teacher (after 4 minutes):
“Let’s share! Turn to your partner and tell them one thing you found that shines.”

(Invite 3 volunteers to share aloud.)

Teacher (updating chart):
“Thank you! I heard neat coloring, complete shapes, and clear letters.
Let’s check those off on our Quality Standards Chart.”

4. Closing Reflection (5 minutes)

Teacher (gathering students back):
“Wow—look at all the great words we’ve added!
What words would we use now to describe excellent work?”

(Students respond.)

Teacher (writing new words):
“Those are perfect additions. From now on, every time we work, we can look at our Quality Standards Chart and our Checklist Cards to make sure our work is the best it can be.
Remember: Aim High, Shine Bright by always checking your work against our chart!”

End of Session 1

Quality Exploration Activity

Objective: Students will practice using our quality criteria to spot strengths and areas for improvement in peer work, building confidence in self- and peer-assessment.

Time: 10 minutes

Materials:

• Quality Checklist Cards (1 set per pair)
• Mini Whiteboards and Dry-Erase Markers (1 per pair)
• Mixed-Quality Sample Drawings (1 per pair)

Instructions:

1. Form Pairs and Setup (1 minute)

• Students find a partner and sit elbow-to-elbow.
• Teacher distributes to each pair: a set of Quality Checklist Cards, one mini whiteboard, one marker, and one sample drawing with mixed-quality features.

1. Partner A: Identify a Strength (3 minutes)

• Partner A reviews the sample and uses the checklist to find one thing that’s done well (e.g., neat coloring, clear letters).
• On the whiteboard, Partner A draws a circle around a quick sketch or writes a note (e.g., “Neat coloring”).
• Partner A tells Partner B aloud what they noticed.

1. Partner B: Identify an Improvement (3 minutes)

• Partner B uses the checklist to spot one area to improve (e.g., scribbles outside the lines, missing details).
• On the whiteboard, Partner B marks an “X” next to their sketch or writes a note (e.g., “Add more color”).
• Partner B explains their thinking to Partner A.

1. Switch Roles and Sample (2 minutes)

• Pairs swap their sample drawings and roles.
• Repeat Step 2 and 3 with the new sample: now Partner B finds the strength first, then Partner A finds the improvement.

1. Share and Reflect (1 minute)

• Invite 2–3 pairs to hold up their whiteboards and share one strength and one improvement they found.
• Ask the class: “How did using the checklist help you notice these details?”

Follow-Up:
Encourage students to keep their Quality Checklist Cards at their tables during independent work. Remind them: “Aim High, Shine Bright by checking your work against what excellence looks like!”

Aim High, Shine Bright: Session 2 Script

Materials

• Quality Standards Chart displayed for reference
• Blank Quality Rubric Chart on chart paper or projector
• Self-Assessment Rubric Cards (1 set per student)
• Drawing paper, crayons or colored pencils

Today’s Target

“Today we will make a drawing, use a simple rubric to check our work, and pick a goal to make it even better.”

1. Warm-Up Review (5 minutes)

Teacher (gather students at the carpet):
“Good morning, artists! Let’s look at our Quality Standards Chart.
Who can remind us what words we use to describe excellent work?”

(Call on 2–3 volunteers.)

Teacher (pointing to chart):
“I heard neat, colorful, and complete.
Today we’ll use these words to build our very own rubric so we can check our work like experts.”

2. Co-Create Rubric (10 minutes)

Teacher (standing by the blank rubric chart):
“Here’s our Quality Rubric Chart. We’ll make a 3-point scale for each of our three words: Neatness, Color, and Completeness.
Remember: 1 means Needs Work, 2 means Meets Expectations, and 3 means Exceeds Expectations.
Let’s start with Neatness. What makes a drawing a 3 for neatness?”

(Students respond. Teacher writes on chart: “3 = letters and lines clear, no scribbles”)

Teacher:
“Great! Now what would 2 look like?”

(Students respond: “2 = mostly clear, one or two light spots”)

Teacher:
“Perfect. And 1?”

(Students respond: “1 = messy, scribbles everywhere”)

Teacher (moves to next column):
“Now let’s do Color. What makes a 3 for color?”

(Students: “3 = colors fill all spaces, bright”)

Teacher:
“Wonderful. And a 2?”

(Students: “2 = some spots left white”)

Teacher:
“Last, Completeness. What makes a 3?”

(Students: “3 = all parts drawn and labeled if needed”)

Teacher:
“Fantastic! You’ve just built our rubric. These are our tools to check our work.
I’m giving each of you a set of Self-Assessment Rubric Cards so you can choose 1, 2, or 3 for each part.”

3. Independent Creation (8 minutes)

Teacher (handing out paper and art supplies):
“Now it’s your turn! Draw a picture of a flower (or choose house/animal if you like).
Remember to make it neat, colorful, and complete.
When you finish, use your rubric cards to check your drawing.”

(Students work. Teacher circulates, praising rubric-based effort: “I love how you colored every petal—excellent color!”)

4. Self-Assessment (5 minutes)

Teacher (once most students seem finished):
“Great work, artists! Now pick up your Self-Assessment Rubric Cards.
Place your ‘Neatness’ card next to your drawing—does it get a 1, 2, or 3?”

(Students place cards.)

Teacher:
“Next, choose a card for Color.”

Teacher:
“And one more for Completeness.”

Teacher (softly as students finish):
“Look at your three cards. Which part did you do best? Which part will you try to improve next time?”

5. Closing Share (2 minutes)

Teacher (gathering students back at carpet):
“Who would like to share one rating and one goal?”

(Invite 2–3 volunteers.)

Teacher (praising):
“Thank you for sharing! Remember, our rubric helps us Aim High and Shine Bright every time we draw.
Great job today—keep using those cards whenever you create!”

Rubric Pals Activity

Objective: Students will work in pairs (“Rubric Pals”) to use our Quality Rubric and Self-Assessment Rubric Cards to give friendly, supportive feedback and set goals for each other’s work.

Time: 10 minutes

Materials:

• Student drawings completed in Session 2
• Self-Assessment Rubric Cards (1 set per student)
• Quality Rubric Chart (visible in the room)
• Sticky notes or small feedback sheets (optional)

Instructions:

1. Form Rubric Pals (1 minute)

• Have students pair up with someone who finished their self-assessment.
• Each student keeps their original drawing and set of Rubric Cards at hand.

1. Exchange and Review (2 minutes)

• Pals exchange drawings and rubric cards.
• Partner A reads Partner B’s self-ratings (the cards placed next to the drawing).
• Partner A refers to the Quality Rubric Chart and decides if they agree or have a different rating for one criterion (Neatness, Color, or Completeness).

1. Give Strengths Feedback (3 minutes)

• Partner A points out one thing they love about Partner B’s drawing, using rubric language (e.g., “Your flower petals are colored all the way in—that’s a 3 for Color!”).
• Partner A shows this by placing the agreed-upon Rubric Card (1–3) next to Partner B’s original card.
• Partner A writes or sticks a quick note on a sticky note (optional): “I shine this work!”

1. Suggest a Goal (2 minutes)

• Partner A identifies one area they think could be even better (e.g., “Some spots are light—let’s try filling every space next time for a 3!”).
• Partner A places the suggested Rubric Card (1–3) under that criterion, below Partner B’s card, and writes a note: “Goal: Fill all spaces.”

1. Roles Switch (2 minutes)

• Partners swap roles: Partner B now reviews Partner A’s drawing, gives one strength compliment, and suggests one goal.

1. Quick Share (optional, 1 minute)

• Invite 2–3 pairs to share one strength and one goal they discussed.

Follow-Up:

• Encourage students to tuck their feedback notes and rubrics into their art folders.
• Remind them: “Use your Rubric Cards and pals’ tips each time you create—Aim High, Shine Bright!”

Aim High, Shine Bright: Session 3 Script

Materials

• Quality Standards Chart displayed for reference
• Revision Checklist Cards (1 set per student)
• Peer Feedback Guidelines Poster displayed
• Student drawings from Session 2
• Drawing paper, colored pencils or crayons
• Sticky notes for comments

Today’s Target

“Today we will revise our drawings using checklists, give and receive peer feedback, and create a polished final piece to showcase our excellence.”

1. Warm-Up Reflection (5 minutes)

Teacher (gather students on the carpet, pointing to chart):
“Good morning, artists! Look at our Quality Standards Chart.
What have we learned about making our work neat, colorful, and complete?”

(Call on 3–4 volunteers.)

Teacher (celebrating ideas):
“I love these tips: coloring all the way in, drawing every detail, and using clear lines.
Those are our goals as we revise today!”

2. Model Revision (7 minutes)

Teacher (holding up a sample drawing and Revision Checklist Cards):
“Here’s a picture from last time. Let’s use our Revision Checklist Cards to make it even better.
First, what’s one thing we like?”

(Point to student response, then circle it on the drawing.)

Teacher (thinking aloud):
“Great—our lines are neat, so that’s a strength.
Now, what could we improve? Look at these white spots around the petals.”

(Student suggests, teacher marks ‘Fill all spaces’ on card.)

Teacher (demonstrating):
“I’m going to color in those spots to make the flower more colorful—see how it brightens the picture?
Next, my leaves have faint lines, so I’ll press a little darker to make them clear.”

(Invite quick question.)

Teacher:
“Any questions about how I used the checklist to make changes?”

3. Independent Revision (8 minutes)

Teacher (handing out each student their drawing and a set of Revision Checklist Cards):
“Now it’s your turn.

1. Look at your drawing and find one strength—circle it.
2. Find one area to improve—mark it.
3. Revise your work by coloring, redrawing, or darkening lines.
   Use your art supplies and make your piece shine!”

(Students revise. Teacher circulates, offering praise: “I love how you filled every space—that’s excellent color!”)

4. Peer Feedback (7 minutes)

Teacher (pairing students, pointing to Peer Feedback Guidelines Poster):
“Let’s give each other friendly feedback. Remember our guidelines:

• Start with something you like
• Use kind words and specific details
• Offer one idea to make it even better

1. Exchange drawings and checklist cards with your partner.
2. On a sticky note, write one strength comment (e.g., ‘Your lines are so neat!’).
3. On another note, write one improvement suggestion (e.g., ‘Try adding more color here’).
4. Share both notes with your partner and say, ‘Thank you!’”

(Students work in pairs. Teacher circulates, prompting as needed.)

Teacher (after 5 minutes):
“Great teamwork! Let’s hear one strength and one suggestion from a pair.”

(Invite 1–2 volunteers.)

5. Final Showcase (3 minutes)

Teacher (directing students to display area):
“Now that your drawings are polished and you’ve supported a friend, let’s showcase our excellence.
Place your revised work on the table or wall for a gallery walk.
As we walk around, notice neat lines, bright color, and complete details.
We all aimed high and shone bright today!”

End of Session 3 – Congratulations!

Gallery Walk

Objective: Students will celebrate classmates’ polished work by observing gallery pieces, identifying quality features, and offering positive feedback.

Time: 5–7 minutes

Materials:

• Revised student drawings displayed around the room
• Sticky notes or comment cards
• Pencils or crayons
• Quality Standards Chart visible for reference

Instructions:

1. Prepare the Gallery (1 minute)

• Arrange each student’s final drawing on tables or walls at child height.
• Give each student a sticky note and a pencil/crayon.

1. Silent Observation (2 minutes)

• Students quietly walk around the gallery, looking closely at each piece.
• Encourage them to refer to our words: neat, colorful, complete—and the Quality Standards Chart.

1. Leave a Compliment (2 minutes)

• At each drawing, students write or draw one specific compliment (e.g., “I love your bright colors!” or a small star sticker).
• Place the sticky note next to the work or on a provided comment sheet.

1. Share Reflections (2 minutes)

• Gather students and ask: “What did you notice about your friends’ work? Which quality word did you see most?”

• Invite 2–3 volunteers to share one compliment they left.

Follow-Up:

• Leave the gallery up for the day so students can revisit and feel proud.
• Encourage students to use these quality examples as inspiration for future work.
• Conclude: “We all aimed high and shone bright by creating and celebrating excellence!”