Standard 1. Level III. Uses the general skills and strategies of the writing process Benchmark 1. Prewriting: Uses a variety of prewriting strategies (e.g., makes outlines, uses published pieces as writing models, constructs critical standards, brainstorms, builds background knowledge)

Benchmark 5. Uses content, style, and structure (e.g., formal or informal language, genre, organization) appropriate for specific audiences (e.g., public, private) and purposes (e.g., to entertain, to influence, to inform)

Standard 7. Level III. Uses reading skills and strategies to understand and interpret a variety of informational texts Benchmark 1.  Reads a variety of informational texts (e.g., electronic texts; textbooks; biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents, including catalogs, technical directions, procedures, and bus routes)

Standard 8. Level III. Uses listening and speaking strategies for different purposes Benchmark 6. Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media)

Standard 6. Level III. Understands and applies basic and advanced concepts of statistics and data analysis Benchmark 4. Reads and interprets data in charts, tables, and plots (e.g., stem-and-leaf, box-and-whiskers, scatter) Benchmark 6. Organizes and displays data using tables, graphs (e.g., line, circle, bar), frequency distributions, and plots (e.g., stem-and-leaf, box-and-whiskers, scatter)

Standard 3. Level III. Knows a range of subject matter, symbols, and potential ideas in the visual arts Benchmark 2. Knows different subjects, themes, and symbols (through context, value, and aesthetics) which convey intended meaning in artworks

• conduct Internet research • collect data • analyze data • create a graphic organizer • create graphs to organize and display data • create a class presentation • respond to writing prompts

Building Background Review

• Design Motifs in Mayan Art http://nmai.si.edu/exhibitions/infinityofnations/mesoamerica-caribbean.html#notes

Steps for Learning Organizing Design Pattern Observations

1. Tell the students that they are going to conduct research to find examples of patterns and symbols in their everyday observations.Teacher Note: You may wish to assign this as a weekend homework task to provide students with the opportunity to collect data.

2. Divide the class into groups and assign each group one item to look for in everyday life activities:• Group One: Roses • Group Two: Leaves • Group Three: Grapes • Group Four: Birds • Group Five: Stars • Group Six: DiamondsAsk the students to record all examples that they observe in their assigned categories. Did any of their findings surprise them? (Frame/Reframe)3. After the students have collected their data, tell them that they are going to create a graphic organizer. A graphic organizer helps one to visually and spatially represent ideas. There are many examples of graphic organizers. Each group should choose the type that fits their project best. (Generate Solutions)As a class, create a graphic organizer using the information from the Building Background activity in which students brainstormed ideas on apples. Model the steps you use as you create the organizer for your students. You can use the information on the following websites to learn how to create your class graphic organizer:

• http://www.cast.org/publications/ncac/ncac_go.html
• http://www.edhelper.com/teachers/General_graphic_organizers.htm

4. After you have finished constructing the apples graphic organizer as a class, give each group a copy of the “Design Pattern Graphic Organizer” handout. Have each small group construct its own organizer using the data the students collected. (Edit + Develop Ideas) 5. Have the students share their graphic organizers with their classmates. (Share + Evaluate) 6. As a class, create a graph showing the distribution of the places students observed design patterns. For example, your categories might include fabrics, buildings, clothing, dishes, etc. Teacher Note: Select the appropriate kind of graph to meet your instructional goals and your students’ proficiency level. Lead a class discussion on the differences and similarities in where the design patterns were observed based on your graphs. 7. Ask the students to respond in writing to the following prompts (Articulate):

Create a class rubric with your students that will help them assess how well they collected, organized and displayed data. You may wish to complete this assessment with your students. Use the following guidelines to help create the rubric.

-How effective was your data collection process? -Rate how effectively you analyzed your data. -Rate the effectiveness of your graphic organizer in showing different design patterns. -Rate the effectiveness of your graphs in showing different design patterns.