Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary
Grade Level 1

UNIT TITLE Color Monsters

Length of Class Period 50 mins.
Approximate Number of Students in Each class 25
Beginning Date for this Unit October 5
Ending Date for this Unit October 26

ENDURING UNDERSTANDINGS
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize, and refine artworks in conventional and innovative ways.

PROGRESS POINTS
D. Produce artworks that express and represent their experiences, imagination and ideas using
a range of media including new technologies.

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
By first grade, the students know the colors by name and also know the three primary colors
and three secondary colors. They learned the color wheel in kindergarten. They also have
experience with paint brushes and tempera paint cakes from kindergarten. They have been
working on drawing and are able to draw shapes on paper. They can create shapes in their
drawings in addition to lines. They can represent people/figures with shapes instead of lines.
They are also able to demonstrate scale in their artworks. They are able to use sharpies to
outline simple shapes on paper. They also are able to write simple words and fill in blanks to
create sentences. This lesson is relevant because it expands on their previous knowledge of
colors and painting. This lesson builds on their previous skills and knowledge by teaching
students how the primary colors are used to create secondary colors. By also using familiar
materials, it increases a student’s comfortability in using art materials and shows them
different ways to use it. Also, at this age level, the students are interested in painting and in
fictional characters.
.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
The central focus for this unit is using knowledge of colors and paint mixing to create a
monster based off of two books that we read together in class. I will first read the book,
Monsters Love Colors by Mike Austin and students will begin by learning how to mix the
primary colors to create secondary colors. We will then read the book, Never Touch a
Monster by Make Believe Ideas and the students will draw a monster based off of this book.
Lastly, the students will use their knowledge of color mixing to paint their monsters. Students
will respond to and interpret the images and concepts in the books that we read in class by
creating their own monsters. After seeing how the artist in the book created their monsters,
they will be tasked with creating their own. They will use books as a reference to their own
artwork. They will choose what they want to their monster to look like and also its name and
favorite secondary color. They will be given a piece of 12x18 paper and will draw a monster of
their choice. They can choose what the monster looks like, what three silly characteristics
their monster has, and what two secondary colors to use while painting their monster.

Essential Questions (provocative, engaging, critical)

How is a secondary color created?
What are the primary and secondary colors?
How can books inspire us?
How can books help us create art?

Possible Integration
I would suggest this unit be integrated with a language arts class because we will be reading
the books Monsters Love Colors and Never Touch a Monster. The students could create a
story based off of the monster that they create.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Monsters Love Colors
Lesson Students will be working on using and mixing the primary color tempera paint
Description cakes to create the secondary colors. They will learn how to create the
secondary colors and how to mix their paints. I will read them the book,
Monsters Love Colors by Mike Austin. They will have a monster worksheet
that will allow them to mix all of the secondary colors before starting on the
actual project.

Lesson
Two
Title Scribble, Scribble
Lesson This lesson will focus mostly on the students creating their monsters that they
Description will be painting in the next lesson. They will each receive a piece of 12x18
paper and will design their very own monster. They will draw their monsters in
pencil and then outline them with a sharpie. The monsters will be inspired by
the book that we read together in class, Never Touch a Monster. They will give
their monster a name and choose its favorite secondary color. I will also have
a handout for them to complete that will include their monsters favorite
secondary color and what primary colors need to be mixed in order to create
that color to prove that they know how to create a secondary color.
 Lesson
Three
Title Mix, Dance, and Wiggle
Lesson During this lesson the students will paint their monsters that they drew in the
Description previous class. I will remind them how to mix the paints and how to create
secondary colors from the primary colors. They will then use the rest of the
class time to paint their monsters.

Explain how technology has been used in this unit

LESSON PLAN

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary
Grade Level 1

LESSON NUMBER 1
Lesson Title Monsters Love Colors
Length of Class Period 50 mins.
Approximate Number of Students in Each class 25
Beginning Date for this Lesson October 5
Ending Date for this Lesson October 5

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

1. Students will be able to demonstrate beginning skill in the use of tempera paint cakes
and paint brushes.
2. Students will be able to create primary and secondary colors.
l
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. Students will demonstrate their ability to use tempera paint cakes and paint brushes
by completing one monster worksheet. I will be looking for the following:
a. Correct use of materials (cleaning paint brush between colors)
 b. Correct application (using the right amount of paint to mix secondary colors)
2. Students will use tempera paint cakes and a paint brush to create three primary and
three distinctly different secondary, not tertiary, colors on their monster worksheet.*

Academic Language
Vocabulary
Primary colors: red, yellow, blue
Secondary colors: orange, green, purple
Tempera paint cakes: a solid form of paint that requires water for activation
Mixing: combining two substances
Painting: applying paint to a surface

Additional Language Demands (specific speaking or writing activity)

Students will identify one primary color while completing their monster worksheet. I will do this
when I go around to each table to help the students complete their monster worksheet.

Accommodations for Special Populations

For a student with behavioral problems, I will pull them aside at the beginning of class and let
them know that we will be painting so they will be excited and have more of a reason to follow
directions and not misbehave. I will allow this student to sit alone at a different table if
necessary to stay on task and not be distracted by other students. I will also help the student
one on one with mixing paint if they begin to have trouble so that they do not get frustrated.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task.

Art/Visual Culture Examples

Monsters Love Colors by Mike Austin

Preparations
Materials/Resources for Teacher
Monsters Love Colors by Mike Austin
8 red, yellow, and blue tempera paint cakes
16 Cups of water
25 Paint brushes
25 Monster worksheets
25 Pencils

Materials for Students

Pencil
Paint brush
Monster worksheet

Safety Procedures
I will tell the students that they must walk when in the art room and not run as to avoid injuries
such as tripping and falling. They also must walk while carrying supplies. I will demonstrate
how to hold and use a paint brush and will instruct the students to not throw any of the
materials. There will also be no hitting each other with any of the materials. Students will only
be allowed to be at the sink a few at a time so that there are less spills and so that the floor
does not get slippery. I will also try to make sure students don’t pinch their fingers in the
drying racks.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
To prepare the classroom for this lesson I will have the paint, cups of water, and paint
brushes set out at each table. When the students enter the room they will sit on the rug so
that I can introduce the lesson and demonstrate how to mix paints. When I am done, they will
all go to their seats and I will pass out their papers so they can get started.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
The students will sit on the rug and I will read the
book, Monsters Love Colors. I will read the book
and show the students the pictures and allow them
to reiterate what they’re seeing. I will ask them
questions such as:
 What color do you see here?
 Is this a primary or secondary color?
5 mins.
 What two primary colors need to be mixed  Monsters
1 8:30-
to create this secondary color? Love Colors
8:35
I will also put emphasis on the phrase, “scribble,
scribble, mix, dance, and wiggle” that is used in the
book to keep the students interested and allow
them to interact with the story. Each time we get to
that part in the book, I will let the students
participate by “wiggling” like the monsters do in the
book.
I will introduce the lesson for the day and
demonstrate how to mix paints and how to
complete the worksheet. I will first show the
students how to use the tempera paint cakes and
 Monster
how to wet them using their paint brushes. I will
worksheet
show them how to paint the lighter color, clean their
 Paintbrush
10 mins. paint brush, and then use just the tip of their paint
 Red, yellow,
1 8:35- brush to dip into the darker color to paint on top to
and blue
8:45 create the secondary color. I will also show them
tempera paint
how to clean their paint brushes in their cup of
cakes
water before placing their paintbrush into a different
 Cup of water
color. I will show them how to rub their brush
around in the bottom of the water dish to completely
remove the paint from the brush. I will also stress
the importance of making sure that ALL of the paint
 is out of their brush so that they don’t end up with a
muddy mess on their paper. I will then show them
how to paint the primary colors on the worksheet.
After this, I will demonstrate how to create a
secondary color. I will show the students how to
paint the lighter color and then go over top of it with
just a little bit of the darker color to produce a
secondary color. I will use my cooperating teachers
color chart magnets to engage the students and so
that they can reference the chart later on when they
are completing their monster worksheet.
Students will go back to their seats and work on
their monster worksheets. I will instruct how to mix
the paints and pass out paints. For this exercise I
will go step by step with the students so that they
know exactly what to do with the paints that are in
front of them. This will help keep the students
focused and on task so that they don’t rush but also
so that they don’t get behind if they are unsure of
what to do. I will first pass out the yellow paint and
the students will paint their yellow, orange, and
green monster. After this, I will pass out the red
paint. First they will paint their red monster and
purple monster. Then they will dip only the tip of
their brush into the red paint and go over the yellow  25 monster
paint on the orange monster to create orange. After worksheets
this I will pass out the blue paint. They will first paint  25 paintbrushes
28 mins. the blue monster. Then they will dip just the tip of
1 8:45- their brush into the blue paint and paint over the red
 16 cups of water
9:13 on their purple monster to create purple. After they  8 red, yellow, and
paint their purple monster, they will clean their blue tempera paint
brush and use just the tip of their brush to pick up a cakes
tiny bit of blue paint and paint over the yellow paint 
on their green monster to create green. After this
they will clean their brushes in the water cups. This
activity will be very structured and will be instructed
step by step so that students know exactly which
colors to paint and where. While the students are
working on each section, I will go around to each
table and have the students identify one primary
color to me.
Reminders that I will stress to students:
 Only use a tiny bit of the second color when
creating secondary colors.
 Clean brush completely before dipping into
a new paint color.
Clean up – The basket on each table is color coded
7 mins and the students all know which color their table is.
1 9:13- I will call students up by table color to place their  Drying racks
9:20 worksheets on the drying rack. They will then go
back to their seats. There are eight tables, each
 sitting about three students. I will call each table up
one by one to place their worksheet on the drying
rack. I will stay by the drying racks and help the
students so that they don’t pinch their fingers or
break anything. Once done, I will call on each table
to line up by the door. I will take the paint to the
counter. I will leave the brushes and water cups on
the tables for the next class.

Clean-up Procedures (Room, Materials & Work Storage)

When painting, students will be called up by table to place their piece on the drying racks. I
will collect the paint from each table and set it on the counter. I will then call each table to line
up by the door.

Closure, Review & Anticipation (what’s next?)

At the end of class I will tell the students that in the coming class they will be creating their
very own monsters. This will make them excited to come back to class next week.

Supplemental Activity
If students finish their worksheet early, they will be able to get a sheet of paper and try to
paint a monster of their very own. This will allow them to continue to experiment with paint
and learn about the material. This will also lead into the next lesson, where the students
create their own monsters.

Teacher reflection focused on the lesson after it has been taught

LESSON PLAN

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary
Grade Level 1

LESSON NUMBER 2
Lesson Title Scribble, Scribble
Length of Class Period 50 mins.
Approximate Number of Students in Each class 25
Beginning Date for this Lesson October 19
Ending Date for this Lesson October 19

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING
1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.

CONTENT STATEMENT – RESPONDING/REFLECTING

2RE Revise works of art to a level of personal satisfaction.

Performance-based Assessment Objectives

1. Students will be able to demonstrate beginning skill in the use of two different media,
pencils and sharpies, while drawing and outlining their monster.
2. Students will be able to assess and revise their monster drawing to assure that it
meets the requirements.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will first use a pencil on a piece of 12x18 paper to draw a monster. They will
then use a sharpie to outline their monster drawing. I will be looking for the following:
a. the drawing takes up the majority of the page
b. the drawing includes at least three silly details
2. Students will use the exit ticket to assess their drawing by proving that they have three
silly details on their monster and prove that their drawing fills the majority of the 12x18
paper.
*See attached exit ticket
 I will give formative feedback to each student by leaving a written post-it note on the
back of each of their artworks.

Academic Language
Vocabulary
Primary colors: red, yellow, blue
Secondary colors: orange, green, purple
Tempera paint cakes: a solid form of paint that requires water for activation
Mixing: combining two substances
Painting: applying paint to a surface

Additional Language Demands (specific speaking or writing activity)

Students will fill out an Exit Ticket handout that asks for their monster’s name and its favorite
secondary color. They then have to identify which two primary colors are mixed together to
create their monsters favorite secondary color. This allows them to prove that they know how
to create a secondary color.

Accommodations for Special Populations

For a student with behavioral problems, I will allow this student to sit alone at a different table
if necessary to stay on task and not be distracted by other students. If I need to, I will also
help the student draw the beginning shape so that they do not get frustrated if they do not
know how to begin their drawing.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
may need to begin drawing the shape of the monster for the student so they have a starting
point and do not get stuck. This will help them if they do not know where and how to start. It
will allow them to build off of the shape that is already there. I will also stay close by so that I
can keep students on task.

Art/Visual Culture Examples

Never Touch a Monster by Make Believe Ideas

Preparations
Materials/Resources for Teacher
25 pencils
25 handouts
25 pieces of 12x18 paper

Materials for Students

Pencil
Handout
Paper 12x18

Safety Procedures
I will tell the students that they must walk when in the art room and not run as to avoid injuries
such as tripping and falling. They also must walk while carrying supplies. I will demonstrate
how to hold and use a paint brush and will instruct the students to not throw any of the
materials. There will also be no hitting each other with any of the materials. Students will only
be allowed to be at the sink a few at a time so that there are less spills and so that the floor
does not get slippery.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
For this lesson I will prepare the classroom by having the paper and handouts ready to go
when the class comes in the room. I will have example sheets on each table for the students
to reference while working. They will sit on the rug so I can explain the lesson and then they
will head to their seats and I will pass out a piece of paper to every student so they can draw
their monsters. When they are done with this they will be given the handout to fill out.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
5 mins.
The students will sit on the rug and I will read, Never  Never Touch
1 8:30-
Touch a Monster. a Monster
8:35
 To engage the students while reading the book, I will
ask them the following question:
 Do you like monsters?
 Is this a nice monster or a scary monster?
 Why do you think this monster has googly
eyes?
 Do all monsters look the same?
 Can you point out a silly detail on this
monster?
 Do you think books can inspire us?
 Do you think books can help us create art?
I will also point out details about the monsters that
they are seeing. For example, I will point out the
horns, eyes, teeth, polka dots, etc. on the monsters
so that the students have plenty of ideas for how to
add details to their own monsters.
I will introduce today’s lesson and demonstrate how
to draw a monster and how to add at least three silly
details to the monster. I will draw this so that all the
students can see and will also have an example
hanging on the board. I will show them how to draw
the body and how to add details such as teeth, eyes,
moustache, polka dots, hair, ets. I will show them
how to draw large shapes in order to fill the majority
of the space on the page. I will also show them how
different features of their monster can change the
 12x18 piece
way it is perceived. For example, I will show how
of paper
15 mins. details such as a big grin can be perceived as a nice
 Pencil
1 8:35- monster, and how sharp teeth can be seen as being
 Handout
8:45 more scary. I will then show the students how to fill in
 practice
the handout that I will pass out later on in the class. I
worksheet
will tell them all the details on the paper that need to
be addressed such as picking a secondary color and
writing what two primary colors are mixed to create
that color. We will review the primary and secondary
colors and I will write them on the board so that they
can refer to them later while filling out the handout. I
will also have an example hanging on the board. I
will also explain how to fill out the practice
worksheet, although they have sued this format
before.
I will pass out the practice worksheets for each
student to fill out. Students will complete their
5 mins.
handout. I will place each table’s folder on their table.  25 practice
1 8:45-
Folders align with each color of table. The students worksheets
8:50
know that when the folders are passed out that they
need to place their piece in the folder.
Students will each get a piece of 12x18 paper and  25 pieces of
20 mins.
will start drawing their monster. Pencils are located 12x18 paper
1 8:50-
in the bins on each of the tables. I will also have  25 pencils
9:15
example sheets on each table to give students  25 sharpies
 examples of monster details. Once the student and  25 handouts
I assess their drawing and prove that it meets the  example
requirements, I will place the sharpies on the table sheets
so that the students can begin to outline their
monster. When students have completed this, they
will place them in their table folder and take a
handout off of the teacher’s desk to complete.
Clean up – Students will place their drawings and
5 mins.
handouts in their tables folder and place the pencils  Table
1 9:15-
and sharpies in the bins on each of the tables. I will folders
9:20
call students by table to line up by the door.

Clean-up Procedures (Room, Materials & Work Storage)

Students will place their drawings and handouts in the folder on their table. They will put the
pencils and sharpies in the bins on each of the tables. I will then call on each table to line up
by the door.

Closure, Review & Anticipation (what’s next?)

At the end of class I will tell the students that they will be painting their monsters in class next
week. This will give them something to look forward to and will make them excited to come
back to art class.

Supplemental Activity
If students finish their monster drawing early, they will be able to take another sheet of paper
and draw their monsters home. They will be able to decide where it lives and what type of
environment suits it the best.

Teacher reflection focused on the lesson after it has been taught

LESSON PLAN

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary
Grade Level 1

LESSON NUMBER 3
Lesson Title Mix, Dance, and Wiggle
Length of Class Period 50 mins.
Approximate Number of Students in Each class 25
Beginning Date for this Lesson October 26
Ending Date for this Lesson October 26
CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools.

CONTENT STATEMENT – RESPONDING/REFLECTING

2RE Revise works of art to a level of personal satisfaction.

Performance-based Assessment Objectives

1. Students will be able to demonstrate beginning skill while using tempera paint cakes
and paint brushes.
2. Students will be able to revise their painting in order to meet the requirements of the
project which is to include two secondary colors on their monster.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will demonstrate their ability to use tempera paint cakes and paint brushes
by completing one monster painting. I will be looking for the following:
a. students ability to work with all three primary color paints at the same time to
create secondary colors and not make a muddy mess
b. correct use of material (cleaning brushes between colors)
c. correct application (using the right amount of paint to mix secondary colors)
2. Students will assess their artwork and prove that it contains at least two secondary
colors.
*See attached rubric

Academic Language
Vocabulary
Primary colors: red, yellow, blue
Secondary colors: orange, green, purple
Tempera paint cakes: a solid form of paint that requires water for activation
Mixing: combining two substances
Painting: applying paint to a surface

Additional Language Demands (specific speaking or writing activity)

I will come around to each table while the students are working on their projects and ask each
student to describe one secondary color that they used on their monster. I will do this when I
go around to each table to check on the student’s self assessments of their painting.

Accommodations for Special Populations

For a student with behavioral problems, I will pull them aside at the beginning of class and let
them know that we will be painting so they will be excited and have more of a reason to follow
directions and not misbehave. I will allow this student to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task.

Art/Visual Culture Examples

Preparations
Materials/Resources for Teacher
Monster drawings from previous class
8 red, yellow, and blue tempera paint cakes
25 Paint brushes
16 cups of water

Materials for Students

Monster drawing
Paint brush

Safety Procedures
I will tell the students that they must walk when in the art room and not run as to avoid injuries
such as tripping and falling. They also must walk while carrying supplies. I will demonstrate
how to hold and use a paint brush and will instruct the students to not throw any of the
materials. There will also be no hitting each other with any of the materials. Students will only
be allowed to be at the sink a few at a time so that there are less spills and so that the floor
does not get slippery. I will also try and make sure none of the students pinch their fingers in
the drying racks.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
For this lesson I will prepare the classroom by placing the tempera paint cakes at each table
as well as a cup of water. I will also place paint brushes in the center of the tables. I will place
the folders that contain the monster drawings on each of the tables. Students will come in and
sit on the carpet so that I can explain the lesson to them and review how to mix paints and
how to create secondary colors. Students will head to their seats to get started on painting
their monsters.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
10 mins. The students will come in and sit on the rug. I will
 Red, yellow,
1 8:30- review how to mix paints and create secondary
and blue
8:40 colors. I will do this by demonstrating on a
 monster drawing that I have on the board as an tempera paint
example. I will quickly remind them how to paint cakes
the lighter color and then clean their paintbrush,  Cup of water
and then use just the tip of their paint brush to  Monster
pick up just a tiny bit of the darker color to paint drawing
on top of the first color to create a secondary  Paintbrush
color. I will explain to the students that they need
at least two secondary colors on their monster.
Students will have the rest of the class to paint
their monsters. I will have a monster color wheel
at each table for the students to refer to while  Monster
working on their paintings. I will go around to drawings
each table and have the students point to and  8 red, yellow,
show me their two secondary colors. We will and blue
33 mins. assess whether or not they are meeting the tempera paint
1 8:40- requirements. This will allow them to self assess cakes
9:13 their projects while also making sure they meet  16 cups of
the objectives. While at their tables, I will speak water
with each student at the table and ask them to tell  25 paintbrushes
me one secondary color that they used in their  8 monster color
painting and which two primary colors are mixed wheel copies
to create that color. This will prove that they can
use the vocabulary.
Clean up – I will call students up by table to place
their monster paintings on the drying rack. There
are eight tables, each sitting about three
students. I will call each table up one by one to
7 mins.
place their projects on the drying racks. I will stay
1 9:13-  Drying racks
by the drying racks and help the students so that
9:20
they don’t pinch their fingers or break anything.
Once done, students will line up and I will take
the paint to the counter. I will leave the brushes
and water cups on the tables for the next class.

Clean-up Procedures (Room, Materials & Work Storage)

When painting, students will be called up by table to place their piece on the drying racks. I
will collect the paint from each table and set it on the counter. I will then call each table to line
up by the door.

Closure, Review & Anticipation (what’s next?)

Supplemental Activity
If students finish their painting early, they will be able to draw their monsters home. They will
get to decide where they want their monster to live and what type of environment suits it best.
They can also paint their monsters home.
Teacher reflection focused on the lesson after it has been taught

Be sure to attach to the full instructional unit

Monster worksheet, lesson
1
Teacher example, monster worksheet, lesson 1
Exit Ticket, lesson 2

Teacher example, Exit Ticket, lesson

2
Example Sheet, Lesson 2
 Teacher
example, lesson 2
 Teacher
example, lesson 3
Practice worksheet, lesson 2

Name: ___________________________________
 Color Monsters Rubric
Lesson Yes No

1 Student has used 3 tempera paint cakes (red, yellow, and

blue) to complete the monster worksheet.

1 Student has shown proper care for the art materials (paint
brush, tempera paint cakes).

2 Student has drawn and outlined a monster with 3 details on

a piece of 12x18 paper using pencil and sharpie.

2 Student has proven that they included 3 details on their

monster through self assessment.

2 Student has completed the handout, exemplifying the use of

appropriate vocabulary.

3 Student has used at least 2 secondary colors to paint their

monster.

3 Student has proven that they 2 secondary colors to paint

their monster through self assessment.

Teacher’s Comments:

______________________________________________________________________
______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Parent Signature (If Necessary):

______________________________________________________________________