Date submitted: 8/20/2009 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Pair a potential energy movement to a dependent clause	an on or off balance movement that shows potential energy
Pair a kinetic energy movement to an independent clause	an on or off balance, fluid movement that shows kinetic energy.
Identify the dependent and independent clauses in their reading and writing.	SWBAT demonstrate correct use of dependent and independent clauses in their writing to form varied sentences.

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
Describe how the two different clauses sound and feel.	Explain how the movement fit each type of clause.
3. Interpret	4. Evaluate
What emotions are conveyed by the movement poem?	How effectively did the movement convey the feeling of the poem?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students write a five line poem where the first 4 lines are dependent clauses and the last line is an independent clause   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools  dependent clause movements should look static and filled with possiblity independent clause movements should look fluid and complete
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Students pair movements to each clause.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students perform their movement to their poem for small groups.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Groups throw 3 stars and 1 wish to respond to performance  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect teacher scan for correct clauses Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? Have students describe and compare the feeling of each type of movement and each type of clause.