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.
Identify and use common transitions in writing.	A cohesive sentence structure and improved sentence fluency.

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 your movement phrases with and without the use of transitions.	Explain how the dance is different with the addition of transitions.
3. Interpret	4. Evaluate
What might transitions do for your writing?	Compare a piece of writing with transitions to a piece without transitions. Which is more enjoyable to read?

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 Create a short to medium length movement phrase that represents each word: up, down, around and beside.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools  Encourage students to rearrange or revise their phrases to find the best fit.
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Focus on the spaces inbetween each phrase,and add movements that will get from the ending on one phrase to the beginning of another phrase. These are called transitions.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Practice and rearrange until the dance is complete.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Perform for small groups.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by: Groups give Stars and Wishes focusing on the transitions.
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?