Date submitted: 7/1/2008 

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.
Work cooperatively in a small peer group	Listen, converse, and move constructively in response to group members, consistently stays on task
Choreograph a set of movements and/or shapes that last 16 beats of selected music	Count 16 beats while performing movements and/or shapes
Perform/teach the small group's movements and/or shapes to the rest of the class	Demonstrate movements and/or shapes while counting 1-8 twice, break down into shorter segments as many times as necessary, then review entire sequence
Add on each group's sequences to create a class dance	Memorize and perform each group's movement sequence in order, linking all sequences to create an entire dance
Verbally evaluate another class dance using dance vocabulary. Perform the class dance and be evaluated.	Observe another class' dance and give constructive feedback to the students. Perform the class dance and listen to feedback from another class.

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
What movements and shapes did this group choose?	Which movements/transitions worked well?
What was the mood of our class dance?	What would we change about our class dance?
Did the class dance include all the elements: body, shape, space, and time?	Which elements do we still need?
3. Interpret	4. Evaluate
Why did we choose to use the elements that we chose?	Would revisions make a difference in how our dance appears? How?
Did the other class' dance include all the elements: body, shape, space, and time?	Ehich movements/transitions worked well?
What was the mood of their class dance?	What movements/shapes might improve their dance and why?

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 Class will listen to 3 pieces of up-tempo music from the following genres: world, classic rock, funk. Students will describe the style of each piece and select one piece for their class dance.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Small groups will choreograph 16 beats of movements and/or shapes, and practice until all students in small group can perform them accurately.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Small groups will take turns performing and teaching their movement/shape sequence to the rest of the class, and each group's sequence will add to the previous one, creating a whole class dance.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Once the class dance is created, class will practice dance until all students can perform it accurately. 2 classes will perform their dances for each other and give verbal evaluations using dance vocabulary.  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect 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? What was the easiest part of our dance? What was the hardest part of our dance? How did the teaching process go when we demonstrated our sequence to the class? What made it easier to learn other small groups' sequences? What was the tone of the other class' dance and why did it appear that way?