Date submitted: 7/11/2008 

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.
Students will use only their body language to convey a mood or emotion.	Students will be able to identify what mood or emotion is being conveyed.
Students will tell a story with their body language to illustrate the idea of inclusion and exclusion.	Students will be able to identify if the story is about inclusion or exclusion.

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 types of facial expressions were used for positive emotions vs. negative emotions.	Which types of movements were more fun to create? Why?
What types of things were you looking for to identify the idea of inclusion?	Are there times when our feelings inside do not match our body language on the outside? Why is that?
What types of body movements were used for postive emotions vs. negative emotions.	Did any of the movements make you feel uncomfortable? Why?
3. Interpret	4. Evaluate
What types of things were you looking for to identify the idea of exclusion?	What types of things could you do to create more feelings of inclusion than exclusion at our school?
What types of things did performers do to make it easy for you to identify the idea of inclusion or exclusion?

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 The teacher will say an emotion aloud. Students will be with a partner, facing each other. One student will be the leader and one student will be the follower. The leader will use only their body language to convey the emotion said aloud. The follower will mirror their expressions.   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 After several emotions have been practiced. The teacher will lead a discussion about what types of emotions are felt when students are included and excluded. As well as when a student might feel included or excluded.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect With their partner, students will be given the assignment of using their body language to illustrate the idea of inclusion and exclusion.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect  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 types of movements were linked with inclusion? What types of movements were linked with exclusion?What types of things could you do to create more feelings of inclusion than exclusion at our school?