Date submitted: 7/14/2008 

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 be able to sing "Idaho, Idaho" from memory and perform the movement for the song as a class.	Students should sing the words from memory with confidence and with clear voices. They should demonstrate control as they perform the movement for the song.
Students will be able to identify the Idaho symbols mentioned in "Idaho, Idaho."	Students should begin to make the connection between their Idaho History social studies unit on Idaho symbols and today's lesson, being able to name important Idaho symbols.
Students will be able to write a 32-beat poem about Idaho as a group, based on their group tableaus from last time. Their poem should meet the agreed-upon criteria for a good poem.	Each student contributes two 4-beat rhyming phrases. The poem should have rhyme, meter, rhythm, equal phrase length, and flow.
Students will be able to create body percussion or movement to match the rhythm and/or meaning of their Idaho poem.	Movements should be based on the rhythm or meaning of the words and should be performed on the steady beat. All members of the group should be involved in creating the movements.

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
Listen to the spoken part of "Idaho, Idaho." What can you tell me about this poem?	What is the rhyme scheme for this poem? How many 4-beat phrases are there?
Based on this poem, what elements are necessary for a good poem?	Did your group's poem meet the criteria for a good poem (rhyme, meter, rhythm, equal phrase length, flow)?
3. Interpret	4. Evaluate

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 Sing "Idaho, Idaho" from memory, if possible. Teach the movement for the song and practice. Identify and discuss Idaho symbols mentioned in the song.   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 Listen to the spoken part of "Idaho, Idaho." Discuss qualities of a good poem and establish a poetry rubric (rhyme, meter, rhythm, equal phrase length, flow). Explain the poetry assignment: Each group will write a 32-beat poem (eight 4-beat phrases) about Idaho based on their tableaus from last time. Each person must contribute two 4-beat phrases that rhyme (unless there are more than four students in the group). Get into tableau groups from last time and write a poem together.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Have each group read their poem to a steady pat-clap pattern. Stop to throw stars at each group after they read their poem. Allow groups to evaluate how they and other groups are doing on the poetry rubric criteria. Allow time for revisions, if necessary.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Each group must create body percussion or movement to match their poem. Every person in the group must be involved in this process. Movements should stay on the beat and not be too difficult. Groups simultaneously perform their poems and movements, and all groups should finish at the same time. If they don't finish on time, help them analyze why (Are their phrases too long? Did they hesitate in the middle and get off beat?).  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? Did your group's poem meet the criteria for a good poem (rhyme, meter, rhythm, equal phrase length, flow)? Did your movements match the rhythm and/or meaning of the words of your poem? Did you stay on the beat and end on time when groups performed poems and movement simultaneously?