Date submitted: 7/15/2008 

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 identify and describe historical figures and events by name.	Participates in a classroom discussion, use people and events in a historically correct manner in their improvised skit.
Students will improvise dialogue in order to tell a story.	Uses historically appropriate vocabulary; skit has a beginning, middle, end, conflict and resolution.
Students will analyze the feelings and emotions of the actors.	Discusses actors’ use of facial expression and body language, can describe how actions can convey emotions.

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 dialogue did you hear that helped identify and describe the characters?	What does the scene tell us about the characters?
What are the relationships between the characters?	Did the actors tell a complete story?
What did you see actors do with their faces and bodies to convey information?	Explain how the dialogue created a mood.
3. Interpret	4. Evaluate
If a person from that time period were here, what would they think?	What else could the actors do to convey emotions or mood?

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 and teacher engage in a discussion of the events leading up to the Revolutionary War. Teacher asks students to consider what the people in that time would have been feeling. Revolutionary War era paintings are looked at and discussed with attention to the emotions of the subjects.   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 Next, review story elements with students. Discuss how stories have a beginning, middle, end, conflict and resolution. Explain that they will be improvising a skit in which they should attempt to achieve those story elements.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students get into groups of 2-4 and choose an event or an important historical figure to base a skit around. Groups will have a few minutes to discuss a quick game plan for the skit.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students perform the improvised skits for the audience (the rest of the class).  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? After the performances there is a class discussion using the questions from the guiding questions above. Students are asked to closely analyze whether the actors established mood and emotion. Suggestions should be recorded for use in a rubric for the final project in lesson 3.