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 research objects and/or scenery/settings that existed during the Revolutionary War time period.	Cite resources where information was located.
Students will create 2-3 props or elements of scenery that convey historical accuracy to enhance their skit.	Props have been well constructed and are historically accurate.
Students will be able to describe the props and justify the reasons they were made.	Props will be presented to the class, a detailed description is given and justification for the choice is given.

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 does the prop look like?	Does this item have a modern day counterpart?
Why do you think they chose to include that particular prop?	Would you add or subtract anything? Why or why not?
Compare the prop with the real item.	What does the prop tell us about the characters, scene, or time period?
3. Interpret	4. Evaluate
Do you think the item helps set a mood/environment? If so, what kind?	What do you find most interesting about the prop?

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 Teacher leads a discussion about the importance of props and scenery for setting a mood or environment in a scene. Describe the requirements of the assignment to the students. Let students know they will need to be thoughtful about the choices they will make.   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 Students, in their acting groups, discuss their scene and look through books, pictures and other resources to find inspiration for their props and scenery.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students begin constructing props and scenery using whatever resources are available to them. If time allows, students can practice their scene with props and scenery and make adjustments as necessary.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students share their props. Groups give a detailed description of the prop and tell their justification for using the prop/scenery to enhance their scene.  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 presentations there is a class discussion using the questions from the guiding questions above. Students are asked to the decide whether they created props that will help set a mood or environment for their scene. Suggestions should be recorded for use in a rubric for the final project in lesson 3.