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 use books, notes, and prior knowledge and improvisation to write a script for a scene based in the time of the Revolutionary War.	Script is historically accurate, tells a story including dialogue, beginning middle, end, conflict, and resolution.
Students will use acting, scenery, and props to convey mood and environment.	Expressions, gestures, scenery, and props make the mood and environment clear.
Students will evaluate performances using a collaboratively designed rubric.	Rubrics filled out by students include insightful and relevant critiques of the performances according to the correct criteria.

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 event was represented?	What artistic elements did you notice?
How did the scene make you feel?	Was the scene effective in retelling a historical event?
Who did the scene depict?	What problem and resolution did you see?
3. Interpret	4. Evaluate
What emotions do you think the characters were feeling? How do you know?	What else could be added to the scene to make it more complete?

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 walks the students through the directions for writing the scene. Scripts will be based on previous improvisations and will utilize student produced props and scenery. Scripts should tell a story complete with a beginning, middle, end, conflict, and resolution. Scripts should be historically accurate.   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 Student get into their groups to write scripts. Students have many resources available for necessary research.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Groups get an opportunity to rehearse their skits a few times to fine tune.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students perform scenes 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. Constructive and respectful comments are made based on the collaboratively designed rubric. Extension activities could include student writing a subsequent scene or writing a letter or story from the perspective of one of the characters.