Date submitted: 7/28/2009 

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.
History of Virginia Reel on the Oregon Trail.	Peer Pair Share and Peer to Peer
Learn the dance moves and the song that go with it.	Instructor room scan and self-assessment
Perform the dance and the song in front of an audience.	Group reflection and self-assessment.

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
Describe the dancer’s use of body, space, shape and energy.	Explain how the dancer (you or your partner) performed the dance to create mood and communicate meaning.
What do you think the choreographer was trying to communicate in the dance?	How effectively did the dancer communicate the choreographer’s intent?
3. Interpret	4. Evaluate
What is the main idea of this dance?	Compare your partner’s and your dance performance to that of another couples performance.

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 Teach the song Alabama Gal by Rote.   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 Pass out Dance instructions to groups of students. Have the students read and interrupt the instructions. Then they will show that instruction to the larger group. See handout.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Teachers will demonstrate the correct way to do the dance instructions and students will practice the movements.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will sing and dance during a performance for their parents  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? Group reflection and a self assessment/rubric resulting in a paragraph written about their performance using “Arts” language