Selected Poems of Joy Harjo - Music Center

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MODEL LESSON 3 / ASSESSMENT RUBRICS Above Proficient Proficient Below Proficient Uses words and/or phrases from “Remember” with exceptional comprehension Selects words and/or phrases from two, or more, other Native American poems Has a powerful and effective Beginning built on a specific idea or image Selects several new images or thoughts that effectively contrast with first idea Effectively brings the poem to an End, completing the idea Is highly self-motivated Consistently uses thinking skills to create the Found Poem Consistently states new insights gained through the work Consistently solves problems in a creative way Is highly focused on the task Consistently cooperates and collaborates with the other members of the group The Found Poem Uses several words and/or phrases from “Remember” showing comprehension Uses words and/or phrases from one other Native American poem Has a clear Beginning built on a specific idea or image Selects some new images or thoughts that contrast with first idea Brings the poem to an End, completing the idea Insight Assessment (Motivation/Affect) Is mostly self-motivated Sometimes uses thinking skills to create the Found Poem Sometimes states new insights gained through the work Often solves problems in a creative way Is mostly focused on the task Mostly cooperates and collaborates with the other members of the group Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. Uses a few words and/or phrases from “Remember,” but lacks comprehension Uses some words and phrases from another Native American poem, but they don’t always relate to main idea Has a Beginning that is unclear or weak Selects a few new images or thoughts that do not contrast with first idea Does not clearly bring the poem to an End, nor complete the idea Is rarely self-motivated and easily loses interest Lacks the use of thinking skills to create the Found Poem Rarely states new insights gained through the work Rarely attempts to solve problems in a creative way Lacks focus on the task Rarely cooperates and collaborates with the other members of the group 12
Model Lesson Four – Puppetry Arts: Design a Shadow Puppet Grades 2 – 5 Materials: Scissors for each student, bright paper colors in squares for practice cuts, larger black paper for last practice cut, blank paper for design, pencils, handout with brief history of shadow puppetry & images of historical shadow puppets, copies of each group’s Found Poem, black tag board for actual puppets, attachments for moving parts, paper cut samples. Enduring Understanding: As we explore our connection to Nature and to other people, we can gain understanding of our shared values and universal human heritage. Essential Questions Related to Lesson and Unit: How can shapes and shadows portray characters and express meaning and ideas? Big Idea for Lesson: Elements of shape in shadow puppet design are tools to help communicate emotion and meaning in the Found Poem Shadow Play. SUMMARY Lesson Four Outcomes Creative Task & Criteria Assessment Strategies Students will be able to: Select and use an image or idea from their Found Poem as a basis for their puppet design. (CE) Identify a variety of visual elements (i.e., shape, silhouette, scale, positive and negative space) and apply them to their shadow puppet design. (AP, CE) Apply a variety of cutting techniques in executing their design. (AP) Demonstrate through discussing, drawing and cutting that they have learned the content of the lesson. (AP, CE) Teacher will be able to: Teach the lesson effectively. Assess student learning outcomes. Document and collect the evidence of student learning from this lesson. Assessing Prior Knowledge What are some examples of Shadow Puppetry you have seen? What are the unique capabilities of shadow puppets? What are the dreamlike qualities in Shadow Puppetry? CREATE & PERFORM – Becoming an Expert Task Students make a design for their shadow puppet that meaningfully relates to the Found Poem. Criteria In groups, student puppet designs will: Be based on an image or character from the group Found Poem Be simple, clear and large enough to be “readable” Represent the intended image or character Incorporate sharp and curving shapes, or a combination of these two Be in silhouette form, rather than a detailed drawing Have negative spaces within the positive spaces Music Center Anchor Work Model Curriculum Unit: Selected Poems of Joy Harjo. ©2011 Music Center: Performing Arts Center of Los Angeles County. All Rights Reserved. Teacher: Makes notes in assessment portfolio about the ability of each group to work cooperatively. Identifies elements that should be re-taught and/or reviewed. Guides students in sharing and discussing their designs and practice cuttings. Uses rubric for Model Lesson Four at the end of the lesson. Student Prompts & Questions: Name one or two elements of shadow puppet design. Describe how your group cooperated in assigning each member one or more images to design. Enduring Understanding: How can shapes and shadows portray images or characters and express meaning and ideas? 13
Page 1 and 2: 2011 Institute for Educators Culver
Page 3 and 4: Remember by Joy Harjo Remember the
Page 5 and 6: Model Lesson One - Puppetry Arts: I
Page 7 and 8: Teacher guides group in focusing on
Page 9 and 10: Step-by-Step Sequence of Learning -
Page 11 and 12: Model Lesson Three - Theatre: The F
Page 13: INQUIRE Can you find another - mayb
Page 17 and 18: Sharp Shapes: o Look at some of the
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Page 23 and 24: INQUIRE What size is ideal for the
Page 25 and 26: Model Lesson Six - Theatre: Choral
Page 27 and 28: INQUIRE For the audience: How does
Page 29 and 30: Materials: Chart paper and markers,
Page 31 and 32: CREATE & PERFORM - Becoming an Expe
Page 35 and 36: Demonstrate a few possibilities (e.
Page 37 and 38: MODEL LESSON 8 / ASSESSMENT RUBRIC
Page 41 and 42: ASSESS In their journals, have stud
Page 45 and 46: MODEL LESSON 10 / ASSESSMENT RUBRIC
Page 47 and 48: o Online Educator Network http://ww
Page 49 and 50: New Horizons for Learning website H
Page 51 and 52: Historical and Cultural Context 3.1
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Page 55 and 56: Music Center Arts Learning Sequence
Page 57 and 58: Beyond Year One AIP Logic Model - B
Page 59 and 60: Sequence of 10 Support Visits & Tea

Selected Poems of Joy Harjo - Music Center

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