Selected Poems of Joy Harjo - Music Center

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MODEL LESSON 4 / ASSESSMENT RUBRIC Above Proficient Proficient Below Proficient Is clearly based on an image or character from group Found Poem Is inventive, yet simple, clear and large enough to be “readable” Clearly and powerfully represents the intended image or character Consistently shows sharp and curving shapes, or a combination of these two Is a well-crafted silhouette, rather than a detailed drawing Has several, well-designed negative spaces within the positive spaces Is highly self-motivated with a keen level of interest Consistently uses thinking skills and works independently Consistently solves problems in a creative way Is highly focused on the task Is most often comfortable with challenge and complexity Puppet Design Is based on an image or character from group Found Poem Is simple, clear and large enough to be “readable” Represents the intended image or character Mostly shows sharp and curving shapes, or a combination of these two Is a silhouette, rather than a detailed drawing Has a few negative spaces within the positive spaces Insight Assessment ( Motivation/Affect) Is mostly self-motivated and shows interest Uses some thinking skills and mostly works independently Sometimes solves problems in a creative way Is mostly focused on the task Is sometimes comfortable with challenge and complexity 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. Is not clearly based on an image or character from group Found Poem Is not simple, clear or large enough to be “readable” Doesn’t clearly represent the intended image or character Sometimes, but not always, shows sharp and curving shapes, or a combination of these two Is not a silhouette, but rather a detailed drawing Has no negative spaces within the positive spaces Is rarely self-motivated and easily loses interest Lacks the use of thinking skills and the ability to work independently Rarely attempts to solve problems in a creative way Lacks focus on the task; is easily distracted Is not comfortable with challenge and complexity 18
Model Lesson Five – Puppetry Arts: Build a Shadow Puppet Grades 2 – 5 Materials: Found Poem, scissors for each participant, pencils, glue, tissue paper, plastic and markers, rods – wire or bamboo, wire cutters, large black tag board for each participant, Shadow Puppet screens; light source for each screen, metal fasteners for moving parts, masking tape; Teacher & Student Assessment Portfolios. 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 I use shape, scale, positive and negative space to build a puppet that represents an image or “character” from the Found Poem? Big Idea for Lesson Shape, scale, and positive/negative space elements are used to create a silhouette for the shadow puppet to help communicate its “character” – to make a visual connection to the meaning of the Found Poem. SUMMARY Lesson Five Outcomes Creative Task & Criteria Assessment Strategies Students will be able to: Incorporate prior knowledge of shape, scale and positive and negative space to produce their shadow puppet from their design. (AP, CE) Apply cutting techniques to their shadow puppet design. (AP) Complete their shadow puppet by attaching a rod to it. (AP) Demonstrate through discussing and building a shadow puppet that they have learned the content of the lesson. (AP, CE, CRA) Teacher will be able to: Teach the lesson effectively. Assess student learning outcomes. Document, collect and label the evidence of student learning from this lesson. Assessing Prior Knowledge What are the design possibilities and limitations to consider when designing shadow puppets? When building puppets, what devices can be used to add movement or elements of surprise? CREATE & PERFORM – Becoming an Expert Task: Students will make a shadow puppet that connects meaningfully to the Found Poem. Final Task Criteria Students will be able to: Incorporate shape, scale, silhouette, positive and negative space. Firmly attach a control rod to the puppet. Present a clear visual connection to the Found Poem. Test “cut out” puppet on the screen to check effectiveness; refine if needed. Demonstrate cooperative teamwork. 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: Notes in assessment portfolio observations about students’ ability to work cooperatively in their groups. o Are they all able to accomplish the task? Identifies elements that should be re-taught and/or included in review. Asks students to assess whether the control rods are attached firmly to the puppet so it can be used many times. Student Prompts & Questions: Shadow Puppetry What part will your puppet play? What does it represent from the poem? Explain the word or phrase that inspired your puppet design. How does your puppet image connect to the Found Poem? Enduring Understanding: Describe what you learned about the Found Poem from making your puppet? Tell what surprised you as you looked at your completed puppet? 19
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 and 14: INQUIRE Can you find another - mayb
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Page 17 and 18: Sharp Shapes: o Look at some of the
Page 19: ASSESS Explain concepts of design f
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
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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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