Selected Poems of Joy Harjo - Music Center

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MODEL LESSON 6 / ASSESSMENT RUBRIC Above Proficient Proficient Below Proficient Consistently moves with qualities that reflect the poem Consistently stops on cue and looks clearly and steadily at the “focus point “ when frozen Consistently speaks as one unified voice, rather than as individuals in own timing Consistently accents the chosen syllable to communicate the intended meaning Always clearly articulates the words Consistently speaks with appropriate dynamics Is highly self-motivated and energized Is highly engaged in learning Greatly values the learning process Consistently solves problems with originality Is highly focused on the task Walk/Freeze with Choral Reading Mostly moves with qualities that reflect the poem Mostly stops on cue and looks clearly at the “focus point “ when frozen Mostly speaks as one voice (in unison), rather than as individuals in own timing Mostly accents the chosen syllable to communicate the intended meaning Mostly articulates the words Mostly speaks with appropriate dynamics Insight Assessment ( Motivation/Affect) Is mostly self-motivated and energized Is usually engaged in learning Somewhat values the learning process Usually solves problems with originality Is usually focused on the task 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. Inconsistently moves with qualities that reflect the poem Does not always stop on cue and lacks clarity and steadiness in looking at the “focus point “ when frozen Rarely speaks in unison as one voice Does not accent the chosen syllable and lacks ability to communicate the intended meaning Lacks articulation when speaking the words Does not speak with appropriate dynamics Demonstrates a low level, if any, of self-motivation and energy Is not engaged in learning Does not value the learning process Rarely, if ever, solves problems Is rarely focused on the task 26
Materials: Chart paper and markers, Teacher & Student Assessment Portfolios. Model Lesson Seven – Theatre: Giving and Taking Focus Grades 2 – 5 Enduring Understanding for Unit: 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 does a group support a soloist? Big Idea for Lesson: Effective teamwork is a give-and-take strategy. SUMMARY Lesson Seven Outcomes Creative Task & Criteria Assessment Strategies Students will be able to: Support ensemble members by giving and taking focus. (AP, CE) Teacher will: Teach the lesson effectively. Assess student learning. Document, collect and label the evidence of student learning from this lesson. Assessing Prior Knowledge What does give and take mean? What does projecting the voice mean? CREATE & PERFORM – Becoming an Expert Task: Students Perform the Walk/Freeze, giving and taking focus. Criteria Students will be able to: Project energy and intention of words to the Focus Point. Give focus to the speaker. Emphasize the selected syllable to give meaning to the phrase. Articulate words clearly. 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 how the class progresses from not being able to give and take focus to being able to give and take focus. Use sound recording or video to chart progress. Notes how this exercise improves each student’s ability to give and take focus Student Prompts & Questions: Describe how giving and taking focus strengthens team work. 27
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Selected Poems of Joy Harjo - Music Center

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