Name ________________Age______ Grade_____

Dance Experience: Months _____Years ____

2. Major concept/objective presented in the lesson

_______________________________________________________________

_______________________________________________________________

3. Procedures_____________________________________________________

_______________________________________________________________

4. Evaluation: Rating is l=high (yes): 2=average (sometimes); 3=low (no)

1 - 2 - 3 Did all children participate all of the time?

1 - 2 - 3 Did some children participate more frequently?

1 - 2 - 3 Did some children initiate ideas more than others?

1 - 2 - 3 Did I need to modify the lesson once we were working with it? In what way?

1 - 2 - 3 Did some children go beyond the problem in creating their own movements?

1 - 2 - 3 What kinds of feedback did I (teacher) receive from this lesson? (Don't understand; don't like this; want to do it again, etc.)

Short narrative would need to be written for each question in addition to the rating scale.

Student's Name: Betsy Norman

Movement Skills

Creative Skills

Social Skills

Verbal Skills

Written Skills

Audience Skills

Expressive Skills

Attitude

Other comments

• Understands and uses the dance vocabulary much of the time.
• Does not pick up skills easily, but is able to do them adequately with practice.
• Uses the dance elements very creatively when improvising, but has trouble when organizing movement into a set piece.
• Prefers to work alone or with a special friend, but will work with other students when asked.
• Can verbalize the concepts studied to date. Enjoys participating in discussions.
• Writes very brief comments in journal. Does not appear to like writing. Would rather be dancing.
  
• Loves to watch dancing. Very appreciative. Excellent at observation and evaluation.
  
• Enjoys sharing feelings through improvisation and discussion. Is very shy when working in group choreography.
  
• Positive attitude, hard working and cheerful.
  
• This student has a good imagination and loves to improvise, but needs to develop better group skills. I would like to see this student become more comfortable and sharing with a group.

See "Teaching Creative Dance to All Ages," Reference Kit, for others examples.

To be evaluated at least three times per year

Student name________________________________________________________________

Activity __________________________ Date Accomplished __________________________

Body Parts:__________________________________________________________________

Time Phrase:_________________________________________________________________

Space Phrase:________________________________________________________________

Energy Phrase:________________________________________________________________

Laws of Gravity:______________________________________________________________

Locomotor Movement a:________________________________________________________

Selected Folk Dance Steps:______________________________________________________

Laban's Efforts:_______________________________________________________________

Emotions via Movement Phrase:___________________________________________________

Performs eight basic locomotor movements: __________________________________________

____________________________________________________________________________

Image Retrieval

• Always able to recall detailed memory images of a personal nature.
• Always able to identify and retrieve personal images within all sensory domains.
• Always able to discriminate between vividness of images.

• Usually able to recall with some detail memory images of a personal nature.
• Usually able to identify and retrieve personal images with two or three sensory domains.
• Usually able to discriminate vividness of personal images.

• Sometimes able to recall with some detail memory images of a personal nature.
• Describes retrieved images that seem equally balanced: half detailed and half not detailed.

• Acknowledges existence of a variety of sensory images, but sometimes has difficulty distinguishing among them.
• Usually classifies own images as always very vivid, or not vivid at all.
• Rarely able to retrieve personal images.
• When questioned about personal images, usually describes generic images.

• Rarely demonstrates fluency in imagery.
• Never able to retrieve memory images.
• Fails to acknowledge existence of personal images.
• Never demonstrates fluency in imagery.

Holding Images

• Always demonstrates success in holding images within all sensory domains.
• Always retains images from class to class.
• Always able to take up the drama from where it was left, even if the elapsed time was a week.

• Almost always demonstrates success in holding images in three or four sensory domains.
• Retain some images from class to class.

• Usually demonstrates success in holding images in two or three domains (visual and/or auditory).
• Usually retains images from beginning of drama session until the end.
• Occasionally holds images from one week until the next.

• Rarely able to hold images, except in visual domain..
• Rarely able to retain images within the drama session.

• Never able to hold images, except for some in visual domain.
• Unable to hold images within the drama session.

Manipulation of Images

• Verbalizes that always has controllability of imagery strategies in all five domains.
• Always able to utilize a particular strategy in imagery manipulation of all five sensory domains.
• Always able to combine images from all five domains within one activity.

• Verbalizes that almost always has controllability of imagery in three or four sensory domains.
• Almost always able to utilize a particular strategy in imagery manipulation in at least three or four domains.

• Usually able to combine images from three or four domains within one activity.
• Verbalizes that sometimes has controllability of imagery in two or three sensory domains.
• Usually able to utilize a particular strategy in imagery manipulation in two or three domains.

• Sometimes able to combine images from two or three domains within one activity.
• Verbalizes that rarely has controllability of imagery in two or three sensory domains.
• Rarely able to utilize a particular strategy in imagery manipulation in two or three domains.
• Rarely able to combine images from two or three domains within one activity.

• Does not verbalize about controllability of image. Almost never able to manipulate images.

Use of Space/Body Movement

• Always uses whole body freely.
• Always able to imitate movements of leader or other group member.
• Always adapts movement to available space.
• Effectively able to work with concepts of movement: space, force, body, time.
• Always attempts and demonstrates success in pantomime.

• Often uses whole body freely.
• Often able to imitate leader and others.
• Often able to adapt movement to available space.
• Often able to work with concepts of movement: space, force, body, time.
• Often demonstrates success in pantomime

• Sometimes uses whole body freely
• Sometimes able to imitate leader and others.
• Sometimes able to adapt movement to available space.
• Sometimes able to work with concepts of movement: space, force, body, time.
• Sometimes demonstrates success in pantomime.

• Rarely uses whole body freely-just moves arms and legs.
• Rarely able to imitate leader and others.
• Demonstrates little variety of space, force, body, time.
• Pantomime activities that are difficult for viewer to discern.

• Sits or stands in same spot for duration of an activity that encourages movement-shows little locomotion.
• Almost never attempts pantomime.
• Demonstrates much habituated small arm, leg, or head movements.

Use of Objects

• Always uses here-and-now objects.
• Always attempts to use objects in diverse ways.
• Always uses objects to assist in communicating dramatic elements, such as character or dramatic locale.
• Often searches out interesting objects.

• Usually uses here-and-now objects.
• Usually attempts to use objects in diverse ways.
• Usually uses objects to assist in communicating dramatic elements, such as character or dramatic locale.
• Occasionally searches out interesting objects.

• Sometimes uses here-and-now objects.
• Sometimes attempts to use objects in diverse ways.
• Sometimes uses objects to assist in communicating dramatic elements, such as character or dramatic locale.
• Sometimes searches out interesting objects.

• Rarely uses here-and-now objects.
• Rarely attempts to use objects in diverse ways.
• Rarely uses objects to assist in communicating dramatic elements, such as character or dramatic locale.

• Fails to use here-and-now objects.
• Ignores the existence of objects.

Verbal/Vocal Expression

• Always demonstrates variety in volume, tone, pitch, and voice quality.
• Always describes activities with appropriate and colorful vocabulary.
• Always likes to communicate.
• Always communicates easily.

• Usually demonstrates variety in volume, tone, pitch, and voice quality.
• Usually describes activities with appropriate and colorful vocabulary.
• Usually likes to communicate.
• Usually communicates easily.

• Sometimes demonstrates variety in volume, tone, pitch, and voice quality.
• Sometimes describes activities with appropriate and colorful vocabulary.
• Sometimes likes to communicate.
• Sometimes communicates easily.

• Mumbles.
• Speaks without variety in tone, pitch, and voice quality.
• Uses little appropriate vocabulary when describing activities.

• Little or no verbal or vocal response.

Story-Making

• Always recalls and repeats events in a sequence.
• Always eager to relate story to others.
• Always comprehends implication of events in sequence.

• Usually recalls and repeats events in a sequence.
• Usually eager to relate story to others.
• Usually comprehends implication of events in sequence.

• Sometimes recalls and repeats events in a sequence.
• Sometimes eager to relate story to others.
• Sometimes comprehends implication of events in sequence.

• Rarely recalls and repeats events in a sequence.
• Rarely eager to relate story to others.
• Rarely comprehends implication of events in sequence.

• Fails to remember sequences.
• Fails to understand implication of before and after or cause and effect.

Focus on Images and Action

• Consistently engrossed in activity and/or imaging.
• Questions leader only when real clarification is needed.
• Rarely imitates others.

• Almost always engrossed in activity and/or imaging.
• Questions to leader are seeking attention as well as asking for clarification is needed.
• Occasionally imitates others.

• Moves in and out of action and/or imaging-more in than out.
• Questions to leader are seeking attention as well as asking for clarification is needed.
• Imitates others more often than not.

• Rarely engrossed in activity and/or imaging.
• Questions to leader are usually for attention rather than for clarification.
• Almost always imitates others.

• Never engrossed in activity and/or imaging..
• Questions to leader are only for attention and never for clarification.
• Always imitates others.

Activity: After reading the play Romeo and Juliet, learners stage their own production that relates the play to events of today. Then, learners view a professional performance or videotape of Romeo and Juliet and discuss and rework their own production.

Rubric Development:

First, develop criteria for the assessment of the performance objective.

Second, list criteria in the first vertical column of the rubric grid.

Third, write an exemplary performance and record this description in the advanced column for each criterion.

Fourth, develop indicators for the other levels of achievement

Directions: The Iliad by Homer

At your tables, discuss each of the following questions. Then divide the questions among you, and each of you write a response for one question. You may draw on the knowledge of your table partners, but each question's final written answer is the responsibility of the person who "volunteers" to answer it. You will be graded using these rubrics: group participation and written essay.

1. The Iliad focuses on the behavior of warriors in times of crisis and examines what each person owes to him or herself and to the community. What does each of the following characters owe to himself and to others? a) Agamemnon, b) Achilles, c) Patroclus, d) Hector, and e)Paris

2. In The Iliad, is it true that a person's reputation is worth more than wealth and power? If so, is this still true today? Why or why not? Explain.

3. Why does Homer choose an argument over a woman as the cause of a tragic quarrel between Agamemnon and Achilles? Does it matter what actually causes the quarrel? Explain.

4. Why does Achilles refuse to fight for the Greeks when Agamemnon takes Briseislove of Briseis? honor? pride? Defend your opinion.

1. Who is Miss Havisham?
2. What is Estella's first impression of Pip? And Pip's of her?
3. What are your first impressions of Miss Havisham's house?
4. Just Pip's look at Miss Havisham and her strange surroundings can reveal much about her character and her story. What can YOU discern?
5. Why is her demand for Pip to "Play!" so disconcerting?
6. Pip says he feels ashamed of who and what he iswhy? Knowing his life circumstances, what could you tell him to make him feel better?

Readings: "Snows of Kilimanjaro," "Short Happy Life of Francis Macomber," The Sun Also Rises, and The Old Man and the Sea

What is Hemingway's view of women's role in society? Is his view accurate today for society at large? for you? Remember to defend your response with examples from the class readings and from contemporary society.

Speaker:________________________________________________

Panelist:_________________________________________________

__________10 points Clear statement of issues

__________15 points Clear statement of personal problems

__________25 points Logical arguments

__________25 points Good evidence

__________15 points Strong conclusion

__________10 points Professional demeanor: dress, posture, enunciation

TOTAL:__________

__________20 points Responsiveness to questions about speech and/or Executive Summary

__________30 points Demonstrated grasp of the issue and material

__________30 points Ability to clarify statements using evidence

__________20 points Positive attitude toward questions

TOTAL:___________

__________20 points Panelist received Executive Summary 24 hours in advance

Teachers in Alaska say they value these traits in writing: ideas and content, organization, word choice, voice, sentence fluency, and conventions. The Alaska analytic rubric allows the evaluator to compare the writer's achievement of each trait against a standard. A piece that shows strong control of a trait would receive a score of 5 for that trait. Less skillful use of the trait might earn a 3. A paper showing very little ability to use the trait would receive a 1. It is common for a piece of writing to exhibit a range of scores in different traits. For example, an essay might have a strong voice, but little mastery of writing conventions. In fact, one paper from the Alaska Statewide Direct Writing Assessment received these scores:

Interesting

Well focused

Clear

Detailed, complete rich

Written from experience

Precise information

Voice

Individual

Honest

Natural

Expressive

Unusual, unexpected

Appealing

Written to be read and enjoyed

Organization

Good intro

Good placement of details

Strong transitions

Smooth, easy pace

Reader doesn't have to think about

organization

Strong conclusion

Starts somewhere, goes somewhere

Builds in tension, creates interest

Fluid

Musical, poetic in sound Easy to read aloud

Interesting word patterns

Good phrasing

Varied sentence structure

Fragments used well

Word Choice

Precise language

Strong verbs

Specific, concrete nouns

Natural

Words used in new ways

Strong imagery

Conventions

Correct or phonetic spelling

Correct grammar

Sound use

Paragraphing enhances organization

Informalities in punctuation or usage handled well

Attention to details(i.e., dotted i's, crossed t's) Effective title

Good margins

Easy to read