Lesson 16: Teacher: Caitlin Klipp Unit: Choreography Lesson: Final Presentation Objective: Students will share their

r final projects Students will learn from one anothers projects Content Standards: 4.1 Critique dance works to improve choreographic structure and artistic presence. 4.2 Use selected criteria to compare, contrast, and assess various dance forms (e.g., concert jazz, street, liturgical). 4.3 Analyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices. ISTE Standards: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. 1. Promote, support, and model creative and innovative thinking and inventiveness 3. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes 1. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. 1. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 2. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

3. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources 4. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. 1. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations 2. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation 3. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats 4. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 1. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources 2. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources 3. Promote and model digital etiquette and responsible social interactions related to the use of technology and information 4. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. 1. Participate in local and global learning communities to explore creative applications of technology to improve student learning 2. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others 3. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

4. Contribute to the effectiveness, vitality, and self- renewal of the teaching profession and of their school and community Materials: Computer Prezi Imovie Instructional directions: The teacher will greet the class Let students present their prezi presentations with the history and explanation of their dance, then show their video project of their choreography. Students will respond to each project live on the online class forum. Students will grade themselves and their partners on how they think they did using the rubric for the project. For homework, they will explain the reasoning for their grade given to themselves and their partners in their online journal. They will also evaluate the project as a whole, what did they like about it? What could be better? What did they learn? Etc. Product/Assessment: Students will be assessed on their video and Prezi presentation. Students will also be assessed on their personal grade and their peer assessment Student will be assessed on their discussions. Choreography Prezi Presentation:
CATEGORY Clarity and Neatness 4 Storyboard is easy to read and all elements are so clearly labeled, or drawn that another student could create the presentation if necessary. Worked cooperatively with partner/group all the time with no 3 Storyboard is easy to read and most elements are clearly labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. Worked cooperatively with partner/group most of time but 2 Storyboard is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. Worked cooperatively with partner/group most of the time 1 Storyboard is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. Worked cooperatively with partners some of the time but had several

Cooperation

need for adult intervention. Required Elements Storyboard included all required elements as well as a few additional elements. All content is in the students\' own words and is accurate.

Content

had a few problems that the team resolved themselves. Storyboard included all required elements and one additional element. Almost all content is in the students\' own words and is accurate.

but had one problem that required adult intervention. Storyboard included all required elements. At least half of the content is in the students\' own words and is accurate.

problems that required adult intervention. One or more required elements were missing from the storyboard. Less than half of the content is in the students\' own words and/or is accurate.

Final Video project Presentation CATEGORY 4 Students meet Students meet Teamwork and discuss and discuss regularly. All regularly. Most students students contribute to the contribute to the discussion and discussion and all are listened are listened to to respectfully. respectfully. All All team team members members contribute a fair contribute a fair share of the share of the work. work. Team has a Team has a Concept clear picture of fairly clear what they are picture of what trying to they are trying achieve. Each to achieve. Each member can member can describe what he describe what or she are trying they are trying to do and to do overall but generally how has trouble his/her work describing how will contribute his/her work to the final will contribute product. to the final product. All elements of Missing 1 Elements of Choreography choreography element are addressed in the choreography 3 2 1 A couple of Meetings are team meetings not held are held. Most AND/OR some students team members contribute to do not the discussion contribute a fair and are listened share of the to respectfully. work. All team members contribute a fair share of the work. Team has Team has spent brainstormed little effort on their concept, brainstorming but no clear and refining a focus has concept. Team emerged for members are the team. Team unclear on the members may goals and how describe the their goals/final contributions product will help them differently. reach the goal.

Missing 2 elements

Missing more than 2 elements

Behind the scenes

Costumes/lighting/scenery

Every member Not all the Students did talks about what people in the not talk about they thought of group talked the footage, this project. about the just put in There is a clear project. There is behind the understanding an scenes clips. of what it took understanding of to make this what this video video and the is about. thought process behind it. All three of Only two of Only one of these elements these elements these elements were clearly were thought was used and thought about about and used in the video. and used in the in the video. video.

No footage or discussion.

None of these elements were used and in the video.