Katie Taggart Teacher Work Sample November 30, 2012 Ashley Leonard Timberline Middle School

1. CONTEXTUAL FACTORS

Community, School, Instructional Implications Classroom Factors 92% White, 3% Because the majority of the class is white and there are no Hispanic, 5% other ESL students the accommodations that need to be made would be observed specifically in class. Overall Class should be welcoming and include information for the day, week, and semester in a place where students can see and access it. Music choice should include a balance of cultural/world selections, popular songs the students enjoy and other varieties including different rhythms, metered and non-metered to support the concepts being taught. Student Characteristics 5 uncoordinated Have a TA, if possible to demonstrate in front of them. Allow some extra time to either work with a partner or to help them learn and remember the movement correctly. Create movement that can be challenging yet doable. 15 previous Encourage them to really explore and try different experience/exceptional creative movement instead of resorting back to kicks and studio dancer. pirouettes. Scaffold them into discovering their own personal dance style Mirror lookers Change facings in the classroom so they don't always look at themselves Large class population Have, if possible a TA to help with management and to demonstrate in other areas of the room to all the students can see. Change rows A LOT through out the day and find ways to keep everyone moving. Timberline is located in Alpine, Utah in the middle of a very wealthy neighborhood. The classroom is clean, bright, and large. There are many wonderful resources located around the room to encourage students but not distract them. There is a very large television in the dance room allowing them to have technology resources whenever they need. Outside of the classroom there is a track indoors that they can run around to warm up etc. All of the students know that when they come in they move into their role call roles then warm up.

2. LEARNING GOALS AND OBJECTIVES

By the end of a 5-day Energy Unit, students will be able to verbally articulate and physically demonstrate all the energy qualities through organized improvisations with and without props, open class discussions, personal choreography, learned choreography, informal showings and observations and journal entries. Learning outcomes 1. By the end of a 90 min period, students will demonstrate personal energy quality choices from visual art examples through improvisation and journal entries. 2. Percussive/sustained By the end of a 90 min period, students will verbally and physically demonstrate knowledge of the contrast between percussive and sustained movement through class discussions, structured improvisation, and an informal showing. 3.Suspend/collapse By the end of a 90 min period, students will demonstrate the dynamic contrast between suspend and collapse as well as collaborating with classmates by structured improvisation and creating a duet based on suspend and collapse. 4. Swing/sway By the end of a 90 min period, students will demonstrate and verbalize the difference between swing and sway through improvisation with props, learning a Alignment with State Core Standards (USOE) St. 2 obj.3 Develop knowledge and skills in energy and motion Type/Levels of Objectives (Blooms Taxonomy) Understanding

St. 2 obj. 3 St. 3 obj. 1.c Perform an improvisation based on contrasting energies.

Applying, remembering

St. 2 obj. 3 St. 3 obj. 2.d create and perform a visually interesting duet based on an element of dance

Creating, remembering

St. 2 obj. 3

Remembering Analyzing (teach a sequence and find out what things were in the dance)

swing/sway combination and having a class discussion about the difference in the combination. 5. Review/Chance dance day By the end of a 90 min period, students will demonstrate and identify in themselves and others mastery of the elements of energy through creating segmented sequences, performing a chance dance, observing, and journal writing St. 2 obj. 3 St. 1 obj, 3 identify mastery of performing techniques in another dancer Remembering, Applying, creating, evaluating, remembering

3. UNIT ASSESSMENT PLAN AND A RUBRIC ADMINISTERED IN 140

Assessment Lesson 1: Pre-assessment Students will demonstrate any previous understanding of energy qualities through improvisation with pictures. Lesson 2: Formative performance task Students will participate in a structured improvisation and an informal showing. Lesson3: Formative performance task Students will collaborate Scoring No score given; Rationale: results will be used to adjust instruction for the rest of the unit. Performance Criteria Completion. No expectations for passing this preassessment quiz.

No score given; Assessment completed by observation Rationale: as a formative assessment this will be used to assess where the class is in general and if they are ready for a more formal assessment. Level of mastery (-+) recorded in roll book. Rationale: as a formative assessment this will be

At least 75% of students should be able to successfully demonstrate the outcome. It will be revisited until 75% reach it. Those who don't will receive additional coaching. At least 75% of students should be able to successfully perform the sequence. Sequence will

with a classmate to form a duet based on suspend and collapse. Lesson 4: Summative performance task with formative component Students will perform center floor sequence in small groups.

used to assess where the class is in general and if they are ready for a more formal assessment. Score of 1-10 on center floor sequence, based on rubric with feedback and comments for student improvement and opportunity to re-do if desired. Rationale: evaluate performance, leaving room for improvement. Determine if students are ready to compose. Score of 25 pts on final groups composition and performance based on rubric. Rationale: Evaluation of final performance and learning.

be revisited until 75% of students reach performance level. Those who don't will receive additional coaching. Each group will successfully demonstrate the center floor sequence until 75% of group accurately demonstrates the sequence. Groups who don't reach the 75% benchmark will have another chance to perform it accurately. No benchmark to be reached they will receive points based on their performance.

Formal/Summative Postassessment Students will participate in the class chance dance by composing short 8 count sequences and performing in small groups.

4. DESIGN FOR INSTRUCTION

Instructional Schedule Lesson 1 Learning Outcomes By the end of a 90 min period, students will demonstrate personal energy quality choices from visual art examples through improvisation and journal Instructional Strategies No front of the classroom, multiple pictures used for improvisation. Verbal direction as well as showing examples. Use of Technology None used Adaptations for learners I will scaffold the students into being comfortable improvising around each other, to being comfortable improvising in front of each other in small groups etc.

Lesson 2 Percussive /sustained

Lesson 3 Suspend/ collapse

entries. By the end of a 90 min period, students will verbally and physically demonstrate knowledge and contrast of percussive and sustained movement through class discussions, structured improvisation, and an informal showing. By the end of a 90 min period, students will demonstrate the dynamic contrast between suspend and collapse and collaboration with classmates by successfully creating a duet based on suspend and collapse. By the end of a 90 min period, students will learn a swing/sway

Changing rows, physical examples of dynamic, posters with definitions, visual artwork

Video demonstration of the contrast between percussive and sustained

Work with balloons as a prop, partner work time with no space limitations, visual artwork, circle through the lines across the floor.

Video demonstration of the contrast between suspend and collapse

Dim the lights a bit when working with the balloon so they cannot feel quite as vulnerable when exploring with the balloon. Choose duets based on color of tee shirt so its not a big deal as to whom they are paired with. Allow them 1 minute to mess around with the jump rope to get all their wiggles

Lesson 4 Swing/sway

Work with jump ropes as a prop, change rows when learning combination,

Video demonstration of the contrast between swing and sway

combination and identify verbally and demonstrate physically the contrasting differences between the two. Lesson 5 Review day Chance dance

group showings, visual art work

out after you have explored swing.

By the end of Group work a 90 min period, students will demonstrate and identify in themselves and others mastery of the elements of energy through creating segmented sequences, performing a chance dance, observing, and journal writing

Allow some extra time for those who learn slower to learn all of the sections of dance. Review them so you know everyone knows them. Have a key on the board to help them connect numbers with what section of dance they will do.

140 Rubric
Performanc e Criteria Outstandin g 9+ (90% accurate) Able to move across the Excellent 8 (70% accurate) Moves across the floor with Satisfactory 7 (50% accurate) Half of the movement across is Emerging 6 (30% accurate) Doesnt meet standard 0-5 (0-10% accurate) Sometimes is Rarely is accurate in able to prancing on prance on

Keeping in time

Technical Performanc e

Traveling Through Space

floor with little to no interruptio n in getting off the beat Uses neutral pelvis to move body through the space. Articulates feet to push off and land properly. Extends through the foot and leg to reach out and cover more space

some interruption

Requirement s present most of the time.

accurate in the beat prancing right on time with the beat. Half of the Requirement requiremen s are present t done very well and the other half is present

the beat

Incorrect placement of pelvis, no articulatio n in the feet.

Extends through the foot and leg to reach out and cover more space most of the time

Travels through the space half of the time or only reaches about half the reach length of the lower body

Extends through the foot and leg to travel far through space once and a while

Rarely extends through foot and leg to travel through space

(Outline layout inspired by Chelsea Mcneil)

Lesson 3 SUSPEND/COLLAPSE

Learning objective: By the end of a 90 min period, students will demonstrate the dynamic contrast between suspend and collapse and collaboration with classmates by successfully creating a duet based on suspend and collapse. Warm up 7 min Set energy warm up that the students know. Exploration 35 min - As a class discuss and define suspend o Suspend to hang from somewhere, to keep from falling, sinking o List examples in the real world Hot air balloon, tossing up a ball (when its at the peak), a balloon o With your hand pretend you are throwing up a ball and watch how your hand suspends up at the top - As a class spread out into the space. (As they move turn on soft unmetered music) - Begin low to the ground and suspend for 8 counts upward o Allow them to practice at their own timing while moving into 4 lines across the floor o As they are practicing grab a balloon from the office - Begin tossing the balloon up in the air. Demonstrate (without any words) physically what they are going to do with the balloon. o Pass out one balloon to each line and put half of each line on the other side of the room. - Have your body move as the balloon moves and suspends in the air As a class discuss Collapse o Collapse to give into gravity o List examples in the real world o Hold your arm up in the space and let it give into gravity o Bring out the skeleton and show how it can completely give into gravity. It has no control over itself As a class spread out into the space o Suspend up for 8 counts then collapse Almost everyone will collapse their whole bodies onto the floor o Explain how you can collapse just limbs, or a finger etc. Practice suspending and collapsing differently 3-4 times Pair the class up. Choose who is A and who is B o A reach up and suspend, B is going to touch parts of you and they will collapse one at a time until you are all the way on the floor. Repeat with group B o Demonstrate with TA so they know what to do

Create 35 min In your partnerships - Create a suspending shape, #1 - Create a suspending shape, #2 - Create a suspending shape, #3 - Review shapes for 1 min - With your partner collapse out of shape 1 and move into shape 2. It could be an arm, a head, an elbow or any combination of them. - Go through each shape and do the same creating a short movement sequence. - Hold the collapse as your final shape *Coach students through timing, to create more of a duet to show for the class. - Group showings * Ask for feedback from the of the class observing, what they noticed. Cool down 5 min