Artifacts
Artifact 1
This artifact helps the unit by allowing the students to see, right away, what is expected of them. This rubric outlines what the teacher will be looking for most in their dance and give the students guidelines so they understand what needs to be done.
Artifact 2
This KWL chart will be helpful to me as the teacher. I will be able to get an estimate on what my students already know and what they expect from this lesson. The results of this chart will help me decide if changes/adjustments need to be made in my lesson plans to allow students to get all of the information they need.
Artifact 3
This artifact will assist students in communicating their ideas with their group members. It is important for each student's group members to understand their ideas and be on the same page as each other to be able to cooperate and work effectively together on this collaborative project.
Group Retelling
To assist in the selection of the style of poetry, I have created a list of the acceptable styles:
Limerick
Free Verse
Narrative
Rhymes
Sonnets
Acrostic
Ode
Palindrome
Project Guidelines
Students are to find poems in their specific style to use to inform and/or inspire choreography for the Dancing Poetry Unit Project. The retelling will be used in order to communicate the chosen poem to the group members and provide background knowledge on the students’ ideas to the group before choreographing begins.
Each group must agree on a style of poem, but only one group may choose each style. First come, first serve.
The poem must exceed 10 lines
Poem must be school appropriate (if your grandma wouldn’t approve, don’t use it)
Include a citation
Discuss meaning
Discuss personal thoughts
Discuss usefulness to choreography
Hear feedback from group mates on each discussion topic.
Ask questions of group mates
Answer questions from group mates
To assist in the selection of the style of poetry, I have created a list of the acceptable styles:
Limerick
Free Verse
Narrative
Rhymes
Sonnets
Acrostic
Ode
Palindrome
Project Guidelines
Students are to find poems in their specific style to use to inform and/or inspire choreography for the Dancing Poetry Unit Project. The retelling will be used in order to communicate the chosen poem to the group members and provide background knowledge on the students’ ideas to the group before choreographing begins.
Each group must agree on a style of poem, but only one group may choose each style. First come, first serve.
The poem must exceed 10 lines
Poem must be school appropriate (if your grandma wouldn’t approve, don’t use it)
Include a citation
Discuss meaning
Discuss personal thoughts
Discuss usefulness to choreography
Hear feedback from group mates on each discussion topic.
Ask questions of group mates
Answer questions from group mates
Artifact 4
The anticipation guide below will be another tool for me to gauge students' current abilities and knowledge concerning poetry. This is different than the KWL chart because this pertains directly to poetry and give students prompts to judge their knowledge on instead of blank paper for them to automatically recall information. This artifact may also help serve as a refresher for what students know but forgot that they knew.
Anticipation Guide
Artifact 5
This activity will be used during the course of the project as a check-in to make sure there are no major problems or concerns that have not been expressed to the teacher. Since its common for some students to be afraid to express their disapproval or concerns in front of the class this activity is a great way for them ot be heard without making them feel uncomfortable. Students will rank each questions 1-5, 1 being the worst and 5 being the best.
Artifact 6
This artifact allows students to evaluate their own performance as well as comment on their group members' performance. This activity will also help the teacher be able to gauge whether or not group work is effective with this group of students or if it hurt more than it helped.