Working on Your Units 12:00-1:30 – Components Overview Break 1:45-3:30 – Arts Performance Info

16/02/11

Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles – Second level Third level – Fourth level » Fifth level Class Profile Profile of the class Describe 3 or more students who should receive instructional, environmental, or assessment accommodations.

Unit Lesson Plan

Rationale The importance of the topic, big ideas, curriculum expectations and current ideas related to the topic Explanation of the pedagogy supported by theory, literature, and classroom profile Demonstrates inquiry learning Authentic Arts Integration Choice of instructional approaches, strategies and assessment tools and strategies Referenced in APA style

Unit Overview Big Ideas Essential Questions Overall Expectations Specific Expectations Desired Objectives – What will students know and be able to do? – What focus questions will guide your lessons? – What expectations can be clustered across the curriculum to support the unit objectives? – What expectations can you cluster, integrate, and sequence in a meaningful way? Instructional Plan Develop a framework for a sequence of lessons

Culminating Task

Checklist

16/02/11

Work Time until 1:30 Break 1:45 Arts Performance Info & Work Time

Arts-Based Performance Part B: Arts-Based Performance (Group) Tuesday, March 29th, 2011 (Cohort 2) Thursday, March 31st, 2011 (Cohort 1) Part C: Reflective Journal (Individual) Monday, March 28th, 2011 by 8:30 a.m. (Cohort 2) Wednesday, March 30th, 2011 by 8:30 a.m. (Cohort 1) *To be submitted with Differentiated Integrated Inquiry Unit*

Part B: Arts-Based Performance Part B: Arts-Based Performance - 10% (Group) Groups (all members included) will design, prepare and present to an audience an aspect of the content and intent of their unit by demonstrating the skills and knowledge they have acquired through EMA450. This would include audience engagement activities using drama, singing and other musical activities, storytelling and dance (visual artworks not mandatory). The use of ICT is encouraged.

Part C: Reflective Journal Part C: Reflective Journal – 10% (Individual) Candidates will reflect on the decision making, group processes, content and the artistic development of the arts-based performance. Candidates will: describe how the performance is connected to their unit and how they have used their knowledge and understanding of Social Studies and/or Science & Technology and applied it to their performance; individually document their creation and rehearsal process, how they have contributed to the arts-based performance and what role they took within the performance and why; reflect on how this task could be used to support differentiated learning and/or assessment when working with students.