Chaminade University- edTPA Unit Plan

Teacher Candidate Anuhea MertensDate: June 3, 2016School/Grade Level: Kamehameha Schools/Grade 2edTPA Info – Definition of Terms

http://cuhedtpa.weebly.com/about.html

Title/Theme of Unit The Amazing AboriginesEstimated Unit Plan Duration: 2 daysEssential Question(s): What can we learn about other cultures through their art, stories,

and dance?Standard/Goals(s)

List the common Core Standard(s) and/or Hawaii Content Standard(s) that align (s) with the learning objectives (s).

Social Studies: Cultural Anthropology

Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY- Understand Culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time.

Topic Cultural Systems and practices

Benchmark SS.2.6.1

Describe ways in which own and other cultures express their cultural beliefs and practices through music and art

Sample Performance Assessment (SPA)

The student: Explains how the beliefs and practices of own and other cultures are reflected in music and art.

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Fine Arts: Visual Arts

Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creations of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences.

Topic How the Arts Shape and Reflect Culture

Benchmark FA.2.1.4

Investigate how art is used in celebrations, festivals, and customs of selected cultures from the past and present

Sample Performance Assessment (SPA)

The student: Creates a presentation describing how art is used in celebrations, festivals, and customs, representing cultures in the past and the present.

Student Learning Objectives (s) Objectives should be measurable and aligned with standard (s). You may use the following sentence frame:

The student(s) will identify the Aboriginal culture through art and music.

The student(s) will discuss Australian Aboriginal culture through the study of storytelling and dot painting.

The student(s) will define the Aboriginal term “Dreamtime”.

The student(s) will recognize Aboriginal artwork (dot painting) and music (instruments e.g. didgeridoo).

The student(s) will identify Australian animals’ significant to the Aboriginal culture.

The student(s) will explain how these animals relate to Aboriginal art.

The student(s) will compare and contrast between Aboriginal and Hawaiian Culture.

The student(s) will create their own “dot painting.” The student(s) will construct a Didgeridoo and learn to

play their instrument.

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Assessment (s)

List the types of formative and summative assessments that will be used to monitor and assess student learning. Include your pre and post unit assessment(s).

Pre-Assessment:

At the beginning of this unit a questionnaire will be handed out to each student. These questions are related to facts about Australia and the Aboriginal culture and art. Children will have a class discussion to share their responses. I will be observing class discussion, along with collecting their answer sheet. From their answers I will create and continue to expand their knowledge about Australia and more importantly about the Aboriginal culture.

Formative Assessments: Students will be assessed through observation, questioning, exit slips (crossword puzzle worksheet), graphic organizers (KWL charts), and artwork.

Class discussion questions:

“What do you know about Australia and the Aboriginal culture?”

“When you think about Dot Art what comes to your mind?”

“What is art to you?”

I will be observing and taking notes of their responses.

Aboriginal Artwork KWL chart (pre & post): Students will be asked at the beginning of the unit to fill in the chart. When the unit is finished the entire chart should be complete.

Observations during class discussions, artwork, and didgeridoo project.

Worksheet on “dot painting”. Class discussion: compare & contrast the Hawaiian and

Aboriginal culture. Photos and artwork of different Aboriginal work. Can they

identify Aboriginal art symbols?

Post Assessment:

Completed KWL chart Aboriginal Art quiz

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Dot Painting Construction of Didgeridoo

Summative Assessments:

Aboriginal project including: completed dot painting, didgeridoo, and presentation of artwork.

Student Journal reflection Group presentation Individual presentation Unit test

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Chaminade University – Lesson Plan Template

Lesson Title: The Amazing Aborigines

Grade Level: 2

Learning Central Focus

Central Focus

What is the central focus for the content in the learning segment?

Reference subject specific criteria for this and all edTPA terms at http://cuhedtpa.weebly.com/about.html

The central focus is for students to learn that cultures can be expressed through art, stories, and music. Aboriginal people have been creating artwork such as “dot painting” for thousands of years. These paintings express their cultural beliefs and stories. Musical instruments such, as the Didgeridoo is also symbolic to their culture.

Content Standard

What standard(s) are most relevant to the learning objective (s)?

Topic Cultural Systems and practices

Benchmark SS.2.6.1

Describe ways in which own and other cultures express their cultural beliefs and practices through music and art

Sample Performance Assessment (SPA)

The student: Explains how the beliefs and practices of own and other cultures are reflected in music and art.

Topic How the Arts Shape and Reflect Culture

Benchmark FA.2.1.4Investigate how art is used in celebrations, festivals, and customs of selected cultures from the past and present

Sample Performance Assessment (SPA)

The student: Creates a presentation describing how art is used in celebrations, festivals, and customs,

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representing cultures in the past and the present.

Student Learning Objective(s)

The student(s) will identify the Aboriginal culture through art and music.

The student(s) will discuss Australian Aboriginal culture through the study of storytelling and dot painting.

The student(s) will define the Aboriginal term “Dreamtime”

The student(s) will recognize Aboriginal artwork (dot painting) and music (instruments e.g. didgeridoo).

The student(s) will identify Australian animals’ significant to the Aboriginal culture.

The student(s) will explain how these animals relate to Aboriginal art.

The student(s) will compare and contrast between Aboriginal and Hawaiian Culture.

The student(s) will create their own “dot painting.”

The student(s) will construct a Didgeridoo and learn to play their instrument.

Prior Academic Knowledge and Conceptions

What knowledge, skills, and concepts must students already know to be successful with this lesson?

What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?

What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

The learner should have prior knowledge about Australia and it’s inhabitants.

The student should be able to read, write, illustrate, and know how to paint.

The student should have prior experience utilizing art materials (tempura paints, paint brushes, markers, crayons, construction paper, glue, scissors)

Basic computer/technology knowledge is necessary to research Aboriginal Culture and Art.

Prior Knowledge on the Hawaiian cultural practices.

My students enjoy constructive learning- such as doing hands on activities and working in cooperative groups. They enjoy exploring different art materials and techniques.

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They also enjoy music. My students are still young where they are

curious about the world. They wonder about the world, land, people, food, animals, etc. I want to introduce this lesson for them to see there are other people around the world with their own cultural practices and values. They also have similarities to some of my students’ own practices. Curiosity, art, and instrument making will support student engagement throughout this lesson.

Knowing about my students’ cultural backgrounds, I can help him/her see the similarities and differences from the Aboriginal culture and art.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings

What are common errors or misunderstandings of students related to the central focus of this lesson?

How will you address them for this group of students?

Common errors or misunderstandings are children may get confused with the definition of “dreamtime” in Aboriginal culture. They are familiar with that concept meaning a person dreaming something.

Students may get confused with art symbols of Hawaiian Petroglyphs and Aboriginal paintings.

I will present the class with a variety of Aboriginal art work, explaining to them these were all created based on storytelling (stories of how Australia was created).

I will explain “Dreamtime” is connected to all these artwork seen. The term is different from what we think of “dreamtime” today. A person does not have to be asleep to be experiencing “dreamtime”. This term for the Aborigines is the act of thinking out or remembering how Australia was created.

I will provide students with references to both Hawaiian Petroglyphs and Aboriginal artwork. We will compare and contrast both the similarities and differences.

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Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch

(10 Minutes)

How will you start the lesson to engage and motivate students in learning?

Aboriginal music will be playing in the background. Hoffer (2005) notes, “With relaxing music being played the setting becomes warmer and more comfortable. When the music stops, you know the school day has started” (p. 186). While the music continues to play I will instruct students to gather on the blue carpet in front of the class.

Classroom management (Hoffer, 2005,p. 186-187). (Transition): “One, two, three, eyes, on me” students look and chant “one, two, three, eyes on you” I will then bring out a BIG picture or map of Australia. Explaining, the music you hear comes from Australia and we will be learning about the Aborigines people who have inhabited this land for thousands of years.

A painting is brought out to show the students:

I will explain to students’ we will also be learning about Aboriginal artwork (dot paintings). These express the time of creation of their people. Students’ will create an individual painting.

Hear the music? It’s the sound of the Didgeridoo!!

“Lets paint and rock out! By creating our own “dot paintings” and constructing our personal Didgeridoo. But first, let’s learn how these all came about!”

Instruction

(25 minutes)

What will you do to engage students in developing understanding of the lesson objective(s)?

How will you link

“What do you know about Australia and Aboriginal people?” A KWL chart will be handed out to each student. They will fill out. A time limit will be given, then as a class, we will have a discussion and create a class KWL chart from our responses. I will also inform them “at the end of this lesson they will individually complete the KWL chart and adding it to their social studies journals.

To continue the introduction of the Aboriginal culture I will first present an informative PowerPoint. I will be pausing in between slides to ask questions. Such as:

“what are some similarities between our Hawaiian culture and the

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the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?

What will you say and do? What questions will you ask?

How will you engage students to help them understand the concepts?

What will students do?

How will you determine if students are meeting the intended learning objectives?

Aborigines?” Explaining to them Hawaiians also expressed their creation through artwork (e.g. petroglyphs & paintings) music, mo’olelo (stories) and hula dancing.

The PowerPoint will also inform the significance of Dot Painting. During this time they will learn the concept of “Dreamtime” (the act of thinking out or remembering stories of how Australia was created). Almost all their artwork is connected to this term.

A “Dreamtime Story” Girawu The Goanna will be shown to the class.

Once the video is over I will explain to them this is a “dreamtime story” used in Dot painting.

“How does a dreamtime story relate to the Hawaiian culture?” Answers may include: it is similar to Hawaiian myths or folktales such as the Creation of Maui. Or the story about the Fire Goddess Pele.

My response would be: “YES! very similar. These stories are also explained through artwork, music, and dance! Aboriginal people do “dot painting” and play the Didgeridoo.”

I will continue to explain “dot painting” placing a few pieces of Dot Paintings in front of the class.

-Only certain elders in Aboriginal tribes are allowed to paint stories.

-Aborigines are best known for their linear patterns and dots in their paintings. “Take a look at these different paintings” Do you notice the different patterns, dots, and colors? (Students’ will raise their hands, and I will select a few to describe the paintings)

-Aborigines use natural colors found from the objects of nature.

I will then direct their attention to the projector on the white board (aboriginalartonline.com) where I will click on different parts of Australia. Explaining to them dot painting styles differ depending on the region it is from.

A handout with Aborigine patterns will be handed out. Students will use these to decorate their Didgeridoos.

Once I am done teaching them about “dot painting” I will have them learn a traditional Aboriginal song, which includes the wind instrument of a Didgeridoo.

Students will be required to create their own “dot painting” and learn native song to play the Didgeridoo.

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Structured Practice and Application

(2 days)

How will you give students the opportunity to practice so you can provide feedback?

How will students apply what they have learned?

How will you determine if students are meeting the intended learning objectives?

Day one:

After showing them different art patterns and dot paintings, students will return to their desks. ME: “One, two, three, eyes, on me” Class: “one, two, three, eyes on you” (with their attention on me) I will present students with a few options for “dot painting”. Displaying different Australian animal templates (Dingo, kangaroo, emu, monitor lizard, and platypus) students will be able to choose their own template.

*by now students’ understand the significance of certain Australian animals. The animals are symbolic to the Aboriginal culture because many believe such animal is their ancestor.

Once they have made their selections, I will ask them to break into groups according to their choice of animal.

I will ask “How is an animal ancestor similar to the Hawaiian culture?” calling upon students. We will have a class discussion.

As a class we will learn key vocabulary relating to Aboriginal culture, art, and music. Together, a chart will be created and hung for students to use as a reference when creating their art. They will also be reminded all words will be included on the final quiz.

A brief demo on how to do these paintings will be provided. Students will then create a painting based on the Aboriginal

cultural style. At their different work- stations a variety of art materials will be provided.

Aboriginal music will be playing in the background while they work on their art.

Groups will present to the class their “dot paintings” giving the rest of the class some information on the selected animal and why it’s significant to the Aboriginal people.

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Day 2 (Learning Music with the Didgeridoo):

ME: “One, two, three, eyes on me (to get their attention) class responds clapping One, two, three, eyes on you.

ME: “Lets sing our song” Now that we have finished dot painting we can work on constructing the Didgeridoo to play during the song learned”

Students will be instructed to construct their own Didgeridoo, including at least five Aboriginal art symbols (using the symbol sheet provided).

At the end of the unit I will have children individually present their artwork (dot painting & didgeridoo) explaining why they chose that specific animal & those symbols for their instrument.

They will also share with the class their finished wind instrument (Didgeridoo) and explain the symbols used.

In their journals, they will write a few similarities and differences between Aboriginal and Hawaiian culture.

Unit test will be administered.

Closure

(15 Minutes)

How will you end the lesson?

Students will write in their social studies journal, reflecting on the activities done in the class.

They will include their completed KWL chart. They will also compare and contrast what they learned about the

Aboriginal culture to our Hawaiian culture. We will sing our Aborigines song and play our new instruments. Students will take unit test. Students will sample some Aboriginal food.

Differentiation/ Planned Support

How will you provide students access to learning based on individual and group needs?

How will you

Whole Class :

I will explain to the class the lesson and activities we will be doing. Students will be provided with multiple resources to utilize when creating their “dot painting” and constructing their Didgeridoo. I will also have examples of artwork in the classroom. To become familiarized with Aboriginal music and instruments we will listen to songs, learn a short song, and play the didgeridoo. Students will be actively engaged and participating throughout the entire unit. I will walk around tables to see if any students may have any questions

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support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

where I can provide additional support.

Groups of students with similar needs :

Some students are ELL’s and will not be required to present their artwork and didgeridoo to the class. I will allow them to explain their work in their social studies journal. If they may need additional help, they can work in the back of the classroom where I will monitor and assist them when needed.

Individual students :

I will walk around and help these students. Directing their attention to the resources given (vocabulary chart, KWL chart, “dreamtime story” books, art work around the class, online resources, “dot painting” demo, and PowerPoint handout)

I will remind them they are allowed to use these resources as a guide to complete assignment.

Students with IEP’s or 504 plans :

Deaf: An interpreter will be present to communicate the lesson to them. The PowerPoint and other resources will still be referenced.

Visually Impaired: These students will sit close to the front of the class. Where the PowerPoint, “dot painting”, didgeridoo instrument and vocabulary list are.

Mentally challenged or physically challenged: If they may need help with painting myself and teacher’s assistant can use hand-to-hand methods with them. Animal templates will also be pre-cut for ease. If he/she cannot use paint the lesson can be modified for them to utilize pre-cut circles and strips from construction paper. These can be easily glued down where they want those pieces to be. For the Didgeridoo making, the toilet paper tubes will be made for them already. I will only require them to include one Aboriginal symbol. Again, hand-to-hand assistance may be provided. These students will not be required to present to the class. I will grade them according to observation and participation.

Gaps in prior knowledge:

I will address gaps in prior knowledge by referring back to symbol sheet, PowerPoint, KWL chart, and vocabulary list providing

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additional information needed.

Student Interactions

How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

Students will work in small cooperative groups according to their chosen Australian animal. At their workstations a variety of art materials will be provided.

Groups will present their “dot paintings”. Other students will give positive feedback to the presenters. They

will have a rubric to evaluate each group. During class discussions students will share what they are learning

with elbow partners.

What Ifs

What might not go as planned and how can you be ready to make adjustment?

The assignments should be fairly simple. If students are finished early with both paintings and Didgeridoo they will be instructed to read independently.

If some students may need additional time, they will be able to stay in for recess to complete projects.

I will provide additional books related to this unit for students to read.

If some students may not be cooperating well with one another I will have them work closely with an educational assistant or myself. This group will be appropriate to support their learning needs and helping them to complete the work.

Theoretical Principles and/or Research–Based Best Practices

Why are the learning tasks for this lesson appropriate for your students?

My goal as an educator is to provide lessons that:

1. Are engaging to each learner.2. Provide effective learning strategies for ALL learners.3. Make learning fun.4. Provide a safe/manageable-learning environment.

Because these are the goals I focus on, the learning tasks for this lesson are appropriate for each student. I believe to make learning effective for all learners are to know who they are individually. What are their interests? What are their learning abilities? At this age many students are curious about the world and other cultures. So I have decided to include a lesson

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on Australia and it’s indigenous Aboriginal culture while incorporating art and music into this lesson.

At the beginning of each day, I like to begin with a little song or an icebreaker. For this unit, incorporating music will be different. The beginning of this lesson, students will walk into the classroom hearing the sounds of Aboriginal music playing in the background. The sound of the Didgeridoo is soothing to the ear. Hoffer (2005) notes, “with relaxing music being played the setting becomes warmer and more comfortable. Music makes for a more friendly classroom setting and provides the start of the day” (p. 186). My students are engaged because they become curious of the sounds they are hearing. The music stops and I ask them to gather in the front of the classroom. To have an effective learning environment the classroom must be safe and manageable. This is where having a short chant with actions is important. In my lesson I include “One, two, three, eyes on me.” The class follows by clapping to a rhythm chanting “One, two, three, eyes on you.” Now I have their attention and we can begin the lesson. According to the author it is noted, “music can help make transitions between activities orderly and fun. The fact that actions are involved requires students to pay attention- and lets the teacher know if a student is not involved” (p. 187).

Every lesson I ask myself, what do students’ know? How do they learn? One of the first learning tasks I ask of the class is for them to work together in creating a KWL chart. Pre-lesson plan they come up with what prior knowledge they have and discuss what they would like to know. From my observation I can gage their understandings and modify learning if necessary. Adapting learning tasks that are highly engaging for my students’. In a previous class I learned “Learning is constructive, not a receptive process. Knowledge is not simply acquired; it is created and re-created on the basis of previous learning” (Bruning, Norby, & Schraw, 2011, p. 06).

“Learner engagement surfaces and grows through opportunities to connect students’ work to their own lives” (Douglas & Jaquith, 2009, p. 07). By providing my students’ with the learning tasks of creating their own “dot painting” they are exploring their own artistic behavior. They are selecting an animal and symbols they feel are important to them in their own lives. Also by comparing and contrasting the Aboriginal culture with Hawaiian culture. Students’ learn that some of their own cultural practices are alike to cultures around the world. The integration of the arts, having

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students create their own “dot painting” they are learning about the world, which is very important. They also learn the relationship between animals and people. They are taking their own knowledge of what they learned and creating a “dot painting” significant to them. According to Douglas & Jaquith (2005) “when we teach for artistic behavior, children are engaged in authentic learning experiences where they apply their knowledge to their work” (p. 11).

Another learning task students are asked to do is learn an Aboriginal song. “When presenting a new song to a class, promote those aspects that are most likely to attract the interests of the students (Hoffer, 2005, p. 81). Children love dancing and moving around so I wanted to integrate music and creative movement into our class activities. In this lesson, students’ are asked to create and play a Didgeridoo. “ A good way to encourage children to investigate tone qualities is for them to construct their own instrument” (p. 133). Here, they are exploring different sounds, rhythm, and tone qualities.

References:

Bruning, R. H., Schraw, G. J. & Norby, M. M. (2011). Cognitive Psychology and Instruction Fifth Edition. Boston, MA: Pearson Education.

Douglas, K. M. & Jaquith, D. B. (2009). Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom.

New York, NY: Teachers College Press.

Hoffer, C. R. (2005). Music for Elementary Classroom Teachers.Long Grove, IL: Waveland Press.

Materials

What materials does the teacher need for this lesson?

What materials do the students need for this lesson?

The teacher will need:

Animal templates 12”x18” heavy duty multi-colored construction paper Acrylic paints (red, yellow, white, black, brown) Tempura paints (red, yellow, white, black, brown) Paint Brushes Cotton Buds Q-tips Water containers

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Small containers to hold paint Paper Towels Markers Crayons Glue Scissors Chart Paper Toilet Paper Rolls (2 per student) Aboriginal Symbols Sheet KWL charts Social Studies Journal Laptop Projector and speakers Power point presentation on Aboriginal people Display of Artwork: Dot paintings & Didgeridoo borrowed from the

Honolulu Academy of Arts Dreamtime story You tube video: “Girawu The Goanna”

https://www.youtube.com/watch?v=tWvoTZxvEs8 You tube video: “Didgeridoo: Jeremy Donovan, Aboriginal Artist

https://www.youtube.com/watch?v=9g592I-p-dc Pandora Radio featuring: Aboriginal Music Other books about Aboriginal culture Unit Test Evaluation sheets Aboriginal song “Native Animal Song”

http://www.thekangarooclub.com/mp3/09_native_animal.mp3

http://www.thekangarooclub.com/lyrics.html

http://www.aboriginalartonline.com

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Academic Language Demand(s):

Academic Language: What academic language will you teach or develop? What is the key language demand? What are the key vocabulary and/or symbols?

Key Vocabulary Words:

Aboriginal Background Cultural Style Dream Time Culture Design Linear Pattern Medium Didgeridoo Ochre Aboriginal Symbols ‘Aumakua Mo’olelo Hula Ohe Hano Ihu Hawaiian Volume Rhythm Timbre Ipu ‘Ili’ili

Academic Vocabulary:

Question Explain Describe Observe

Language Function: Identify the purpose for which the language is being used with attention to goal and audience – the one verb from the standards; ex: analyze, argue, categorize,

Students will Compare and Contrast Aboriginal Culture and Hawaiian culture.

Students will explain their “dot painting” and reason for choosing their animal & art symbols.

Students will summarize in groups what they learned about the Aboriginal culture and significance of animal.

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compare/contrast, describe, explain, interpret, predict, question, retell, summarize, etc.

Students will summarize and reflect in their social studies journals.

Students will record notes and observations in their journals.

Students will analyze Aboriginal music listening to the Didgeridoo.

Academic Language Demand: Given the language functions and learning task, describe the opportunities to practice using the language function in ways that support the essential strategy. The demand will require more or less scaffolding (support) depending on the needs of students. In language arts, these are syntax or discourse.

The student will practice language function by writing in complete sentences at least five facts they learned about Aboriginal culture.

Students will give an oral presentation first in groups about their selected animal and individually when they present their “dot painting” and finished Didgeridoo.

Students will be able to listen to Aboriginal music and recognize the rhythm and beats of a Didgeridoo.

Planned Supports:

Instructional strategies, learning tasks and materials and other resources deliberately designed to facilitate student learning of the central focus.

My role as an educator is to provide clear and concise instruction to all students. When teaching art, a teacher’s role includes demonstrating, modeling facilitating, providing curriculum content, and altering the content as a result of observations made in class (p. 11). While my students are working on their specific learning tasks I continue to walk around the classroom, observing the students. To assess the learning task of “dot making” and Didgeridoo I utilize observations a type of formative assessment. These assessments help identify skills and understandings at individual developmental stages for the purpose of setting goals and planning the curriculum (Douglas & Jaquith, 2009, p. 33). I am always finding strategies to improve learning for all my learners. When I see a learning task that requires modification I provide it. Especially for my learners with special needs. Because the learning tasks in this lesson require all my students to participate. Both authors from class readings agree all learners can participate in any activity. Hoffer (2005) believes “almost all children can learn to enjoy music and participate in it to some degree” (p. 193). For these students’ I provide a few planned supports. When students’ are learning about “dot painting” provided are a variety of visuals, which

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include the Aboriginal Art of “dot painting”. Students’ who do not have much experience with painting, I supply practice-painting sheets with different lines and dots. These can be used for practicing and exploring painting before moving onto their final painting project. In the text of Engaging Learners Through Artmaking: Choice-Based Art Education in the classroom (2009) experiments also lead to mistakes, which is a positive outcome in discovering art. Wrong ideas lead to deeper understanding of a person’s artistic behavior. These are all necessary steps toward the growth of art making.

For those who are mentally or physically challenged learning activities are modified to accommodate the learner. Since one of the learning tasks is to construct a didgeridoo, the wind instrument for these students will already be constructed. Also supports of hand-on-hand aid to draw symbols are provided. By having these different supports and materials I am helping ALL learners to participate in learning activities. They are asked to only include one Aboriginal art symbol of their choice. While we students are playing the Didgeridoo, those who are hearing impaired I will encourage them to touch the didgeridoo to feel the vibrations and beat. In the book Music for Elementary Classroom Teachers (2005) it is noted by allowing he/she to feel the beat they are also participating in learning the music through vibrations and beat.

References:

Douglas, K. M. & Jaquith, D. B. (2009). Engaging Learners Through Artmaking: Choice-Based Art Education in the

Classroom.New York, NY: Teachers College Press.

Hoffer, C. R. (2005). Music for Elementary Classroom Teachers.Long Grove, IL: Waveland Press.

Other planned supports:

Photographs Didgeridoo Practice-sheet for “dot making” A variety of templates Music- Aboriginal Music (Pandora & “Native Animal

Song”)

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Aboriginal art website Map of Australia Hawaiian culture instruments e.g. the nose flute/ ipu

(gourd), ili ili (small rocks). Additional Dreamtime stories:

“How the Kangaroo Got it’s Pouch” https://www.youtube.com/watch?v=8sWFAGGWvUA

“Why Koala Has a Stumpy Tail”https://www.youtube.com/watch?v=itszep0duwI

“Who are Aboriginals” PowerPoint

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Assessments:

Type of assessment(Informal or Formal)

Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria - What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Informal Verbal sharing of observations-class discussion

Voluntary-not all students are required to participate. Student will raise hand & teacher will call upon students’ individually.

-Shows class he/she has a general idea of Aboriginal Culture, Art & Music.-Has a general idea of what we will be doing in class.

Informal Observation -Each student creates his or her own “dot painting” & Didgeridoo.-They will have the opportunity to work in groups when choosing an animal template.

-By completing learning activities student(s) display their understanding of “Dot Art” and different Aboriginal art symbols.-Shows students working together and understanding concepts.

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Informal Grading Allow students to individually utilize the lesson learned in creating their own “dot painting” & constructing the Aboriginal wind instrument “The Didgeridoo”

-Shows student(s) have an understanding of Aboriginal Culture, Art & Music.

InformalTest/Quiz Allow student to retake if score

lower than 70%-Shows student’s understanding of important concepts relating to Aboriginal Culture, Art, & Music vocabulary from lesson.

-Pre & post quiz shows student(s) prior and learned knowledge.

Informal Social Studies Journal

Allow students to reflect on the unit. They will write 3-5 new things learned about the Aboriginal culture.-One focus question: How are the Aborigines and Hawaiians alike?

-Shows the student’s progress of learning.

-Shows he/she understands the concept of comparing and contrasting.

Evaluation Rubric for Unit Project:

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Unacceptable Acceptable Target

The student will be unable to present/explain five facts they learned about Aboriginal culture

The student did not complete their “dot painting” or Didgeridoo.

The student could not illustrate a “dreamtime” story.

The students can at least present/explain four facts about Aboriginal culture.

The student completed their “dot painting” but was unable to finish the Didgeridoo including at least 5 symbols.

The student’s illustrations are accurate and clear.

The student can present/explain five or more important facts about the Aboriginal culture.

The student completed both activities. Dot Painting and Didgeridoo including 5 symbols on their instrument.

The student writes at least 2-3 sentences in their journals describing their created “dreamtime” story.

Social Studies Journal Rubric:

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Category 4 3 2 1Quality of Information

Information clearly relates to topic on Aboriginal Culture, Art & Music. It includes several supporting details and/or examples.

Information clearly relates to the topic on Aboriginal Culture, Art & Music. It provides one or two supporting details and/or examples.

Information clearly relates to the topic on Aboriginal Culture, Art & Music. No details and/or examples are given.

Information has little or nothing to do with the topic on Aboriginal Culture, Art & Music.

Mechanics No grammatical, spelling, or punctuation errors.

Almost no grammatical, spelling or punctuation errors.

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Diagrams & Illustrations

Diagrams and Illustration are neat, accurate, and add to the reader’s understanding of the topic on Aboriginal Culture, Art & Music.

Diagrams and illustrations are accurate and add to the reader’s understanding of the topic on Aboriginal Culture, Art & Music.

Diagrams and illustrations are neat and accurate and sometimes add to the reader’s understanding on Aboriginal Culture, Art & Music.

Diagrams and illustrations are not accurate OR do not add to the reader’s understanding on Aboriginal Culture, Art & Music.

Notes Notes are recorded and organized in an extremely neat and orderly fashion.

Notes are recorded legibly and are somewhat organized.

Notes are recorded.

Notes are recorded only with peer/teacher assistance and reminders.

Oral Presentation Rubric

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Category 4 3 2 1

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Uses Complete Sentences

Always (99-100% of time) speaks in complete sentences.

Mostly (80-98%) speaks in complete sentences.

Sometimes (70-80%) speaks in complete sentences.

Rarely speaks in complete sentences.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or cannot be understood OR mispronounces more than one word.

Content Shows a full understanding of the topic on Aboriginal culture, art, & music.

Shows a good understanding of the topic on Aboriginal culture, art, & music.

Shows a good understanding of parts of the topic on Aboriginal culture, art, & music.

Does not seem to understand the topic very well on Aboriginal culture, art, & music.

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