LP 8
LP 8
LP 8
B. Creative Expression
Assessment Rubric
Exemplary
Proficient
Developing
Beginning
Differentiation/Modification Strategies:
The teacher will need to focus on keeping children engaged who may not feel mentally engaged with the activities, and this can be
done by varying the level of activity (low level of activity, to high level of activity, etc.), use of voice to get students attention, and by
continuing to observe the children to see what methods work and which methods do not. (peer work, etc.)
Fine Arts for All Students. Cedfa.org
7 Es/ Time
Phase 1
Elicit
3 mins
Description
Communication
Phase 2
Engage
10 mins
This part of the lesson
should capture students
attention, and pique their
interest in the subject.
Phase 3
Explore
15 mins
The next part of the lesson
should allow students time
to explore the concept
being covered.
Knowledge: Tell
Collaborating communicating
Essential Questions:
What shapes are you making?
What motions are you doing?
Do you have to change direction? Energy?
Understand: Differentiate
Apply: Demonstrate
Phase 4
Explain
4mins
Now you that you have learned some movements of a scientist we are
going to put it together to make whole dance.
In dance, stories have a beginning, a middle, and an end.
Who can tell me what a beginning, a middle, and an end is?
Through questioning
strategies, teachers probe
and facilitate student
discussion
Phase 5
Elaborate
5mins
Students are encouraged to
apply their learning to new
situations, use the new
terms, and deepen their
understanding of the
subject matter through
questions and activities.
Phase 6
Evaluate
During Phase 6, students
demonstrate their
understanding through
products or performances.
Students should understand
the rubric by which they are
being evaluated. Ideally, the
student and teacher will go
over the rubric at the outset
of the lesson.
Analyze: Connect
Students will
Be asked, where should we start our scientist dance?
Where should we end our scientist dance?
Practice the beginning and end then piece together the middle.
Rehearse the whole dance.
Create: Integrate
Communicating
Phase 7
Extend
3mins
Students will
Be asked if they can do the dance really fast and really slow.
Who can do it facing different directions? Really small? Really big?
Provide additional
challenges that allow
students to apply
knowledge
Understand: Identify