Background Information

Year level 3
Learning area Dance Arts and Visual Arts
Subject/context Year 3 English content connected through Dance and Visual Arts
Year 3 Dance Arts content connected through English and Visual Arts
Year 3 Visual Arts content connected through English and Dance Arts
Title of Unit Emotions that colour and move our world.
Program Details
Purpose of assessment To assess year 3 student abilities to apply the elements of visual and dance
arts in response to a variety of literature and other stimulus. (Understanding
arts literacies)
Description of task Students will respond to a selection of literature and other stimulus and plan
and produce associated dance and visual art pieces.

Phase 1.
Students respond to literature and videos, exploring the elements of dance
and visual art (Dance elements of body, space and time; Visual design
elements of line, colour and shape and visual design principle of proportion
and scale).

Phase 2.
Students explore emotional responses in connection to various stimuli;
including literature and music. (Dance elements of body, time, space and
dynamics; Visual design elements of line, colour and value and visual design
principle of contrast and emphasis).

Phase 3.
Students explore and physically respond to emotions represented through
text and audio stimulus (Dance elements, body and space).

Phase 4.
Students apply knowledge of dance elements and expression to convey
meaning through movement and actively respond to peer performance.
(Using Dance elements of body, space, dynamics and relationship)

Phase 5.
Students respond to visual stimulus by collaborating to write a narrative text
and create a choreographed sequence of movements. (Dance elements of
body, space, dynamics and relationship; Visual design element of colour and
Visual design principle, contrast/emphasis.).

Phase 6.
Students immersed in arts styles and processes during excursion to Perth
Art Gallery. Students respond by creating own painted art pieces on canvas,
inspired by emotional response to Art Gallery styles, for display. (All visual
design elements, making and responding).

Phase 7.
Students in groups choreograph movement sequence in response to chosen
picture. Ready for performance. Consolidate Reflective Journal and painted
canvas. (Choreography skills making and responding).

Phase 8.

Assessment strategy
(What is being assessed?)
Evidence to be collected
(How that is being assessed?)
Suggested time
Prior learning in two learning
areas
Key Vocabulary
students will focus on
in this unit:
Content Description and Achievement Standard
Integrated unit of work culminates with parents being invited to view a
collaborative class dance performance and art display. Students perform
dance as a class and discuss elements of design for art works.
(Communication through Dance Performance; Contemplation of Art display).
 Emotional connection of the body and mind to outside stimulus.
 Collaborative dance pieces.
 Visual art constructions.
 Group work skills.
 English conventions, including vocabulary and handwriting.
That students use the elements of dance to make and perform dance
sequences that demonstrate fundamental movement skills to represent
ideas; Students use the elements of visual art to respond in creative ways
and communicate meaning (Dinham, 2014, p.308) .
Process Teacher observation, informal discussion/reflection, Peer and self
assessment, rubric (for final assessment).
Product: Visual art display; Dance expression and routines.
1 term, 10 weeks, 11 lessons, 1 full day excursion.
Students have completed units of work in the Arts in previous grades and
this year where they have been investigating:
 Music and how the body responds through movement.
 Performing: Students have performed a dance to an audience in Year
2 content strand.
 Visual: Students have experimented with various art creation forms
and processes, including paint as a medium.
Students have been completing units of work in English where they have
been investigating:
-Drawing connections between book characters and their own personal
experiences.
Students have been explicitly taught and had practice with using group work
skills including listening, sharing ideas, self and peer assessment.
Elements of dance - body, space, time, dynamics and relationships
(Dinham, 2014, pp.161-162). Choreography, audience, performing,
responding.
“Through a process of guided discovery and experimentation, children
develop a movement vocabulary that enables them to express and
communicate feeling, ideas, concepts and understanding” (Dinham, 2014,
p.164).
Design and Principles of Visual Art - line, colour, shape, texture, value,
balance, rhythm and repetition, proportion and scale, contrast and
emphasis, pattern (Dinham, 2014, pp. 313-315).
Group work social interaction skills; Collaborating, I feel, I think, I agree
because, I disagree because, Thank you for listening/sharing ideas.
Content from the Western
Australian Curriculum/Australian
Curriculum
Specify specific content
descriptions – include both words
and code
Connected Curriculum
Achievement standard (ACARA)
*Note: from2016 Achievement
Standard will be taken from SCSA
not Australian Curriculum
COPY FROM SCASA - DANCE
AND VISUAL ART
Sequence of Learning
NB: focus lessons will be explicit teaching point and will vary in time of delivery based on students
learning needs.
PREPARATION EXPLORING
Dance
 Improvise and structure movement ideas for dance sequences using the
elements of dance and choreographic devices (ACADAM005)
 Practise technical skills safely in fundamental movements (ACADAM006)
 Perform dances using expressive skills to communicate ideas, including
telling cultural or community stories (ACADAM007)
Visual
 Present artworks and describe how they have used visual conventions to
represent their ideas (ACAVAM112).
 Use materials, techniques and processes to explore visual conventions when
making artworks (ACAVAM111).
English
 Draw connections between personal experiences and the worlds of texts,
and share responses with others (ACELT1596).
 Listen to and contribute to conversations and discussions to share
information and ideas and negotiate in collaborative situations(ACELY1676).
 Use interaction skills, including active listening behaviours and communicate
in a clear, coherent manner using a variety of everyday and learned
vocabulary and appropriate tone, pace, pitch and volume (ACELY1792).
 Write using joined letters that are clearly formed and consistent in size
(ACELY1684).
Dance
 Students extend their awareness of the body as they incorporate actions
using different body parts, body zones and bases.
 They explore and experiment with directions, time, dynamics and
relationships using groupings, objects and props
 As they make and respond to dance, students explore meaning and
interpretation, elements and forms including shapes and sequences of
dances, and social and cultural contexts of dance.
 They make personal evaluations of dances.
 Students learn about warm-up and cool down for safe dance practice and
careful selection of dress and footwear.
 They consider why and how audiences respond to performance.
Visual
 exploring ways to represent their ideas using visual conventions from
different historical, social or cultural contexts.
 identifying meaning and describing subject matter and form in artworks from
different social, cultural or historical contexts.
 writing about and discussing with others the meaning of their own artworks.
 Considering viewpoints – evaluations: For example – Did you enjoy looking
at the artwork? Why? Which artwork do you like the most? Explain why you
like it.
Learning Experience 1
(Suggested time: 1x 1hr)
Inform
The learning outcome is:
  To explore the elements What is being
(body, space & time) of Assessed?
dance with regards to how 1) Process -
Willingness to
animals move.
physically and
verbally respond to
 Explore creating visual visual stimulus.
representations of animals
focusing on visual design Relevant pictures of
2)Product -
animals
elements of line, colour and The student self
(smartboard/projector)
shape, and visual design Reflective Journal.
principle proportion and
scale.

The student will be successful

when:
 They are able to creatively
respond through movement
using the elements of
dance, representing of a
Music mix that
variety of animals.
incorporates varying
tempos and rhythm.
 The students experiment How is it being
with line to create animal Assessed
drawings. 1)
Teacher
Inspire: observation of
Warm-up. (Physical, cognitive, student
social and emotional). participation
(Anecdotal notes
and formative
Pictures of animals (zoo, jungle, verbal feedback).
Australian, farm and marine).
2)Check student
has completed self
Show/Share: reflection
Teacher in role (model kangaroo questionnaire in
movements), focusing on locomotor Reflective Journal.
FMS.
.
Students - as a class discuss own
animal ideas to be explored.

Try/Transfer:
As a class, kinaesthetically explore
creating dance movements of the
selected animals.

Apply/Action:
Provide a music collaboration for
students to experiment their
interpretations of their choice of
animal.

Review/Revise:
Students to complete a creative
visual representation of their
selected animal use as a self
reflection and journal entry.

 How did it feel to move as

your animal?
  What did you enjoy about
the lesson?
 Is there anything that you
would like to explore
further, another animal?

PREPARATION EXPLORING Learning Experience 2 (Suggested

time: 2x 1hr

Inform
The learning outcome is:
 To explore how different colours can
make us feel a variety of emotions. How is it being
And how those emotions can be Assessed?
represented through different 1)Observation
elements of dance/movement.(Body, and
space, time & dynamics). anecdotal
notes
and formative
 To explore why we choose some verbal feedback.
colours to represent different
situations when drawing a picture. 2)Reflective
Focusing on visual design elements of Journal entry.
line, colour and value, and visual 1 x book,
design principle contrast and “The day the
emphasis. crayons quit”
(See
appendix 1)
The student will be successful when:
 They use the elements of dance to
express the different ways we can
represent emotions using colour. What is being
Assessed?
Whiteboard 1)Student ability
 They can identify why they choose
different colours to represent with coloured to assign colours
to emotions.
scenarios when creating visual art. markers
2) Process -
Bold exploration
Inspire:
of colour while
Warm-up. (Physical, cognitive, social and drawing.
emotional).
3) Process -
Read book about colours representing a Group work
variety of things not normally associated with collaboration
that colour.

Discuss how we can use colours to convey

meaning in visual art.
Poster paper
and coloured
Discuss how we can move our bodies in ways markers
that represent colours.

Show/Share:
As a class, collaboratively create a list of
colours that are relevant to a variety of
emotions.

As a class, discuss collaboratively, share and

show ideas how to represent a colour through
movement.
 Try/Transfer:
In small groups, students discuss and explore
ways to move/dance in response to a variety
of colours.

Individually create a piece of visual art which

represents feelings in different situations.

Apply/Action:
In small groups, students choreograph a 4
movement sequence to represent a choice of
emotions.

In small groups, students complete a

brainstorm of what colours and emotions
connect for them.

Review/Revise:
Students share their brainstorm with the class.
Work to be presented on the wall.

Teacher and students revisit the elements of

colour and reflect on the learning activities.

Students complete reflection in Reflective

Journal. Including Group Work analysis.
 How else could you use colour to
convey meaning?
 Were your interpretations of colour
different to those in your group?

PROCESS SKILL Learning

DEVELOPM Experience 3
& ENT
(Suggested
SKILL What is
time: 1 x 1hr)
being
DEVELOPM assessed?
ENT Inform:
The learning 1)
& Willingness
FEEDBACK outcome is: to
explore and to be
physically respond to involved in
emotions presented and respond
in a narrative. Book x 1 : Commotion in the Ocean, by Giles to class
Andreae activities.
The students will be
successful when: 2)Self
Using the elements of reflection
dance (body and questions in
space) student Reflective
physically represent Journal
how an animal from
Ocean sounds(See Appendix 1)
the narrative is
feeling.

Inspire:
How is it
Warm-up. (Physical,
being
cognitive, social and
Assessed?
emotional).
1) Teacher
observation
Introduce today’s of student
theme the Ocean.
 Read the participation
corresponding story. (anecdotal
notes and
Listen to a variety of verbal
ocean sounds. formative
feedback).
Show/Share:
Prompt students to 2) Checklist
think about how the to identify
characters in the depth of
story were feeling. response in
Reflective
Class discussion of Journal
students personal (See
experiences of the Appendix
beach and feelings of 2).
those experiences.

Try/Transfer:

Re-listen to audio
and allow the
students space to
respond through
dance/movement.

Apply/Action:

Students write a
written response with
corresponding
emotions, and
connections with the
story in Reflective
Journal.

Review/Revise:
Whole class
discussion and
reflection on lesson,
 Think pair
share - were
responses
similar to other
students?
.
Student self reflection
journal.
 What did the
music make
you think of?
 How did the
music make
you feel/why?
 What did you
enjoy about
the lesson?
 Is there
anything you
feel you need
to work on?
 Learning
Experience 4
(Suggested What is
time: 2 x 1.5hr) being
Assessed?
1) The
Inform: students
The learning ability to
outcome is: Students determine
are able to convey meaning
meaning through from text
movement and the
elements of dance and
expression. 2) Group
work
collaboration
Students are able to Short stories skills
discern accurately,
emotions and
expression, portrayed 3) Ability to
through movement convey their
and the elements of stories
dance, by others. Inspire (emotive suggestion) and FMS through
cards dance
elements
The student will be
successful when:
They can convey 4)Ability to
emotion by using the constructivel
elements of dance and y respond to
expression. peer
performance

Inspire:
Warm-up. (Physical,
cognitive, social and
emotional).
How is it
being
Students are read a Assessed?
series of short 1) Teacher
passages depicting lined paper and lead pencils observation
emotional scenes, that of group
do not use emotive work and
language (i.e. happy, feedback.
sad). (Anecdotal
Show/Share notes and
verbal
Teacher to introduce
formative
Inspire and FMS cards
feedback).
and demonstrate what
they are and how to
use them. 2)Peer
assessment
Try/Transfer: - feedback
In pairs, students work slip (See
with the Inspire and Appendix
FMS cards and using Glue 2).
the elements of dance
to move their bodies to
physically represent
their interpretation of
the Inspire and FMS
cards.

Apply/Action:
Students in groups
devise a short story
that goes through a
 range of emotions,
which they dance out
for the class.

Class responds by
calling out as the
emotion changes and
by completing a peer
assessment (feedback
slip) to be glued into
own Reflective
Journal.

Review/Revise:
Class discussion
about self reflection
questions to be
completed in
reflective journal
 How do you
think you went
conveying
emotions
physically?
 How were
your group
work skills?
 Did you prefer
working in
pairs? Or
groups? Why
Visual Reflection Diary
- glue in your short
story and peer
feedback slip

PROCESS Learning
Experience 5
(Suggested
time: 2x 1hr)
What is
Inform: being
The learning Assessed?
outcome is: to 1) Student
practice and discuss
Picture of ocean scene from movie understandin
skills for group
‘Finding Nemo’ g of
collaboration. Revisit
(smartboard/ projector) effective
Fundamental
Movement Skills and group
elements of dance to Outline picture copies - any media to work skills
choreograph dance complete
movement sequence. 2) Inclusion
Under sea video (no audio) of a
The student will be variety of
successful when: FMS
 they are able Music varieties for comparison and dance
to collaborate, (fast, scary, slow, happy, ominous) elements
share ideas in
and
constructively
 listen in a
group choreograph
situation. y.
 they respond
using FMS
and dance
elements to
choreograph a
short
movement
sequence. How is it
being
Inspire:
Assessed?
Warm-up. (Physical,
1)
cognitive, social and
Observation
emotional).
and
anecdotal
Show students a notes of
picture of an ocean group work
scene from finding (Verbal
nemo. formative
Unpack picture as a feedback).
class - emotion? How
do we know this?
2) Checklist
of variety of
Students colour an FMS/dance
outline picture to elements
depict a different (eg.
emotion. Revisit Locomotor/
emotions and colour. non-
locomotor)
Show/Share:
3) Individual
Play students a video
self
of fish swimming
assessment
under the ocean
questions -
without audio.
reflective
journal
Discuss possible
emotions or lack of -
student
interpretations.

Try/Transfer:
Play video with
different music
varieties. Students
physically respond
and discuss as the
music/video plays
and changes.

Apply/Action:
In groups students
compose a short
narrative using the
video and
accompanying music
as a stimulus.

In groups, students
choreograph
movements to
physically represent
their story and
perform to the class.
 Review/Revise:

 How did your

group
perform?
 Were you
happy with
your dance
choreography
?
 Did everyone
in your group
contribute?
Who did
what?

Glue in short story and

respond to questions

Homework set for

Learning Experience
7- students to find a
picture that resonates
with them and develop
a sequence of
movements to
represent the image.

SUMMATIV SHARING Learning

E Experience 6
(Suggested Bus What is
time:1x 5 hrs being
Assessed?
1x 2hrs) 1) Student’s
Excursion to Western ability to
Australian Art Gallery use
(Perth Cultural appropriate
Centre) behaviour
in public.
Inform:
The learning 2) Students
outcome is: to engagemen
introduce students to, t with the
and explore a variety artwork.
of famous artworks.
http://www.artgallery.wa.gov.au/exhibition 3) Students
And to create an
s/American-Dream.asp artistic
emotional piece of
visual artwork in a response
style influenced by through
their exploration creation of
iPads canvas
The student will be painting.
successful when:
 Student show
appropriate -canvases
pro social -a variety of paint
behaviour -artshirts How is it
during -variety of brushes being
excursion. Assessed?
 They use 1) Teacher
visual observation
conventions to and verbal
create a piece feedback of
of artwork
 influenced by student
a style of art behaviour
they and
connected interaction.
with on their
excursion. 2) Checklist
of use of
visual
Inspire:
conventions
Warm-up. (Physical,
.
cognitive, social and
emotional).

Show students Art

Gallery website.
Discuss what they
may see during the
excursion.
.
Take students on an
excursion to the
Western Australian
Art Gallery.

Show/Share:
Exploring the variety
of artwork

Try/Transfer:
In small groups
students take
photographs of the
artwork using iPads
and record their
emotional response.

Apply/Action:
Apply their
knowledge and
interests to create a
visual art canvas
piece using paint. (In
following lesson)

Review/Revise:

Open class
discussion - student
centred and led

Reflective Journal
 glue
photograph
from excursion
into journal
with
accompanying
notes.

REFLECTING Learning
Experience 7
(Suggested time:
2x1 hours What is
being
Inform: The learning Assessed?
outcome is:
 For students 1) Use of all
to use all elements in
dance choreograp
elements to hed dance.
collaboratively
choreograph a
2)Group
sequence of
work skills.
movements
inspired by
their personal 3) Use of
images (LE5 appropriate
homework) spelling,
that is to be grammar
performed in and
the final punctuation
lesson. in
 To prepare Reflective
reflective Journal.
journal and
painted
canvas for art
gallery display
for parents. How is it
being
The student will be Assessed?
successful when:
 They 1)Checklist
collaboratively for all
choreograph a elements of
sequence of dance.
movements
using the
2)Rating
elements of
Scale for
dance.
group work
 They complete skills
and prepare
their painted
canvas and 3)
Reflective Observation
Journal for and
display at final marking of
performance appropriate
hand writing
conventions
Students complete on collectio
their Reflective n of
Journal which Reflective
represents their Journal.
personal
development journey
of Arts principles,
throughout the
Integrated Unit of
Work.

Inspire:
Warm-up. (Physical,
cognitive, social and
emotional).
 The personal images
provided by each
student (LE5
Homework).

Class discuss and

reflect on Art Gallery
visit. Talk about
different paintings.

Show/Share:
In small groups
students share their
picture and emotive
movement.

Try/Transfer:
The students in each
group use their
personal
choreography to
collaboratively
choreograph a
sequence of
movements to be
practiced and
performed for the
final lesson.

Apply/Action:
Each group perform
their dance sequence
for the class and
practice dancing in
sync with the other
groups.

Review/Revise:
 As a class,
discuss the
happening of
the event that
will occur in
the final
lesson.
 Allow students
5-10min to
finalise and
prepare their
painted
canvas and
Reflective
Journal for
display.

Learning
Experience 8**:
Time 1x 2hrs
**Integrated unit of
work culminates with
parents being invited
to view a
What is
collaborative class
being
dance performance
assessed?
and art display.
1)
Willingness
to participate
The learning in dance
outcome is: To sequence
perform previously
choreographed group
collaborations to 2)Use of
parents/caregivers as dance
a class; and to elements
show/explain to and emotive
parents/caregivers movement
the meaning and in dance
visual conventions of performance
their painted canvas
and reflective journal. 2)Attempt of
use of
The student will be specialised
successful when: vocabulary in
discussing
 They use the
work with
elements of
parent/caregi
dance to
ver
perform their
collaborative
dance piece to
their
parents/caregi
vers. How is it
 They use the being
language of assessed?
visual design 1) Marking
to share and rubric for
discuss the overall
creation of performance
their painted in each
canvas and learning area
reflective and
journal. Props for dance sequence
involvement
over the unit
(See
Inspire: Appendix 2).
 Arrival of
parents
 Positive
environment
.
including
encourageme
nt and support
from teachers
and peers.
 Artwork
display
 Visual
stimulus for
dance
sequence
 Show/Share:
Teacher and students
to welcome parents.
Students encouraged
to show their
parent/caregiver their
painted canvas.

Try/Transfer:
Students to have a
go at using visual
conventions to
explain their artwork
and reflective journal
(Teacher to be
present for any
assistance required).

Apply/Action:
Teacher and students
perform warm-up
activity.

Students
collaboratively
perform their
choreographed
dance piece for their
parents/caregivers.

Review/Revise:
Congratulate
students on their
effort and present
their reflective journal
to their
parents/caregivers.

Success Criteria (Assessment Rubric)

***Please see Appendix 2 for detailed Rubric, example checklist, example peer feedback form and example rating
scale.
 Moderation Processes to be used

5 x Teachers in Year 3 cohort will collaborate and share information regarding Lesson Plan ideas and
implementation.

Assessment will be moderated through discussion and agreement. Teachers will provide samples of
work (Reflective Journals and Visual art works) showing 4 achievement levels.

Reliability of assessment ensured, with Peer reflection forms, checklists and rubrics developed and
agreed upon (See appendix 2) for each learning experience. (Brady & Kennedy, 2012, p. 70).

Teacher meetings held fortnightly to discuss progress, issues and ideas.

Reporting to Parents Processes to be used

Introductory Newsletter informing parent/carer of the Unit of work and theme for the term “Emotions that
colour and move our world”. Including excursion details.
Fortnightly parent/carer email to update information of future learning experiences, and to share stories
regarding learning experiences that have occurred, including photo’s of students in process.

End of term Parent presentation afternoon, parents invited to come into class and watch students
perform and share their art works.

Parents will receive Reflection Journal at end of term.

End of year school Achievement Report will contain a set of predetermined outcomes, that can be listed
as attained or working towards.

Appendices

Appendix 1. Suggested list of Literature for use with Integrated Program.

Appendix 2. Assessment Sheets

Appendix 1. Literature for use with Integrated Program.

Daywalt, D. (2013), “The day the crayons quit” , USA: Harper Collins Children's Books
ISBN: 978-0-00-751375-5

Andreae, G. (2002), “Commotion in the ocean”. ME Media.ISBN: 9781589250000

Further suggested Literature for class library.

Diesen, D. (2013), “The pout pout fish”. New York: Farrar Straus Giroux Books for Young readers.

Andreae, G, (2012), “Giraffes can’t dance”, New York: Orchard Books

Francis, S, (2015), “Inside out read along storybook”. Las Angeles: Children's Press

Cain, J. (2000), “The way I feel”. Seattle, USA:Parenting Press.

 Appendix 2.
Assessments, including;

A. Example Checklist
B. Unit Rubric
C. Example Feedback Peer Assessments
D. Example Rating Scale

A. Checklist to identify depth of response in Reflective Journal (See Learning Experience 3)

Student Shows a Develops Reflecting Reflects Uses Comments

Names connection own Ideas on own on work Specialised
with through work. of vocabulary
Learning further others. in
Experiences. explorations reflections.
and
reflection

Student 1

Student 2
B. Unit Rubric (See Learning Experience 8)

4 3 2 1
Exceeding Satisfactory Developing Not achieving

Participation Student was always highly Student engaged with Student participated with Student was disruptive with sporadic
engaged with most, to all, activities. activities but required engagement. Required constant
activities. Minimal Minimal supervision constant supervision. supervision.
supervision required. required.

Effort Student showed great Student showed good Student showed some Student did not try to engage with
enthusiasm and consistent enthusiasm and effort enthusiasm, but effort was topics.
effort for topic. for topic. sporadic.

Group Work Student consistently Student contributed in Student participated in group Student required constant supervision
Skills contributed in group work, Group work. Mostly collaborations but required to participate in groups. Had trouble
sharing ideas and shared tasks and ideas. encouragement to contribute sharing ideas and minimal
respecting others input. Developing listening ideas and apply listening contribution.
skills. skills.

Making – Student made considered Student made informed Student made basic choices Student created visual art pieces with
Visual art decisions when creating choices when creating when creating visual art little consideration to visual art design
art pieces. Visual design visual art pieces. Visual design elements and principles.
elements and principles pieces. Visual design elements and principles
explored in depth. elements and principles explored at low level.
experimented with.

Responding Student showed in-depth Student showed Student showed minimal Student showed no interest in visual
– Visual Arts reflection in response to interest in visual art interest in visual art stimulus art stimulus and did not reflect.
visual art stimulus. stimulus, with some with little or no reflection.
reflection.

Making – Student understood and Student understood Student understood some Student created dance sequences
Dance Arts explored in depth all and experimented with concepts of the elements of with incidental reference to elements
elements of dance when most elements of dance and applied them in of dance.
creating dance dance, applying them creating dance sequences.
sequences. Clearly when creating dance
communicate ideas. sequences.

Responding Student responded to Student made strong Student required assistance Student did not enjoy responding to
– Dance Arts dance stimulus with clear efforts at understanding to interpret artistic meaning dance. Interpretive abilities still
understanding of meaning artistic meaning of of dance sequences. developing, struggled with artistic
and intent. Student dance stimulus. Showed some appreciation meaning of dance sequences. Did not
showed great enjoyment Enjoyed dance of dance stimulus. enjoy.
with dance stimulus. stimulus.

English Student successfully made Student connected with Student required prompting Student required prompting to
connections with Literature and shared to connect Literature with connect Literature with personal
Literature. personal reflections personal experiences and had trouble finding
Student succinctly shared using a variety of experiences. Limited use of relevant vocabulary to express
relevant information using vocabulary and social vocabulary and social tools. themselves, social conventions of
a wide range of vocabulary tools, Handwriting Handwriting sometimes turn taking and listening required
and social tools. mostly clear, mostly clear, inconsistent sizing and constant monitoring. Handwriting
Handwriting clearly consistent sizing, letters joins. inconsistent, hard to interpret, with
formed, consistently sized joined correctly most little or ineffectual joins
and joined correctly. times.

C. Example Peer Feedback Slip (See Learning Experience 4 )

D. Example Rating Scale ( See Learning Experience 7 )