Evaluation Rubric

Dimension	Definition	Low Quality	Medium Quality	High Quality
Navigation	quick and easy navigation. Clear first page	All embeded links, no navigation menu	Get around with little searching, basic navigation menu.	Explicit Navigation Menu, Home Page, contact-us link
First Look/ Content Organization	aesthetically appealing with promise of meaningful content	black on white text, lack of color. Cluttered text with no breaks. No variation or organization of information.	Somewhat meaningful content of site. Some color and some organization. Information is somewhat organized or layed out.	Appealing use of colors of fonts and background that compliment eachother. Apparent meaningful content of site. Clear organization of each section.
Readability of Text	clarity of font and contrast of colors	Bad contrast of colors, small or fancy font. Use of excessive italics, bold, or underlined.	Good use of contrasting colors, basic font.	Greats use of complimentary colors, basic fonts that are easy to read.
Inclusion of Interactive/hands on activities	games or activities that require input	Little to no interactiveness and games that have no relevance.	Some interactive activities that are predictable and unoriginal. Don't challenge students.	Highly interactive, highly relevant, include audio and visual elements.
media	Graphics, animations, videos, and sounds make an important contribution.	Basic pictures. No animations or audios.	Basic animations, graphics, and audio.	High quality animations and graphics that transition to new content. Audio that goes along with graphics and animations and is relivant to content.
Well designed/robust instructor support	teacher resources and links	No teacher resources or links.	Either little teacher resource OR links.	Clearly layed out teacher resources and links.
appropriateness of activities	relevance to subject	Little content relevance.	Some content relevance; may have sections that are random.	All sections are relevant to subject of site and appropriate to information.

Project 1 - Music Lesson Plan

GENERAL LESSON PLAN FORMAT

Name: Christar Dahle

Date: 10/06/08

General Information

Subject: Music

Length of Lesson: 120 minutes, 4 parts

Grade Level: 6th grade

Short Description/Summary: Students will learn the differences between beat and rhythm and what quarter, half, and whole notes are and the importance of rests, and also what the positions on a sheet of music means. First, they will learn by clapping and putting together a body-made musical composition with the class. Then we will use the concept map to group together the information that is relevant to eachother. Next, they will go online to http://www.classicsforkids.com/games/compose/compose.html to compose their own music using quarter, half, and whole notes. After this, they will get in groups of 4 or 5 and take musical instruments (such as tambourine, maracas, drums, etc.) and compose their own music using the different notes we've learned about. They will write out their composition and turn it in, along with taking turns performing in front of the class.


Student Learning

Connection to standards: NETS

· Promote, support, and model creative and innovative thinking and inventiveness by allowing students to explore different ways to combine different notes and beats.

· Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources by allowing them to explore and create their own music and let them really think creatively.


Objectives: Students will be able to identify different notes and beats in music in their own life. They will be able to identify the importance of why the different notes are needed in compositions.


Assessment

· Formative: Class exercise where students gets to participate and discuss and evaluate each other as a class. (observations, discussions, self assessment)

· Summative: The final assessment where students will have to work in a small group and compose their own music using the different notes and rests and on paper and also perform it in front of the class.


Lesson Preparation

Technology Resources Required

Use the website: http://www.classicsforkids.com/games/compose/compose.html to learn how placing different notes and rests in different position effects the music. Also use the concept map to put the correct information into the right groups.


Other Materials Required:

Musical instruments for kids to use when they perform in front of the class. Such as tambourine, maracas, and drums.


Background for teachers (Summary and/or resources to give teachers necessary prior knowledge)

Teachers would need to know the different types of notes and know what their functions. Teachers may want to look the given website themselves, or even another website, such as http://www.canteach.ca/elementary/music5.html


Setup:

Gather instruments and make sure that the children would have access to computers at the time of the lesson when they would need to use the website.


Time:
120 minutes total

Lesson outline


Introduction:

* How will I get the students' attention and motivate them? To get the students interested, have them think about their favorite song and discuss how all music, even their favorite songs, use music notes and rests.
* How will you activate and develop prior knowledge? Again, using examples of the kids' favorite music is a good way to get them to relate it to something they already know.
* How will you connect this lesson to previous lessons? This lesson can be connected to math and english. Math because you are counting for the different notes and rests. English because you're putting music together to give information, a lot like sentence structure.



Content/Activity:

* Describe the steps you will take to develop the lesson. Going from explaining what the notes do and how they're used and then once they understand, allowing them to explore the concepts that have been taught to gain a deeper understanding.
* Include technology integration resources used throughout the lesson. Using the website where the kids can compose their own music and the concept mapping activity that will require computers and technology.


Closure:

* How will you conclude the activity? Bringing the kids into groups and allowing them to compose their very own music and perform it for the class.


Evaluation:

* How do I know the students learned? If the kids can successfully identify and perform the tasks being asked. If the kids can successfully clap on the beats when they're participating in the group activity, if they can successfully cluster the concept map, and at the end if they can write out their composition and perform it in front of the class.

Adaptation for special needs/ ESL, or gifted students:

For special needs students I would see if they could get the concept of just one or two of the different notes and have them participate in those when needed.

For ESL students I would make a concept map in their designated language and/or learn some key words for the lesson before the lesson to explain to the student what we'd be doing.

For a gifted student, I would bring in additional notes (such as a thirty-second note) and even different tone notes(such as A, C, D, E).