Content-based classroom events can be a fun way to engage students and involve families in their children’s education. Planning for such an event in your classroom is a big task and takes time and preparation. Preparing for assignments and events requires attention to detail, realistic and specific expectations, and practice.
Part 1: Outline
Select a grade level 5-8 and outline a lesson that integrates social studies and the arts, and turns the classroom into a wax museum as an instructional activity. The outline given to the students should provide the rationale for the assignment, explain the requirements to successfully complete the assignment, and describe how to present the wax museum to peers and families.
Include the following in the outline for the wax museum activity:
- A state social studies standard and an arts standard.
- Learning objectives
- Description of how and where the wax museum will be presented, including how it successfully integrates two visual arts components (art, music, dance, drama).
- Expectations for the student that explain the requirements, i.e., select a historical figure that has had an influence locally or globally.
- How students will present selected figure visually and physically.
- Guidelines for students on using technology to find and use information resources as preparation for the wax museum presentation.
- The technological tools you would use to share this event with the school, families, and the community.
Part 2: Reflection
In 250-500 words, summarize and reflect on how the wax museum outline could be successfully integrated into a future classroom. How does this assignment expand verbal communication techniques, including inquiry, collaboration, and student interaction?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_Format
Course Code | Class Code | Assignment Title | Total Points | |||||||
ELM-550 | ELM-550-O501 | Wax Museum/Student Expectation Outline | 70.0 | |||||||
Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||
Content | 100.0% | |||||||||
Social Studies and Arts Standards, Learning Objective, and Description | 25.0% | Not addressed. | Student expectation outline is lacking one of the state standards for social studies or the arts with weakly aligned learning objectives for the wax museum or is missing a description of the assignment. | Student expectation outline includes state standards for social studies and the arts with ambiguous learning objectives for the wax museum and includes a vague description of the assignment. | Student expectation outline includes state standards for social studies and the arts and clearly aligns learning objectives for the wax museum including a detailed description of the assignment. | Student expectation outline includes state standards for social studies and the arts and skillfully aligned learning objectives for the wax museum, including a well-researched and thought out description of the assignment. | ||||
Expectations | 15.0% | Student expectation outline includes poorly developed expectations of wax museum assignment and is missing components of the integration of two visual arts components of art, music, dance, or drama. | Student expectation outline vaguely defines the expectations of wax museum assignment and the integration of two visual arts components of art, music, dance, or drama. | Student expectation outline defines the expectations of wax museum assignment to include selected figure and the integration of two visual arts components of art, music, dance, or drama. | Student expectation outline skillfully defines the expectations of wax museum assignment to include selected figure and the well-researched, creative integration of two visual arts components of art, music, dance, or drama. | |||||
Technological Tools and Guidelines | Student outline includes a poorly researched example of a technological tool to share this event and connections to community resources that do not enhance the student learning of the project. | Student outline includes a weak example of a technological tool to share this event and connections to community resources that enhance the student learning of the project. | Student outline includes a clear example of a professional technological tool to share this event and connections to community resources to enhance the student learning of the project. | Student outline includes multiple, insightful forms of well-researched and professional technological tools to share this event and connections to community resources to enhance the student learning of the project. | ||||||
Reflection | Reflection includes a poor and unrelated description of how the wax museum can be integrated into a future classroom. An explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is inadequately provided. | Reflection includes a superficial and basic description of how the wax museum can be integrated into a future classroom. A vague explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is somewhat provided. | Reflection includes a clear description of how the wax museum can be integrated into a future classroom. A detailed explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is adequately provided. | Reflection includes a detailed and thoughtful description of how the wax museum can be integrated into a future classroom. A proficient explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is expertly provided. | ||||||
Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 30.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | |||||
Total Weightage | 100% |