Académique Documents
Professionnel Documents
Culture Documents
Music:
Aubry, R. (2013) Room on the Broom. Magic Light Pictures (music cd)
Manipulatives:
Drama:
Readers Theater Script
Character costume/props (minimal basic character identifiers)
Adaptive materials (enlarged print or auditory script cues, etc.) as needed
Language Arts:
Writing worksheets
Drawing paper
Writing pencils/pens
Adaptive materials (pencil/crayon grips, slant boards for writing, etc.) as needed
Arts Areas:
Visual Arts: text illustrations; props/character identifiers
Drama/Theater Arts: Readers Theater
Dance: n/a
Music: part of energizer, intro. and background in narrator part, background during student writing activity
Multiples Intelligences:
Visual-Spatial text illustrations
1
Reference:
Cornett, C. (2011). Creating meaning through literature and the arts: Arts integration for classroom teachers (4th
ed.). Boston, MA: Allyn & Bacon/Pearson.
Room on the
Broom
Improvement
Needed (1-2 points)
Excellent (5 points)
Oral Delivery:
Clarity
Oral Delivery:
Volume
Oral Delivery:
Reads in turn
Takes turns on a
sporadic basis.
Awareness of
Text:
Consistently pauses at
commas and periods, raises
voice at question marks,
and changes voice
appropriately at
exclamation marks.
Usually pauses at
commas and periods,
raises voice at question
marks, and changes
voice appropriately at
exclamation marks.
Difficulty pausing at
commas and periods,
raising voice at question
marks, and changing
voice appropriately at
exclamation marks.
Cooperation with
group:
Difficulty in working
well with others.
Audience
participation
Demonstrated little
respect for those on
stage.
Oral Delivery:
Reads with
expression
Score
Comments
Student Name:
8 Points
4 Points
I used emotion in my
voice and did not sound
like a robot.
I paid attention to
I sounded like a robot
punctuation but used a and did not pay
monotone.
attention to
punctuation.
I talked at a normal
speed.
I wasnt listening
when the others were
performing and drew
attention away.