Name: Kristen Hamilton

School/Grade Level: Evers 4nd Grade

Date of Lesson 11/6/14

GOAL: For the students to be able explore different movements in high and low
levels, large and small space and pathways.
Lesson Title: Relationship
Learner Outcomes (3 to 5)
(Objectives should be S.M.A.R.T.Specific, Measurable, Action-oriented, Relevant, and Time-based.)
Upon completion of this lesson, the student will be able to:
1. Identify and demonstrate and understanding of the elements of relationship.
2. Work cooperatively and safely with others to create a partner dance.
3. Reflect on their experiences.

Student Learning Standards: 2015 TEKS/National

Guidelines

K-8 Texas Dance

Basic Kinesthetic and spatial awareness with others: Apply

movement dynamics while traveling in a variety of directions
while maintaining awareness of personal and general space.
Experimentation: Create movement experience relating the
elements used in dance to elements of space, e.g. size, shape,
texture, relationship.

Assessment Rubric
Lesson Learner
Outcomes
Identify and
demonstrate and
understanding of the
elements of
relationship.
Work cooperatively
and safely with
others to create a
partner dance.
Reflect on their
experiences.

Developing

Exemplary

Proficient

Students can
clearly
demonstrate 5 or
more concepts of
relationship
through movement
Students can
clearly
demonstrate
cooperation and
safety while
working with others
Students can
clearly articulate
their experiences
with partnering and
solo work

Students can
demonstrate 4
concepts of
relationship through
movement

Students can
demonstrate 3
concepts of
relationship
through movement

Student can
demonstrate 2 or
less concepts of
relationship through
movement

Student can moderately

demonstrate cooperation
and safety while working
with others

Student can
vaguely
demonstrate
cooperation and
safety while
working with others
Students can
vaguely articulate
their experiences
with partnering and
solo work

Student are unable to

cooperate or work
safely with others

Students can moderately

articulate their
experiences with
partnering and solo work

Differentiation/Modification Strategies:
These concepts can be explored from a seated position
Pathways can be made with hands
As well as partnering can be removed, if behavioral issues arise

Beginning

Student is unable to
articulate their
experiences with
partnering and solo
work

Instructional Sequence: Include transition between phases and activities

Description

21st Century skills

/Cognitive
(Blooms)

Introduce the idea of relationships:

Who can tell me what having a relationship with
something/someone else means
How do you think you can relate this to dance?
Introduce relationship words: near, far, above, below, in
front, behind, on, off, in and out

Learning and Innovation

Skills: Communication /
Remember

BrainDance: to be performed while focusing on the

relationship words mentioned above (near, far, above,
below, in front, behind, on, off, in and out).
If we are on the stage, again, and chair are available I
would like to see them trying the BrainDance with the
chair
From here they will be introduced to the concepts of:
hear, see, say and do, which will lead us into our
exploration

Learning and Innovation

Skills: Creativity and
Innovation / Understand

The students will now be broken into pairs, with one

being the leader and the other the follower (we will
switch to allow everyone to be the leader). The leader
will move a piece of paper over, under, behind, and in
front of their partner. Then the roles will switch.

Learning and Innovation

Skills: Creativity and
Innovation, Collaboration /
Apply/Create

7 Es/ Time
Phase 1

5 min

Elicit
Accessing and
ascertaining prior
knowledge and
understanding.

Phase 2 10 min

Engage
This part of the lesson
should capture
students attention,
and pique their
interest in the subject.

Phase 3

10 min

Explore
The next part of the
lesson should allow
students time to
explore the concept
being covered.

Phase 4

10 min

Explain
Through questioning
strategies, teachers
probe and facilitate
student discussion

Phase 5

10 min

Elaborate
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

5 min

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

Questions: While role did you prefer and why?

Why is it important to recognize
relationships?
You're constantly in a relationship with so
many things around you, what are a few of the times
right now?
Even your arms are in a relationship with
each other
Through guided improvisation the students will explore
the relationships between their different body parts:
arm to arm
leg to leg
head to body
body halves
cross lateral

Students will be broken up into groups of 3-4, depending

on absences. They will be asked to think of their favorite
movements within this lesson, and from lessons before.
Each group will perform while watching and noticing
what the other group did that may be different, or the
same.

Learning and Innovation

Skills: Critical Thinking and
Problem Solving / Analyze

Learning and Innovation

Skills: Critical Thinking and
Problem Solving /
Analyze/Evaluate

Learning and Innovation

Skills: Creativity and
Innovation, Critical Thinking
and Problem Solving, and
Communication and
Collaboration / Apply/Create

outset of the lesson.

Phase 7

5 min

Extend

Provide additional
challenges that
allow students to
apply knowledge

When you are walking in the halls start to recognize and

think about all the relationships you have between you
and all of the things/people around you. Then, whenever
you get home tonight, talk to your mom, dad, dog, cat,
sister, brother, or stuffed animal about relationships and
show them what you learned today in class.

Resources & Materials:

Instrument
Music: iPhone
Speakers
Papers for partnering section

Bibliography & References

Anne Green Gilbert Brain-Compatible Dance Education

Learning and Innovation:

Critical Thinking and
Problem Solving,
Communication and Life and
Career Skills / Apply/Create