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School/Grade Level- Evers/ 4nd grade

Name - Stephanie Grubbs


Date of Lesson- 10/28/2014

GOAL: Create a dance applying the elements of space and locomotive movements.
Lesson Title: Creation
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. Arrange a short dance by them self using the movements we worked on Tuesday.
2. Demonstrate their own beat for the music for their dance.
3. Explain how the different dances made them feel.

Student Learning Standards: 2015 TEKS/National

K-8 Texas Dance Guidelines

Basic kinesthetic and spatial awareness with others

Identifying and demonstrating movement elements


and skills in performing dance

Demonstrate awareness of personal and general space while changing


speeds and directions.

Dance movement skills

Understanding dance as a way to create and


communicate meaning

Demonstrate body control while jumping and landing for height and
distance using key elements for creating and absorbing force.

Assessment Rubric
Developing
Lesson Learner Outcomes

Create a short dance by their


self using the movements we
worked on Tuesday.

Come up with their own beat


for the music for their dance.

Exemplary

Are able to come up


with a dance that pulls
in all of the
movements that we
have worked on, but is
also able to
incorporate different
moves. To match the
beat of the music they
created.
Can come up with a
whole song in the
group with out any
problems.

Proficient

Beginning

Are able to come up with a


dance that pulls in all of the
movements that we have
worked on. To the music they
had created.

Is able to come up with a


short dance that only has
the movements that we
talked about together.

Is not able to see that when


we put the movements
together that we have
created a dance.

They can come up with a simple


beat with their group.

Is able to come up with a


repeating series of
sounds as their beat al
doing the same thing in
their group.

Is not able to come up with


a beat other than just
clapping their hands
together.

Descried how the different


dances made them feel

They give many


examples of how
different songs and
movements that they
do make them feel.
Also if they show a
understanding that
how we act and move
has a lot to do with
our moods. Knows
that your face when
you dance helps your
dance to be better.

Understands that our moods


contribute to how we move and
act and give examples to this.

Is able to understand
that our moods influence
everything that we do
and how people view us.

Isnt able to make any


connections to mood and
actions.

Differentiation/Modification Strategies: If I have any children with disabilities I will make sure that I know what
their abilities are and modify what the other children will be doing to fit their needs. I will try and keep what
they are doing as close to what everyone else is doing as I can to insure that they feel like equals.

Instructional Sequence: Include transition between phases and activities

7 Es/ Time

Description

21st Century skills


/Cognitive (Blooms)

Phase 1

Elicit- 5
minutes
Accessing and ascertaining
prior knowledge and
understanding.

The teacher will have the kids sit in a circle and talk about what the
different things they did over the weekend that have to do with the
movements that we had worded on Thursday. We will then talk about
rhythm. What it is and how we could make a rhythm that would be
good for a dance.

Create

We will then do a small brain dance that focuses on breath, getting


their bodies loose and to incorporate levels with it. The teacher will
ask the kids if they ever get mad, and if they do what they do to help
them calm themselves down. We will then talk about how taking a
deep breath is a very good way to help you calm yourself. We will then
breath in and out to eight counts. We will also experiment doing our
breathing at different levels.

Analyze
Understand

They will then turn to the child on their left and they will work on
coming up with a rhythm together. Will then come together and they
will share what they have been working on. Then the teacher will ask
the children how they could put all of their rhythms together to make
a song that they can create a dance to go with.

Create
Understand

The teacher will ask them to explain what rhythm is and then give an
example now that they have learned about it. The teacher will then
ask them what the best way to incorporate movements to these
rhythms is.

Evaluate
Apply
Remember

Know when it is appropriate to


speak/listen to others

Phase 2

Engage- 5
minutes
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

Think creatively

Phase 3

Explore- 8
minutes
The next part of the lesson
should allow students time
to explore the concept
being covered.

Utilize time/time management

Phase 4

Explain- 5
minutes
Through questioning
strategies, teachers probe
and facilitate student
discussion

Work Independently
Work productively

Phase 5

Elaborate- 5
minutes

The teacher will have the children at this point actually combine
everything together that they have been talking about today. After this
talk we should have a dance put together.

Reflect critically on past experiences to


inform future progress

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

Evaluate- 5
minutes

They will do a freeze dance to music using only the levels and
movements that we worked on today. They will play the freeze dance
to all of the different rhythms that they had come up with.

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 outset
of the lesson.

Phase 7

Extend- 2
minutes
Provide additional
challenges that allow

Apply
Remember

Evaluate
Apply
Understand
Remember
Extend idea creations

The teacher will then ask the student to listen to different rhythms and
when they hear them to think of what movements would go with it.
The teacher will tell them that we will talk about all the things they
noticed on Thursday when she sees them again.

Apply
Remember

Extend idea creations

students to apply
knowledge

Resources & Materials: music, iPhone, and speakers


Bibliography & References: Gilbert, Anne G, Bronwen A. Gilbert, and Alecia Rossano. Brain-compatible
Dance Education. Reston, VA: National Dance Association, 2006. Print.

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