Lesson Plan Form

Teacher Education Department CSUDH

ART
CANDIDATE:
Abril Rodriguez
Joshua Mageno
Melissa Rodriguez
Jennifer Gomez-Nevarez

SUBJECT(S):
Dance

GRADE LEVELS:
1st grade

STANDARD(S):
1.1 Use movement as a form of expression with intention and focus.
1.2 Perform basic locomotors skills (ie.walk, run, gallop, jump, hop, skip,
slide, roll, with expression
1.5 Perform movement tasks based on elements of space (personal space,
shapes, levels, size), time (fast and slow) and energy (smooth and shape),
using the working space, inside, outside, and around a circle.
2.1 Create and perform longer phrases of improvised movements
2.2 Know how to use improvisation to discover and invent movement
2.4 Create shapes and movements at low, middle, high levels.

I.

DATE:
4/13/15

Single/Multi-day
Lesson:
Single

DESCRIPTION OF CONTENT AND CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Teachers will teach poetry through dance, demonstration and lecture to first graders.

LEARNING OUTCOME (Objective):

Students will
successfully understand, identify, explain, and demonstrate artistic expression as evidence by class
participation and group activity.
CURRICULUM CONNECTION (How this lesson fits into unit plan):
Prior to this students have been introduced to elementary poetry writing in preparation for language
arts.
INSTRUCTION

A)

ENGAGEMENT (Motivational Activity):

Teacher assesses students prior knowledge of artistic expressions/emotions.

INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Introduce poem relating to dance
Teacher will read a part of Dr. Seuss Did I Ever Tell You How Lucky You Are?
Teacher application of Language Arts and Dance
Teacher will teach how the poem is applied to dance through artistic expression.
B)

Teacher will re-read the first line of the poem.

Teacher will ask students to identify the feeling(s) (word(s)) in the line.
Teacher will either circle or underline the feeling(s) (word(s)).
Teacher will ask 2-3 students to demonstrate feeling(s) in their own way.
Teacher will ask students to show with their bodies and/or faces what the feeling
(word) looks like.
Teacher will continue the instructional sequence for line 2&3, line 6, line 9
(muchly), and line

C) APPLICATION ACTIVITY (Practice and/or Reflection):

Teacher will let students show artistic expression the following way
Teacher will read the poem one last time.
Teacher will instruct students to express themselves using their bodies and faces to
the words in the poem.
Teacher will let students express themselves in any way they want.

V.

D) MATERIALS AND RESOURCES:

Dr. Seuss poem Did I Ever Tell You How Lucky You Are?
Board& Markers
Poster with the poem

ASSESSMENT STRATEGIES (Methods for obtaining evidence of learning):

While students are participating, the teacher will check to see that students are
participating
Immediate feedback will be provided after students demonstrate their work.

VI.

ACCOMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction,

Practice):
Attention will be focused on struggling students and given immediate feedback.
ASL interpreter will be available
Hands on activities and visual demonstrations will be available for struggling
students on ELL students.
Teacher will explain in Spanish as needed for ELL students.

VII.

HOMEWORK: Read and Perform the Dr. Seuss poem Did I Ever Tell You How Lucky
You Are? to their family.