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Subject/ Topic/ Theme: Hava Nagila 4th Lesson with Dance Grade: 3rd Grade
I. Objectives
How does this lesson connect to the unit plan?
Now that the students have learned all three sections of the piece and have sung it confidently, they are now going to learn the dance. The dance follows a traditional
dance style used at many Jewish celebrations, and the students will watch a short video clip of the dance being performed at Jewish weddings and bar mitzvahs.
cognitiveR U Ap An E C*
R, Ap
U, Ap, E
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R, U, Ap
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physical
development
socioemotional
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
ART.M.I.3.1 Use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
ART.M.I.3.4 Sing melodies with confidence in a large group
ART.M.II.3.6 Add vocal, instrumental, and physical responses to a selection presented in 3 rd grade.
ART.M.IV.3.2 Describe how elements of music are used in examples from world cultures, using music performed and presented in 3 rd grade.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Students will already know the entire folk song and will be able to sing it independently.
They should also have a knowledge of healthy singing technique and posture, and an understanding of
rhythmic notation.
Pre-assessment (for learning):
I will ask students if they know anything about Israeli cultural celebrations. I will also check to see
how much of the melody they have memorized
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
I will watch students to see who is having more trouble with the dance steps than others. I will come
beside them and demonstrate for them as needed until they get the concepts of which directions they
need to go.
Formative (as learning):
I will ask students to dance without me to see if they can do the steps on their own.
Summative (of learning):
n/a
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
Motivation
(opening/
introduction/
engagement)
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Development
(the largest
component or
main body of
the lesson)
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Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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When I taught this lesson, I did not have time to go through the Power Point or show the video. Instead, I had a conversation
with the students asking them what they knew about Jewish celebrations/bar mitzvahs. Some students were Jewish or had
Jewish friends, so they were able to tell a few stories about what it was like for them. I then incorporated the information that
I had from the presentation into the conversation and we talked for a few minutes. The students did not know what the word
grapevine was, but instantly caught on to the word karaoke when describing the step because the gym teacher had taught
them in previous years. Some students thought it was super easy once figuring that out, but others still had a hard time
coordinating the moves. Mrs. Pool mentioned that it might help to go a little bit faster when doing the step (because I was
going really slow), so having a medium pace satisfied both sides. At first, I thought that singing and dancing at the same time
would make it harder for the students, but it actually seemed to help them coordinate their body movements with a steady
beat. With the first couple of classes, I did smaller groups, but it became pretty crowded in the classroom because so many
students were moving in different directions. When I changed it to two large groups in the next classes, it worked out a lot
better because the students watched both teachers for movements and did not have to worry about running into three or four
other groups.
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