CSUDH Lesson Plan Form

Math
CANDIDATE:
Rick Brazil, Brenda Cuevas,
Bianca Medina, Briana
Mirkovich, Amanda Olsen,
Maria Sanchez, Viridiana
Sanchez, Stephanie Shea, Susie
Suarez

SUBJECT(S):
Dance

GRADE LEVELS:
Kindergarten

STANDARD(S):
Dance:
1.2 Perform basic loco motor skills (e.g., walk, run, gallop, jump, hop, and
balance).
1.3 Understand and respond to a wide range of opposites (e.g., high/low,
forward/backward, wiggle/freeze).
2.2 Respond to a variety of stimuli (e.g., sounds, words, songs, props, and
images) with original movements.
Art:
1.1 Recognize and describe simple patterns found in the environment and
works of art.
2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art.

DATE:
18. Nov. 2014

Single/Multi-day
Lesson:
Multi-day

I.

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

Principle):
This lesson is part of an art lesson on the subject of opposites. We will be using blocks to
develop architectural critical thinking skills, from which the students will build two types of
walls; tall/narrow and short/wide. We started the lesson with an engagement book and
talking about opposites of an egg and opposites of a wall. Following the engagement, we
will have the children build the two opposite types of walls through architecture by having
children build them using different types of blocks. Following the block lesson, the children
will use their bodies to duplicate opposites; tall/narrow and short/wide. We will end the
lesson with a review of our stem which is S for engineering, T for block, E for
gravity/balance, and M for the amount of blocks.

II.

LEARNING OUTCOME (Objective):

Given multiple tactile and movements of opposites, students will be able to verbally and
physically tell their classmates what consists of opposites in reference with art as
architecture.

III.

CURRICULUM CONNECTION (How this lesson fits into unit plan):

Introduction to opposites with architecture as preparation for first grade.

IV.

INSTRUCTION

A) ENGAGEMENT (Motivational Activity):

(Half of the teachers will start song/ other half will encourage the children to join group).
[Opening Song: Wheels on the Bus] 2:46 seconds.
(Teacher assistants will encourage children to engage with teachers in the song)
-Hello Friends! (Introduce teachers)
-Todays lesson is going to be about transportation.
-What does everyone come to school in?
(Pause for answers)
-Okay, great answers!
- Now we are going to read a book about transportation vehicles, which means things that go vroom.
(Teacher will read book)
-Now that weve learned about some vehicles, we are going to create our own cars.
-Please get into groups of four (or five) around a teacher that is waving their hands.
B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
The lesson will be presented to the whole class, utilizing direct instruction and student participation:

Tactile Lesson and Dance involvement:

-(from this point during the lesson, children in small groups will follow their teachers through
demonstration)
[Props needed: 4 blank boxes, various marker colors.]
[Prep: on each blank box, it will have a direct shape. Box 1: triangle Box 2: circle Box 3: Square
Box 4: heart]
Teacher 1: Okay friends, are group is (insert group shape).
Teacher 1: We are going to decorate our car by drawing our shape on it.
(Encourage children draw the shape on box)
Teacher2: Okay friends, great job! Now we are going use our car in a relay race!
Teacher2: Does anyone know what that is?
(pause for answers)
Teacher 2: Yes thats right! A relay race is a race between teams of two or more contestants with each
team member doing a specific movement action in the course.
Teacher 1: Okay friends, now that we know what a relay race is, I want everyone to line up by the big
gray wall.
(Teachers 1 & 2 will encourage students to line up by grey wall).
(Teacher 1 will assign group numbering for who will start the race and who will end the race. i.e., you
are first in the race, secondlast to race)
(Teacher 2 will pass out cut-out shapes of that specific shape groups shape. i.e. five circles for the circle
shape group).
[All four groups must be lined up by grey wall before teacher will discuss with the whole class how the
relay race will work]
[RICK] Teacher: Hello friends, does everyone have their taped shapes? Hold them up so I can see.
(Pause to check) Great friends.
-What my friends are going to do is, while holding your box up, you are going to go across the floor to
the other side of the room doing a movement with your box, and shape in hand. Your goal is to tape
your shape to your shape poster and then do your same given movement back to your shape team. If
you drop your box, before or after you tape your shape to the shape wall, you must return to your shape
group, and do your movement all over again to the shape wall and back.
2

-Do all my friends understand? (Have teacher 1&2 go over the lesson for any students that are still
confused).
[STEPH] Teacher Assistant: Okay friends, thumbs up if youre ready! Okay, so racer 1 you are going to
slide. Racer 2: you are going to gallop, Racer 3: you are going to hop, Racer 4: you are going to walk
backwards, and [Option Racer 5: you are going to tip toe]
-Does everyone understand? (Pause for answers, Teacher 1&2 will help any students that are still
confused).
- Thumbs up if you understand.
-Okay racers, get ready. (Pause for racer 1 to get into box)
- Teachers please make sure your students are lined up, in order, and remind them of their movement.
- Okay, ready, set, go!
[Race will start]
[All teachers will make sure that safety is a priority within the race. And teacher 1&2 from small group
will keep reminding their shape group of their order and movement].
[Teacher 1 or 2 will yell done really loud when all their students have finished taping their shapes on
the wall and have returned safely to their shape group].
Wrap-up- STEM:
Okay friends, I am so happy you all enjoyed the race. Congratulations to team (insert shape group). But
there is no winning or losing here today. We are all winners because we tried our best and had a lot of
fun doing it! Thank you friends and I hope you had fun in our transportation adventure!

Introduction:
Engagement Activity:
Teacher1:
Teacher 2:
Teacher 1:
Teacher 2:
Teacher 1:
Teacher 2:
Teacher 1:
Teacher 2:
Teacher: Rick Brazil
Teacher Assistant: Stephanie Shea