Riley Lathrop Unit 2: “My Relationships” Lesson 8 Date Taught:

June 20th, 2019

Lesson Overview
Lesson Description/Overview

I will begin class with clapping patterns for students to repeat. Then, students will have the opportunity to
lead a clapping pattern in front of the class. We will then practice our circle dance we have been adapting
through the weeks. Still in a circle, we will practice our high, middle, low level pattern game. Students will
then be introduced “in front” and “behind” in the circle. I will then guide them through creating a grid of all
five prepositions we have been working with. First, students will write all five prepositions in their notebooks
along with a picture. Then, students will create a grid on another sheet of paper that they will draw and color
each preposition. If it is needed, students will complete a wordsearch of body part words. We will then
practice our new body part song, students will write their reflections for the day, and we will end with singing
“if you’re happy you know it” with students adding their own ideas for the class to repeat.

Rationale/Purpose

Today will be the final day of unit 2, and while prepositions will be reviewed throughout the rest of the
lessons, we will be moving onto introducing emotions after this class. Students felt excitement in coming up
to the front of the classroom to lead a clapping pattern yesterday, so I am choosing to do this again based in
how engaged students were and eager they were to lead a clapping pattern. This can guide students to learn
about their value in having the whole class attention, and their value in being a leader. This can also help
students learn to listen to their classmates in a respectful way. Our circle movement phrase will be practiced
because it is improving each day. I also will specifically focus on omitting my own words because when I tried
this yesterday, some students struggled with the order. I want students to be able to perform this without
me, to assess their application and memorization of the phrase. The high, middle, low pattern will be
repeated because students are still not proficient with this. I will encourage students to vocalize loudly each
level in space, and I will embody the level with them if challenged. I will, as an assessment method, have
students create a grid of all five prepositions (in front and behind will be new today) so I can see how
students are visualizing and thinking about each prepositional phrase. Since we have been working with
generally our own bodies rather than one another, I am interested to see how students will draw each
concept. I am also interested because yesterday, after we embodied each preposition as a class, I asked
students to draw the prepositions without an example on the board. Students still drew the preposition in
relationship to an object. I am curious today to see if anyone draws bodies that represent the prepositional
phrase. I have a wordsearch as a backup for students because sometimes it is hard to predict how long
activities will take with this particular class. They also have been focused and engaged in wordsearches in the
past. Students will review their body part song to add all 14 body parts into a tune, and work towards being
able to sing this alone. The reflection question today dives into when students are happy in class, which helps
me to think about students’ favorite parts of class and what brings them joy. This also relates to learning
styles and level of engagement in different activities. We will sing “if you’re happy and you know it” because
this adds rhythm to student movement choice.

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D. Dragon. Ph.D. Bridgewater State University 10/14
Critical Essential Question (s)/Focus Questions
How can you demonstrate under, over, through, in front, and behind through drawing?
How can you demonstrate under, over, though, in front, and behind with your bodies?

Where is low level?

Where is middle level?
Where is high level?
Student Learning Outcomes (SLOs) Corresponding National Core Assessment Methods for
Arts Standard(s) (NCAS) Outcomes

1. Students will demonstrate the
prepositions over, under, through, in
front, and behind through drawing
DA:Pr5.1.K b. Move safely in
general space and start and stop
on cue during activities, group
formations, and creative
explorations while maintaining
personal space.
1. Students will create a grid that
has all prepositions accompanied
with a drawing based on their own
embodiment of the prepositions
and my demonstrations.

DA:Pr5.1.2 b. Move safely in a

variety of spatial relationships
and formations with other
dancers, sharing and maintaining
personal space.

*DA:Pr4.1.1 a. Demonstrate
locomotor and nonlocomotor
movements that change body
shapes, levels, and facings. Move
in straight, curved, and zigzagged
pathways. Find and return to
place in space. Move with others
to form straight lines and circles.

Prerequisite Knowledge/Experience

“My name is _____”

introduction to:
head
eyes
mouth
nose
ears
shoulders
elbow
knee
leg
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D. Dragon. Ph.D. Bridgewater State University 10/14
arm
toes
feet
hand
fingers

practiced spelling the vocabulary words

have seen the vocab words on cards before
have practiced movement based in hearing the vocabulary word
have practiced movement demonstration based in seeing the vocabulary word
introduction to over and under through drawing and embodying
drawn over/under based on an example
drawn “my body, my space”
songs: “head shoulders knees and toes” “five little ducks” “twinkle twinkle”
name game repeating other’s movements

circle dance practice

High/low pattern game
added middle

Key Concepts/Vocabulary/ Terms

Relationships:
Over
Under
Through
(will add in front and behind)

Level:
High
*Middle
Low

Time:
Fast
Slow

Stillness vs movement
Stop
Go

Body Parts:
head
eyes
ears
mouth
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D. Dragon. Ph.D. Bridgewater State University 10/14
ears
nose
shoulders
elbows
hand
knee
leg
foot
toes
fingers
arm

Can you move your...

Where is your…

Resources/Materials/Technology/Tools/Pre-Preparation Needed

whiteboard and whiteboard marker

blank paper for drawing prepositions
reflection slips

Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
1. Focus and Review Welcome, Good Morning! 3 mins
Warming up How are you today?
Individually ask students how they are today around the
classroom in a random order so they need to pay attention to
when their name is called.
Shake Down
1-10 right arm
1-10 left arm
1-10 right leg
1-10 left leg
1-10 whole body
1-5 all parts
1-4 all parts
1-3 all parts
1-2 all parts
Transition Clapping Patterns: Student Led 5 mins
After I begin a few clapping patterns for students, a few
students will have the opportunity to come to the front of the
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D. Dragon. Ph.D. Bridgewater State University 10/14
 class and create a clapping pattern for the rest of the class to
repeat.
Transition Circle please (circle in front of the room gesture) 1 min
1. Focus and Review Group Circle Movements: We will move as a group in a circle. 8 mins
Warming up in
out
in
out
high
low
high
low
fast
slow
fast
slow
* NEW:
stop
go
stop
go
over
under
over
under
THROUGH: Hand on hip making a triangle shape, other hand
goes through.
(repeat)
To get into the circle, we will be creating a circle pattern (boy
girl boy girl) *if needed
1. Focus and Review High, Middle, Low Pattern Game: As a class, we will create 8 mins
Warming up with our bodies and voices, the pattern of high, middle, low
level in space.
Guided Practice: Introducing a In Front and Behind: We will review over and under as a class 5 mins
concept as well as through with our own bodies. Then, I will ask for a
volunteer to come into the middle of the circle with me. I will
use this student to go “in front” and “behind,” and write the
words on the board. I will then ask another volunteer to
demonstrate “in front” and “behind” in the middle of the
circle.
Transition Can you please sit at your desks? (countdown if needed) 1 min
Guided Practice: Introducing a Preposition Grid: Students will create a grid with all five 10 mins
concept/ assessment prepositions we have been working with (over, under, through,
in front, behind). We will go one by one, so I can demonstrate
with my body and a volunteer’s body the preposition and
relationship, and students will draw that relationship concept
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D. Dragon. Ph.D. Bridgewater State University 10/14
 next to the word.
Guided Practice If time or if needed: Wordsearch with Body Parts - mins
Transition Can we please stand up and create a circle in the front of the 1 min
room?
Guided Practice: Introducing a Body Part Song 5 mins
concept Head, Shoulders, Knees and Toes
Hand, Elbow, Legs, and Feet: I will introduce new body parts
(from our body part vocabulary) into the tune of “head
shoulders knees and toes” so students can have a song that
covers all 14 of our body parts. The song we will sing will
include:
hand
elbows
legs
feet
arms
fingers
Transition Please sit down, “duduk” 5 mins
7. Closure/ Evaluation/Summary I am happy in class when ________ 10 mins
Cool down-Centering *as an exit slip

Circle Singing:
Song: “If you’re happy and you know it”: students will be
choosing movement for class to insert into the song and repeat
Song: “Head, Shoulders, Knees, and Toes” *trying on their own
ADDING NEW BODY PARTS:
New verse, same tune:
hand
elbows
legs
feet

arms
fingers
my whole body
this is my body

Song: “Five Little Ducks” (omitting words)

Song: “Twinkle, Twinkle Little Star”
Song: “If you’re Happy and You Know It”

Back up if extra time:

drawing over/under without example on board

Back up activity/for next day:

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D. Dragon. Ph.D. Bridgewater State University 10/14
Moving Body Parts: Locomotor/Circle around the room: Each student will choose a body part and we will
move with that body part around in a circle in the room.

Creating group movement phrase

Creating group machine
Creating arm bridges to go underneath
Reading preposition based book
Body Part Word Search
Fill in the missing letters of body parts
Mirroring
Flocking
Bingo with body parts
BODY PART ASSESSMENT: all words written on board, just identifying body part I move through writing,
shows understanding of observation through visual input
ALSO: another assessment of full class all body part song to the tune of head, shoulders, knees, and toes

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D. Dragon. Ph.D. Bridgewater State University 10/14