Names: Cecilia Loma Date: October 9, 2019

Visual and Performing Arts Mini-Lesson/Activity

Name of Activity Move Like an Animal
Grade Level(s) Kindergarten
Learning Objective
Students will be able to… Demonstrate locomotor movement skills, process
sensory information, and describe the movement, using
the vocabulary of dance.

California Standards
Materials/Resources Needed
1.1 Build the range and capacity to move in a variety of
ways.
1.2 Perform basic locomotor skills (e.g., walk, run,
gallop, jump, hop, and balance).
1.4 Perform simple movements in response to oral
instructions (e.g., walk, turn, reach).
Maracas (for start/stop cue), animal visual signs, hula
hoop, large dice with animals on it.

Summary of How Activity What is the teacher saying What are the students
Unfolds/ Instructional and doing? saying and doing?
Sequence
(Be specific! Explain what the ● Opening: “Hi boys ● Students will be at
teacher is saying and doing and and girls, today we their seats for the
what you anticipate the students to will be learning introduction of the
say and do.) about two of the five lesson. Students
elements in dance: will say something
space, and action. like “I can move
We will use our my…” in response
locomotor skills to to teacher
learn about these questions.
elements.

● So let's talk about

the first element, ● When we
Space: this is the introduce space,
area in which our students will move
body moves. There to show what
is personal and personal and
general space. First, general space
we will learn about looks like. They
general space. “This will walk around
is what general the room to show
space looks like, general space, for
(Then we will walk personal space,
around the room to they will make a
show students). bubble around
General space is their body.
everywhere you
move through. Now
we will learn about
personal space.
“This is what
personal space looks
like, this bubble
covers my entire
Names: Cecilia Loma Date: October 9, 2019

body. I am not
touching my friends
or any other objects
(use a hula hoop to
show and remind
students of personal
space, body bubble).
Can you show me
your personal space?
When you hear the
maracas, go, when
you can no longer
hear it freeze.Can
you find a spot in the
room where you are
not touching any
friends or other
objects?
● Students should
● Action: This is the begin by being in
movement our their own personal
bodies make. Who space to show
can raise their hand locomotor
and tell us what movements.
parts of the body
you can move?” “I
can move my head,
what about you?”
(head, eyebrows,
nose, shoulders,
arms etc) Locomotor
skills - These are
movements that
progress through
space. (ex: walking,
running, galloping,
jumping, sliding etc)
(“Show me bending,
stretching twisting…
in your personal
space). ● Students will
begin with
● Practice: Let’s practicing animal
practice! When you locomotor
hear the maracas, movements in
you will listen for the their personal
directions, and go. space and then
When the maracas move on to the
stop, you will rest of the
FREEZE. (give a few classroom to
examples) Now practice general
using general space, space.
you can move
around the
classroom as you
perform the animal
movements. ● Students will be in
Names: Cecilia Loma
Checking for
Understanding/Assessment
How will you gauge students’
understanding of the lesson?
How will you check if students are
meeting the learning objective?
These do not need to be formal
assessment they may be through
observation or through student
work samples
Accommodations/Modifications:
Emergent Bilinguals
How will you meet the needs of
students who are learning English?
Accommodations must go beyond
‘translating’.
Students with Disabilities
How will you meet the needs of
Date: October 9, 2019
a semi-circle, as
● Game/ Checking for the dice rolls and
understanding: Let’s perform animal
play a game! First, movements
we roll the dice, then
we will practice that
animals locomotor
movement. Ex: walk
like a penguin,
stomp like an
elephant, waddle like
a duck, hop like a ● Students will be
bunny etc) standing in place
and showing what
● Closure: Conclude space and action
lesson by checking look like according
for understanding. to teacher
Ask students questions.
questions during the
game, “what does
personal space look
like? Can you move
like _____ in personal
space? what does
general space look
like? Now using
general space can
you show me how an
______ moves?”
-We will measure the students understanding of the
material that was discussed in the lesson through
asking a few questions. For instance, some questions
will be: What does personal space look like? Can you
move like _____ in personal space? what does general
space look like? Now using general space can you show
me how an ______ moves?
-We will also check for understanding through
observation. Specifically, while playing the animal
movements game, we will determine which students
still need some help with these concepts.
-While observing them during activities and asking open
ended questions, we are able to assess the student's
understanding of the dance elements (space, action)
and locomotor skills.
Emergent Bilinguals:
● To make sure every student is meeting their
needs, we will be using visual signs of different
types of animals which will not only help the
students actually see but connect the image to
the name of it.
● As well as grouping the students in pairs or triads
will help those students who may need an extra
assistant and/or motivation from their peers as
they work together.
Names: Cecilia Loma
students with varying abilities?
Consider students with mild to
moderate and students with
moderate to severe disabilities.
Date: October 9, 2019
Students with Disabilities:
● Use musical instrument (maraca) for students to
use as start and stop cues during movement.
● Work in an open area for students in wheelchairs
and add movements that they will be able to do.
● Allow for students to observe lessons before
participating.
● Allow for creative expression for students with
lower cognitive skills.