Angel Oak Elementary Arts Integrated Lesson Plan

TITLE OF LESSON: Grade Level(s):

Poetry With Movement 5th
(Dance)

Content Standard(s): Arts Standard(s):

I can interpret Langston Hughes’ poetry I can use different movements to express the
using movement (dance).
emotion and meaning of poetry.

Lesson Procedure:
a. Hook (something to get the students' attention)
b. Instructional steps
c. Formative checks (progress checks throughout the lesson)
d. Summative assessment (description)
e. Closing (how you will end the lesson)

a: Randomly select team leaders and allow them to choose team members and/or form a
circle that includes all students.
b: Listen to one line at a time and volunteer to assign a movement to the line that everyone
mimics.
c: Observe engagement, emotion and participation. Ask questions about what the
movement says about the line from the poem.
d: Read the poem and allow all of the students to use their created movements to interpret
the poem.
e: Watch the recorded exercise and discuss the poem and its meaning.

Differentiation Key Words/Vocabulary:

(support/scaffolding): tempo, rhythm, beat, level, shape, pathway,
Team Leader may choose one person, percussion, vibration, swing, sustain, suspend,
then I may assign one person. We will loco-motor and non loco-motor, Form AB, Form
continue to alternate so that some
ABA and rondo
lower/less-outgoing students will be
assigned to teams with stronger
personalities. poetry, line break, stanza, rhythm & rhyme,
repetition, imagery, alliteration, onomatopoeia
Acceleration (extension):
Groups will be challenged to change at
least 3 of the movements and incorporate
the new movements into their
presentation.
Resources: Langston Hughes poems, Ideas to present/display student
recorder, Smartboard, etc. learning: Featured Work Wall, Class Bulletin
Board, Twitter, etc.