Name: Shana Jeter School/Grade Level: Evers Elementary 2nd Grade Date of Lesson: October 31st, 2013 Goal:

: To perform weight shifts in a choreographed and improvisational performance the students have created. Lesson Title: Poems, Partner, Performing! Lesson Objectives (Leaner Outcomes)
Upon completion of this lesson, the student will be able to:

Explain the beginning, middle, end of a poem. Create a dance with a partner interpreting the poem the class has read. Perform a Halloween dance using correct directional weight shifts.

Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines) National Standards K 8 Guidelines
Standard 4: Applying and demonstrating critical and creative thinking skills in dance Standard 3: Understanding dance as a way to create and communicate meaning. Response/Evaluation: Recognize the beginning/middle/end of a dance and relate to a story. Creative Expression: 2 - The student will explore choreographic principles as a way to create and communicate meaning through movement and dance styles. Create simple movement sequences using shapes, levels and pathways responding to ideas, e.g., living organisms/non-living objects, transportation, or metamorphic cycles

Assessment Rubric
Lesson Learner Outcomes
Explain the beginning, middle, and end of a poem. Create a dance with a partner interpreting the poem the class has read. Perform the correct directional weight shifts in a Halloween dance taught by the teacher.

High Level of Mastery

Student can clearly explain all three parts of the poem/story. Student can demonstrate and describe the b/m/e of their created dance. Student can demonstrate ALL of the correct weight shifts in the choreography.

Acceptable Level of Mastery

Student remembers details about the b/m/e of poem/story Student can demonstrate the b/m/e of their created dance. Student can demonstrate MOST of the correct weight shifts in the choreography.

Low Level of Mastery

Student can clearly explain one of the three parts of the story. Student can demonstrate some of the b/m/e of their dance. Student can demonstrate FEW of the correct weight shifts in the choreography.

Differentiation Strategies: Instructional Sequence

7 Es/ Time

Description
Teacher will say/ask: Every story has three very important things, what do you think those three important things are? Teacher will read poem Flutter, Flutter Little Bat and ask students to be listening for the beg./mid./end Students will: sit quietly, listening, thinking about what is the beginning, middle and end of the story. Students will: be assigned a partner. The pair will create a dance in 1015 minutes that reenacts the beginning, middle and end of the poem. Teacher will: assign partners, give directions and remind students of time. Prompts and encouragement such as How can your body tell the story? Do you have all three parts of the poem in your dance? Students will: show the dances they made! And sit and watch respectfully while others are showing their dances. Teacher will: point out different weight shifts that were used, as well as pathways and space that groups used. Having a beginning, middle and end to your dance is called the structure of your dance.

21st Century skills /Blooms

21st Communication/Collaboration. Blooms Remember: List. 21st Initiative/Self-Direction. Blooms Analyze: Categorize. 21st Social & Cross-Cultural Skills. Productivity & Accountability. Blooms Create: Invent.

Elicit Engage

Explore

Explain

21st Leadership/Responsibility. Blooms Remember: Repeat.

Students will: repeat back the definition of structure the beg/mid/end is the structure of a dance! Students will: Find a partner, listen to the song Safe & Sound hear 21st Creativity/Innovation. the beginning, middle and end of the song and create a dance to it. Blooms Create: Invent.

Elaborate

Teacher will: prompt and guide students by saying remember the different directions weve practiced. Are you using a lot of space of a little bit of space? What story does your dance tell? Is there a beginning, middle, end to your dance?

Teacher will: have two groups perform dance at a time until everyone has danced twice. Then facilitate circle discussion. Ask each group what their dance was about and how they made it up.

21st Critical Thinking/Problem Solving. Blooms Apply & Evaluate: Illustrate & Justify.

Evaluate

Students will: perform dance twice. Sit in circle and participate in discussion about creating their dances.

Teacher will: teach Halloween Dance! Monster Mash song.

Extend

21st Critical Thinking/Problem Solving. Blooms Understand: Restate.

Children will: repeat, memorize and perform the correct weight shifts of the dance as taught by teacher.

Resources & Materials:

iPod, iPod dock, Monster Mash song, Safe & Sound Capitol Cities short version, Flutter Flutter Little Bat poem

Bibliography & References Gilbert, Anne G, Bronwen A. Gilbert, and Alecia Rossano. Brain-compatible Dance Education. Reston, VA: National Dance
Association, 2006. Print. The Partnership for 21st Century Skills. N.p., n.d. Web. 2 Oct. 2012. <http://www.p21.org/overview>. Flutter, Flutter Little Bat. Guenther, Leanne. 17 Oct. 2013.