School/Grade Level- Evers/ 4nd grade

Name - Stephanie Grubbs

Date of Lesson- 10/28/2014

GOAL: Create a dance applying the elements of space and locomotive movements.
Lesson Title: fraction craziness
Learner Outcomes (3 to 5)
(Objectives should be S.M.A.R.T.Specific, Measurable, Action-oriented, Relevant, and Time-based.)
Upon completion of this lesson, the student will be able to:
1) Demonstrate the ability to make fractions with their bodies.
2) Set up math fraction problems together using their bodies.
3) Arrange themselves in order from least to greatest based off what fraction they are making with their body.

Student Learning Standards: 2015 TEKS/National

K-8 Texas Dance Guidelines

Basic kinesthetic and spatial awareness with others

Identifying and demonstrating movement elements

and skills in performing dance

Demonstrate awareness of personal and general space while changing

speeds and directions.

Dance movement skills

Understanding dance as a way to create and

communicate meaning

Demonstrate body control while jumping and landing for height and
distance using key elements for creating and absorbing force.

Assessment Rubric
Developing
Lesson Learner Outcomes

Exemplary

Proficient

Beginning

Demonstrate the ability to

make fractions with their
bodies.

Is able to make a
fraction with their
body in more than one
way.

Is able to use their body to make

a fraction.

Can only make a half and

whole fraction with their
body and past that
becomes very confused.

Set up math fraction problems

together using their bodies.

Is able to set up
multiple math
problems and
understands them all.

Is able to set up a math fraction

problem using their bodies.

Isnt past the stage of

creating the fraction with
their bodies just yet.

Arrange themselves in order

from least to greatest based
off what fraction they are
making with their body.

Is also able to go from

lowest to greatest.

Is able to understand which is

the largest and which is the
lowest.

Cant understand past a

half is smaller than a
whole.

Does not understand how

their body could possible
be used to create a math
problem even after being
shown how.
Does not understand how
you could use your body to
make a math problem
because they are still
confused as to how to
make a fraction with their
body.
Does not understand how
to group fractions in order
from least to greatest at all.

Differentiation/Modification Strategies: If I have any children with disabilities I will make sure that I know what
their abilities are and modify what the other children will be doing to fit their needs. I will try and keep what
they are doing as close to what everyone else is doing as I can to insure that they feel like equals.

Instructional Sequence: Include transition between phases and activities

7 Es/ Time

Description

21st Century skills

/Cognitive (Blooms)

The teacher will have the students sit in a circle to start the class off
and have the class talk about what they learned the last class. The
teacher will then ask what all the children know about fractions.

Create

Phase 1

Elicit- 5
minutes
Accessing and ascertaining
prior knowledge and
understanding.

Know when it is appropriate to

speak/listen to others

Phase 2

Engage- 5
minutes
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

We will then do a small brain dance that focuses on breath, getting

their bodies loose and to incorporate levels with it. The teacher will
ask the kids if they remember the breaths that we did last class that
are good if you get angry. The teacher will then tell them we are going
to take deep breaths again to get ourselves all calm before the rest of
the lesson. We will then breath in and out to eight counts. We will also
experiment doing our breathing at different levels.

Analyze
Understand

The teacher will have the students form fractions with their bodies.
She will tell them that everyone might have a different way of making
the fraction and that is ok. She will give them all different types of
fractions and have them create it with their bodies however they think
is best.

Create
Understand

The teacher will then let them take turns naming off fractions and they
will still all be making them with their bodies. The teacher will then
have the students arrange themselves in order from least to greatest
based off what fraction they are making with their body.

Evaluate
Apply
Remember

Think creatively

Phase 3

Explore- 8
minutes
The next part of the lesson
should allow students time
to explore the concept
being covered.

Utilize time/time management

Phase 4

Explain- 5
minutes
Through questioning
strategies, teachers probe
and facilitate student
discussion

Phase 5

Elaborate- 5
minutes
Students are encouraged to
apply their learning to new
situations, use the new
terms, and deepen their

Work Independently
Work productively

The teacher will have the students split into groups of three. She will
instruct the students that two of them are to choose a fraction and
make that with their bodies and then the other student is to add them
together and create the answer.

Apply
Remember

Reflect critically on past experiences to

inform future progress

understanding of the
subject matter through
questions and activities.

Phase 6

Evaluate- 5
minutes

They will do a freeze dance to music using all of the skills that we have
worked on together as a class.

During Phase 6, students

demonstrate their
understanding through
products or performances.
Students should understand
the rubric by which they are
being evaluated. Ideally, the
student and teacher will go
over the rubric at the outset
of the lesson.

Phase 7

Extend- 2
minutes

Evaluate
Apply
Understand
Remember
Extend idea creations

The teacher will ask the students to go home and look for all the
different types of fractions that they see and that we will talk about it
next class.

Provide additional
challenges that allow
students to apply
knowledge

Resources & Materials: music, iPhone, and speakers

Apply
Remember

Extend idea creations

 Bibliography & References: Gilbert, Anne G, Bronwen A. Gilbert, and Alecia Rossano. Brain-compatible
Dance Education. Reston, VA: National Dance Association, 2006. Print.