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LP 2

This dance lesson plan aims to teach elementary school students about elements of dance such as body, motion, energy, space and time. The lesson focuses on helping students recognize and demonstrate locomotor movements. Students will learn to differentiate between locomotor movements, which move through space, and non-locomotor movements. They will also practice integrating speed and use of space while moving to prompts. The lesson uses questioning, modeling, and group activities to explore and apply concepts. Students' understanding will be evaluated based on their ability to demonstrate various levels of locomotor movement mastery.

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26 views

LP 2

This dance lesson plan aims to teach elementary school students about elements of dance such as body, motion, energy, space and time. The lesson focuses on helping students recognize and demonstrate locomotor movements. Students will learn to differentiate between locomotor movements, which move through space, and non-locomotor movements. They will also practice integrating speed and use of space while moving to prompts. The lesson uses questioning, modeling, and group activities to explore and apply concepts. Students' understanding will be evaluated based on their ability to demonstrate various levels of locomotor movement mastery.

Uploaded by

api-253396474
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name Camillia Holman

School/Grade Level Evers Park Elementary

Date of Lesson 10-28-14


GOAL: Students will be able to recognize and demonstrate elements of dance body, motion, energy, space, and
time.
Lesson Title: A Body in Motion
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:
Demonstrate loco motor movements as modeled for them.
Differentiate locomotion versus non locomotive movements.
Integrate speed and space while in motion with given prompts.

Student Learning Standards: 2015 TEKS/National


Standard 4:
a. Demonstrate locomotor and
non-locomotor movements that
change body shapes, levels, and
facings. Move in straight, curved,
and zig-zagged pathways. Find and
return to place in space. Move with
others to form straight lines and
circles.

K-8 Texas Dance Guidelines

A. Perception: The student develops an awareness of the body's movement,


using sensory
information while dancing.
The student is expected to:
1. Basic kinesthetic and spatial awareness Practice awareness of personal and
general
with others space while moving in different directions and
levels.

Assessment Rubric
Lesson Learner Outcomes

Exemplary

Students will be able to


demonstrate a minimum of
5 locomotive movements as
modeled for them.

Students will be able


to demonstrate a
minimum of 5
locomotive
movements as
modeled for them.
Student will clearly
state that loco motor
movements move
through space and
non-locomotive
movements do not
and also demonstrate
it.
Student will be able
to show both use of
space and different
speeds while in
motion.

Students will be able to


differentiate between
locomotive and nonlocomotive movements.

Student will be able to


integrate speed and space
while in motion with given
prompts.

Differentiation/Modification Strategies:

Proficient
Students will be able to
demonstrate a minimum of
3-4 locomotive movements
as modeled for them.

Developing

Beginning

Students will be able to


demonstrate a
minimum of 2
locomotive movements
as modeled for them.

Students will be able to


demonstrate a minimum
of 1 locomotive
movement as modeled
for them.

Student will clearly state that


loco motor movements move
through space and nonlocomotive movements do
not.

Student will still have


confusion about
locomotion and nonlocomotive movements
and their definitions.

Student will not be able


to notice any differences
between locomotive and
non-locomotive
movements.

Student will be able to show


one other element (space or
speed) while in motion.

Student will be able to


show a specific
modeled speed or space
of movement modeled
by teacher.

Student will not be able


to show either use of
space or speed due to
lack of understanding
motion.

The teacher will need to focus on keeping children engaged who may not feel mentally engaged with the activities, and this can be
done by varying the level of activity (low level of activity, to high level of activity, etc.), use of voice to get students attention, and by
continuing to observe the children to see what methods work and which methods do not. (peer work, etc.)
Fine Arts for All Students. Cedfa.org

Instructional Sequence: Include transition between phases and activities

Description

21st Century skills


/Cognitive (Blooms)

Can anybody tell me what the word motion means?

Communication

7 Es/ Time
Phase 1

Elicit
3 mins
Accessing and ascertaining
prior knowledge and
understanding.

Knowledge: Tell

Phase 2

Engage
10 mins
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

Phase 3

Explore
15 mins
The next part of the lesson
should allow students time
to explore the concept
being covered.

Phase 4

Explain
4mins
Through questioning
strategies, teachers probe
and facilitate student
discussion

Phase 5

Elaborate
5mins
Students are encouraged to
apply their learning to new
situations, use the new
terms, and deepen their
understanding of the

When I say the word motion what do you think of?


-Take answers given and write them on the word web.
Students will:
Be asked to demonstrate the word they give as an answer, and their
peers will be asked to repeat the movement.

Collaborating communicating

Apply: Demonstrate

Analytical Thinking, Problems-solving


Students will:
Be put into lines and go across the floor dancing motions that were
given in the word web discussion. Add any motions that were left out
by students.
Essential Questions:
What motions move you through Space?
What motions do not move you through Space?
Now you know that some motions move you through space and some
dont, how do you know when youre morning through space or not?
Students will be introduced to the word locomotor which means to
move through space.

Students will
Asked to see how fast\slow they can locomote.
How much or how little they can locomote.
How much space they can use and little space they can use.
If locomotion is still not understood make sure to give an example of
moving from point A to point B.

Understand: Differentiate

Finding and Evaluating Information

Analyze: Connect

Creating and Innovating, Analytical


Thinking

Create: Integrate

subject matter through


questions and activities.

Phase 6

Evaluate
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.

A student who understands at a high level of mastery will be able to


immediately respond to the prompts given in phase 5. They will be
able to clearly show differences between the different types of motion.
A student who understands at a medium level of mastery will be able
to demonstrate some things asked of them, but will need help from
other peers or the instructor for clarifications of what is being asked of
them.
A student who understands at a low level of mastery will be able to
demonstrate locomotion as it is modeled for them, but not yet ready
to manipulate and explore locomotion on their own.

Communicating

Phase 7

Extend
3mins
Provide additional
challenges that allow
students to apply
knowledge

Students will
Be asked if they can remember 3 things they learned about locomotion
and asked if anybody can name 5 loco motor movements off the top of
their heads.

Resources & Materials:

Understand: Identify

Whiteboard\Chalkboard\Paper
Markers\Chalk

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>.
Fine Arts for All Students. Cedfa.org (posted on blackboard in Documents)

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