Riley Lathrop Unit 2: “My Relationships” Lesson 1 Date Taught:

June 11th, 2019

Lesson Overview
Lesson Description/Overview

We will begin by having students write down how they are today, based on the pictures and words on the
board. Then, we will do our shakedown of our body. We will go outside and create a circle. We will create a
pattern that is repeatable for future classes. We will go into the circle, out of the circle (repeat) and then high
and low (repeat), and then repeat the entire phrase. We will remain in a circle and continue with exploring
levels. We will create a pattern as a class. I will go high, and the student next to me will go low. Next, students
will all sit in an audience type of seating. One at a time, a student will come up and create a shape with their
body, and connect to the previous person with a body part. When students connect that body part, they will
call out the body part they are using. Next, we will get back into a circle and introduce the relationship
concepts of over and under. I will demonstrate over and under in relation to an object (book) that is in the
middle of the circle. I will have students clap the syllables of the words with me. Then, each student will have
the opportunity to go over the book, and then under the book. We will go back inside, and students will draw
over and under. Then, students will write their favorite part of the day as an exit slip to break.

Rationale/Purpose

We will ask students how they are each day, so students can begin to gain the conversational English skills but
also reflect on how they are feeling. We will do a shake down because this is something that can be repeated
each day and eventually become something other than a call and response, it can become something we all
do as a class in a unified way. We will do group circle movements so we also have something we can do as a
class in a way that is repeatable each day. During this, we will introduce level by going high and low. This will
set level up to be a concept explored further in upcoming classes. We will create a level pattern with the class
because this further explores level. I will begin with simply high level and low level to create a more distinct
opposition for the students. Level is a concept that students can connect with further concepts as well. We
will create a body chain as a class as well because this will be a review of body parts for the class. This will
also be a way for students to connect with one another and learn about their relationships with others in
space. I will introduce over and under as only two relationship prepositions because this will be a smaller
introduction to relationships. I will have students begin with relating to an object before relating to one
another because this can grow an awareness to their own self before adding another person onto their
awareness. I will have students draw over and under because this can help them learn the concept by
creating it into an image relevant to their own self. I can also assess students through this by seeing how they
draw the concepts. I will have students end with identifying their favorite part of the day so they can reflect
on this Tuesday question, and I can compare answers from this week to those of last week.

Critical Essential Question (s)/Focus Questions

How can you demonstrate the concepts of over and under in relation to an object?

1
D. Dragon. Ph.D. Bridgewater State University 10/14
Student Learning Outcomes (SLOs) Corresponding National Core Assessment Methods for
Arts Standard(s) (NCAS) Outcomes

1. Students will demonstrate the DA:Pr5.1.2 1. Everyone will be sitting in a

concepts of over and under in b. Move safely in a variety of circle, and each student will go
relation to an object. spatial relationships and into the center of the circle and
formations with other dancers, demonstrate the concept/word of
sharing and maintaining personal over, and then we will go around
space. the circle again and everyone will
demonstrate the concept/word of
1. 2. DA:Pr5.1.K c. Move body under.
parts in relation to other body
parts and repeat and recall
movements upon request.

DA:Cr3.1.2
a. Explore suggestions and make
choices to change movement
from guided improvisation
and/or short remembered
sequences.
Prerequisite Knowledge/Experience

“My name is _____”

introduction to:
head
eyes
mouth
nose
ears
shoulders
elbow
knee
leg
arm
toes
feet
hand
fingers

practiced spelling the vocabulary words

have seen the vocab words on cards before
have practiced movement based in hearing the vocabulary word
have practiced movement demonstration based in seeing the vocabulary word

Key Concepts/Vocabulary/ Terms

2
D. Dragon. Ph.D. Bridgewater State University 10/14
Relationships:
over
under

Level:
High
Low

head
eyes
ears
mouth
ears
nose
shoulders
elbows
hand
knee
leg
foot
toes
fingers
arm

Can you move your...

Where is your…

Resources/Materials/Technology/Tools/Pre-Preparation Needed

drawing prompts: draw “over,” draw “under”

object: book

Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
Name Tags and Attendance 5 mins
Clapping Pattern: clapping patterns with counting will be
repeated as many times as it takes for students to become
focused.
How are you today?
Everyone will write how they are in their notebooks
3
D. Dragon. Ph.D. Bridgewater State University 10/14
 based on the words and images:
good
fine
bad
Transition Shake down: 2 min
1-8 right arm
1-8 left arm
1-8 right leg
1-8 left leg
1-8 whole body
1-4 all parts
1-2 all parts
1. Focus and Review Let’s go outside, and make a circle in space. 1 min
Warming up We will create a line by the door that is nice and quiet, and
responsive to clapping patterns before leaving the room.
1. Focus and Review Group Circle Movements: We will move as a group in a circle. 5 mins
Warming up in
out
in
out
high
low
high
low
(repeat)
1. Focus and Review Group Circle Movements: Level: Still in a circle, students will 5 mins
Warming up create a pattern all together. I will begin by moving “high” and
then the next student will go “low.”
2. Statement of Objective Review of Body Parts: Body Chain: Students will now move 10 mins
Exploring the Concept from the circle to sit as an audience. One student at a time, will
come up and make a shape. Each student will come up and
connect to the next student with a body part, and say which
body part they are connecting.
Transition I will repeat clapping exercises, and then ask students to make 1 min
a circle again.
Clapping patterns (adding knees, touching head, lifting arms,
etc).
2. Statement of Objective Intro: Over and Under: I will demonstrate over and under in 2 mins
Exploring the Concept the middle of the circle with an object (book). I will also have
students clap the syllables of the words with me.
4. Assessment for Student Over and Under: All students will sit in a circle. Each student, 10 mins
Outcomes, one at a time, will go into the center of the circle and go over
NCA Standards the book. Then, each student will go under the book. We will
Performing-Responding- clap the syllables of the words three times as the student goes
Interconnecting over or under the book.

4
D. Dragon. Ph.D. Bridgewater State University 10/14
 Transition Clapping patterns, and then ask students to go inside and sit 1 min
down.
4. Assessment for Student How can you draw over and under?: Students will have the 15 mins
Outcomes, opportunity to draw “over” and “under.”
NCA Standards
Performing-Responding-
Interconnecting
7. Closure/ Evaluation/Summary What was your favorite part of the day? 10 mins
Cool down-Centering written on the board in Indonesian
*as an exit slip!

Back up activity/for next day:

Moving Body Parts: Locomotor/Circle around the room: Each student will choose a body part and we will
move with that body part around in a circle in the room.

Creating group movement phrase

Creating group machine
Creating arm bridges to go underneath
Reading preposition based book

5
D. Dragon. Ph.D. Bridgewater State University 10/14