Riley Lathrop Unit 2: “My Relationships” Lesson 3 Date Taught:

June 13th, 2019

Lesson Overview
Lesson Description/Overview

Students will begin by responding to clapping patterns to begin class. I will then ask students to write in their
notebooks, how they are today. I will complete a shakedown with students, moving each body part from 10,
then 5, 4, 3, 2, and 1. We will create a circle and create a pattern of boy girl boy girl. I will time the students to
make it a game rather than a task. We will review creating a body chain, and see how efficiently we can make
our body chain. We will then review our body part phrase by putting the body parts up on the board. Then, we
will practice and then perform the phrase in groups. I will end with students writing the reflection of “I am
happy in class when ________” and have the translator tell them to name a specific part of class that they
enjoy.

Rationale/Purpose

I will review the body chain with students with the addition of a timer. I will do this because many students
would take a long time choosing their body parts previously. I will review the circle dance also because it adds
other dance concepts such as time into our class. The pattern in the circle of boy girl boy girl will be created
because in the past, there has been strict gender divisions. There has also been aggression from the boys so
separating them may help them focus within the circle. Today, our goal will be for students to demonstrate a
movement phrase because this will let me know where students are in relation to the body part vocabulary. I
can observe vocalization and movement. I can see individual students easier through this as well. I may need to
create a quiet game for the rest of the class during performances. I will have students complete the phrase once
with the words on the board and once without the words on the board. I will from this, see how students are
reading the words or either embodying the vocabulary. I will end with the reflection question asking students
when they are happy in class because this will help me learn about their favorite learning methods.

Critical Essential Question (s)/Focus Questions

How can you demonstrate a movement phrase of 14 movements?

How can you remember a movement phrase of 14 movements?

Student Learning Outcomes Corresponding National Core Assessment Methods for

(SLOs) Arts Standard(s) (NCAS) Outcomes

1. Students will demonstrate a 14 DA:Pr5.1.2 1. In groups of five, students will

movement phrase based on body part b. Move safely in a variety of demonstrate the body part
vocabulary spatial relationships and movement phrase.
formations with other dancers,
sharing and maintaining personal
space.

1. 2. DA:Pr5.1.K c. Move body

parts in relation to other body
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 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
introduction to over and under through drawing and embodying
began creating a movement phrase as a class

Key Concepts/Vocabulary/ Terms

Relationships:
Over
Under

Level:
High
Low

Time:
Quick
Slow

Body Parts:
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D. Dragon. Ph.D. Bridgewater State University 10/14
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

whiteboard and whiteboard marker

reflection slips

Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
1. Focus and Review Clapping Pattern: clapping patterns with counting will be 2 mins
Warming up repeated as many times as it takes for students to become
focused.
How are you today? Today I’m _______: writing exercise in
notebooks
Transition Shake down: 2 min
1-10 right arm
1-10 left arm
1-10 right leg
1-10 left leg
1-10 whole body
1-5 all parts
1-4 all parts
1-3 all parts
1-2 all parts
1. Focus and Review Let’s make a circle in space inside the room. 1 min
Warming up

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D. Dragon. Ph.D. Bridgewater State University 10/14
 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
fast
slow
fast
slow
over
under
over
under
(repeat)
*(pattern of boy girl boy girl)
2. Statement of Objective Review of Body Parts: Body Chain: In a circle, one student at a 10 mins
Exploring the Concept time will connect to the next person and announce the body part
they are using.
Transition I will repeat clapping exercises, and then ask students to make a 1 min
circle again, yet facing the board.
Clapping patterns (adding knees, touching head, lifting arms,
etc).
4. Assessment for Student Creating a Body Part Movement Phrase (Without words on 10 mins
Outcomes, the board): We will review our movement phrase from last class
NCA Standards by adding each word one at a time to the board. Once we have
Performing-Responding- practiced our movement phrase, I will begin to erase body parts
Interconnecting from the board to have students begin to memorize the
vocalizations of the words without seeing what comes next.
This may help students in memorization because they are
embodying the words rather than looking at the words on the
board.
4. Assessment for Student Creating a Body Part Movement Phrase IN GROUPS: In 10 mins
Outcomes, groups of five, students will perform the movement phrase.
NCA Standards Students will perform the movement phrase once with the
Performing-Responding- words on the board and once without the words on the board.
Interconnecting
Transition Clapping patterns, and then ask students to sit down. 1 min

7. Closure/ Evaluation/Summary I am happy in class when ________ 10 mins

Cool down-Centering - written on the board in Indonesian
*as an exit slip for break!

Back up activity/for next day:

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D. Dragon. Ph.D. Bridgewater State University 10/14
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
Over and Under: All students will sit in a circle. Each student, one at a time, will go into the center of the circle
and go over the book. Then, each student will go under the book. We will clap the syllables of the words three
times as the student goes over or under the book.
Body Part Word Search
Fill in the missing letters of body parts
Mirroring
Flocking
Bingo with body parts

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