ED315 LESSON PLAN Lesson # ____4___ Format and Cooperating Teacher Feedback Form Name: Char Skenandore Date:

3-19-13 Content Area: Social Studies & Language Arts Grade: 5

GOALS: CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. PREASSESS: Through class observations and discussions with my CT, I know that the students are learning how to and are practicing using text evidence to support their responses, both factual and inferences. This is my third lesson on the subject, so I know that students are learning about when and where tap dance started, famous tap dancers, and how the styles of dance have changed over time. OBJECTIVES: The students will identify prior knowledge, generate want to know questions, and summarize new learning. The students will compare and contrast how one aspect of tap dance has remained the same or changed over time. The students will support their responses with text or video evidence. ASSESSMENT: Informal: I will observe and monitor student participation with the use of a coded seating chart, noting sharing of prior knowledge, want to know questions, summarizing of new information, and use of text evidence to support responses. I will also collect and review each students KWL chart.

MATERIALS NEEDED: *Previous KWL charts *Savion Glover biography handout *Cluster/Word Web *Pens/pencils

*Savion Glover youtube clip: http://www.youtube.com/watch?feature=player_embedded&v=CxMJk21KcvA (3:10) *Happy Feet Mumble youtube clip: http://www.youtube.com/watch?v=kA42VrqGKd4&feature=player_detailpage TOTAL TIME NEEDED: 40 45 minutes PROCEDURES: Introduction (5 min): *Im going to say a list of words. As I do, I want you to think about what they represent. If you think you know, raise your hand. Say: penguins, Antartica, Disney movie, character named Mumble, different from others, music, has a sequel, etc. (HAPPY FEET) Write it on the board once a student guesses it. *Repeat with these words: muppets, friends, ABCs, 123s, songs, neighborhood, Big Bird, Elmo, etc. (SESAME STREET) Write it on the board next to HAPPY FEET. *Ask, What do these two things have in common? Accept all answers. Steps for Instruction (30-35 min): *One thing that HAPPY FEET and SESAME STREET have in common is the use of tap dancing. Another common thing is that Savion Glover has been a big part in both of those. Today we are going to learn about who Savion Glover is and how he has influenced tap dance recently. *Hand out Word/Cluster web, along with last 2 KWLs so students can refer back to them, reminding students that we use these to help guide and hold our thinking. Model how to put the topic (Savion Glover) in the middle of the web. Have students fill in the their Word/Cluster Web. Explain how to use the chart and ask students to fill in theirs when they read something about Savion that seems to be important. *Hand out the Savion Glover biography and read through it aloud, having students read some parts as well. Stop and dsicuss the reading, asking students to support their responses with text evidence. What is a scholarship? Why do you think schools give scholarships? How does Savion Glover stand out from other tap dancers? Do you think Glover is an advocate of tap dance?

*Show youtube clip of Savion Glovers dance style.

*Read the interview portion of the biography. How does Savion Glover view tap dance? Why do you think Savion Glover was excited and eager to help make Happy Feet?

*Show Happy Feet clip, asking students to see if they can see Glovers style in the dancing. *Give students a few minutes to fill in the What I Learned column of the KWL chart. Strategies for students requiring additional assistance: If students arent able to support their response, ask, Where do you remember reading that information? to guide them back into the text. If students cant think of similarities or differences, offer prompts such as How have the styles changed steps, dress, venues? What did they all have in common? What about their attitudes? Closure (5 min): *So, we have read about where and when tap dance originated and weve learned about some of the famous tap dancers of different time eras. What were some things you learned about Savion Glover? Take a few responses looking for text evidence. * Do you think tap has remained the same over the years or has it changed? Take a few responses looking for text evidence. *What similarities can you distinguish between all of the famous tap dancers we have read and talked about? (Courage to create change, love for the dance, etc.) Differences? (styles of dance, etc.) Take a few responses looking for text evidence. *Great job using text evidence to support your responses, today! Tomorrow, we are going to conclude our short unit about tap dance, but I want you to keep in mind the things that you learned, and your ideas about the similarities and differences among the people we learned about. *Collect all Cluster/Word web sheets and KWL charts from students.

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Cooperating Teacher Feedback

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Informal Observation/Assessment Lesson 4 Goals: K = Know Already W = Want to Know L = Learned Today

Lesson:

Date:

E = Provides Evidence V = Video Evidence (Draw seating chart with student names and mark responses according to the key.)

Savion Glover
Savion Glover is an acclaimed tap dancer who makes music with his feet creating his own loud, powerful style. His intense choreography called young people and minorities to join the audience. Glover was born in 1973 in Newark, N.J., and was raised by his mother and grandmother. Displaying a sense of rhythm since infancy, he enrolled in drumming classes at age 4 and soon became the youngest person ever to receive a full scholarship to the Newark Community School of the Arts. He began tap dancing at age seven, in cowboy boots, and developed a passion for rhythm tap, a form that uses all parts of the foot to create sound. He didn't get a pair of tap shoes until five years later, when he got the lead role in the Broadway musical, "The Tap Dance Kid." Since then, Glover has had an amazing career on-stage, on-screen, and around the world. At age of 15, he became one of the youngest males to be nominated for a Tony Award for Best Actor for "Black and Blue. At age 22, he won a Tony Award for Best Choreography for "Bring in da Noise, Bring in da Funk." This show chronicled African American history from slavery to the 20th century through a series of sketches involving slides, text written by rap poet Reg E. Gaines, and energetic, emotional musical numbers featuring Glover and others performing authentic, African-rooted tap dancing. Glover has also appeared in several films including Tap, in which he got to dance alongside legendary tap dancers Gregory Hines and Sammy Davis Jr. Glover was made known to the younger generation with recurring appearances on "Sesame Street." He also holds the credit as the live captured dancing motion behind Mumble the penguin in the Disney film "Happy Feet" and also served as co-choreographer for the film. Savion Glover developed his own dancing style he dubbed "free style hard core." Glover's quick steps and amazing rhythms continue to influence the lives of young people. His production company tours schools across the country, spreading enthusiasm for tap dancing and cementing his place in history.

(The following is part of an interview with Savion Glover for Reading is Fundamental) RIF: You call yourself a "hoofer" instead of a tap dancer. What is hoofing? Savion Glover: While tap is a dance style; hoofing is a lifestyle. I'm a hoofer because I live and breathe tap dancing. I live the dance every second of every daywhether I'm on-stage, walking down the street, or trying on clothes in a store. RIF: What first attracted you, and still attracts you, to tap more than any other style of dance? SG: Tap is a means of communication for me. I can express myself through this dance; I always feel like I'm in my element when I'm tap dancing. RIF: What was it like to win a Tony Award for Best Choreography at the age of 22 (for the musical Bring in da Noise, Bring in da Funk)? SG: It felt great because hoofing was getting acknowledged and appreciated by the Broadway community. It was a win not just for me, but for all of the hoofers, past and present. RIF: What did you think when they first contacted you to do the film, Happy Feet? SG: I thought, "What a creative concept... a tap dancing penguin." And then I immediately said, "Great, let's do it!" RIF: How did you approach choreographing moves for Mumble? SG: The director wanted my style, so I was free to be myself. At one point, though, I had to be a younger Mumble so I danced more clumsily. RIF: You've performed all over the world in all kinds of settingsfrom Broadway to the White House. What has been your favorite performance so far? SG: I really don't have one. I've been blessed to perform with great hoofers like Chuck Green, Gregory Hines, and Sammy Davis, Jr. So for me, every time is the best experience. RIF: What advice do you have for kids who want to be a hoofer like you? SG: I encourage all young people to do what you love every day. Don't wait for someone to recognize you or for the world to tell you when and how to express yourself. Sources:
http://www.broadwaydancecenter.com/faculty/bios/glover_savion.shtml http://kids.britannica.com/comptons/article-9311441/Savion-Glover http://www.rif.org/kids/readingplanet/expressyourself/savionglover.htm