Name: Shana Jeter Date of Lesson: October 29th, 2013 Lesson Title: Weight Shifts and Pathways Lesson

Objectives (Leaner Outcomes)

Upon completion of this lesson, the student will be able to:

School/Grade Level: Evers Elementary 2nd Grade

Demonstrate under and over curves when shifting weight forward and backwards in the choreography. Compare and contrast over curve and under curve characteristics after watching classmates perform. Create a unique pathway using any locomotor movements. Define and categorize directional pathways while learning choreography.

Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines)

National Dance Standards K 8 Texas Dance Guidelines National Standard 1: Identifying and demonstrating movement K 8: Perform with concentration and purpose. elements and skills in performing dance National Standard 4: Applying and demonstrating critical and K 8: Compare how dance movements are similar or different using creative thinking skills in dance dance terminology.

Assessment Rubric
Lesson Learner Outcomes Demonstrate under and over curves when shifting weight forward and backwards in the choreography.
Compare and contrast over and under curve characteristics after

High Level of Mastery

Student is able to clearly and consistently differentiate the performance qualities of an under curve and an over curve. Student is able to name several characteristics of both under and over curves. Student travels through the space in a clear and complex direction. Student is able to respond/travel correctly to the direction given orally.

Acceptable Level of Mastery

Student is able to occasionally differentiate the performance qualities of under and over curves. Student is able to name characteristics of both under and over curves. Student is able to travel through space in clear direction. Student is able to name left, right, front, back, and all diagonal pathways

Low Level of Mastery

Student is able to perform either an over curve or an under curve.

Student is able to characteristics of either over or under curves. Student is able to travel in an unclear direction. Student is able to define front, back, and side pathways.

watching classmates perform.

Create a unique pathway using locomotor movement. Define and categorize directional pathways while learning choreography.

Differentiation Strategies: Low level activity fluctuating up to moderate and high levels as well as partner work and creative improvisation structures will keep students engaged and all styles of learning will be accommodated. Instructional Sequence

7 Es/ Time

Description
Were going to be an architect for just a little bit, who knows what an architect does? They build all kinds of things, big things! Lets think of what they build skyscrapers, bridges, churches, schools, etc Teacher will Lead the Brain Dance. deep breaths in and out wake up our lungs warm up brain poke self all over, poke a friends brain. brain jumping jacks! tiny ball, bent over, to big wide X shape Brain swing! twist upper body side to side with legs planted still spill out the sleepy lean over to the side Spiral twists with reaching Cross lateral twists with knees and elbows Vestibular spin around on high, medium, low. Students will follow along Teacher will say: Our architect brain is ready to work now! Lets build a bridge first. Make your body into the shape of a bridge. Students will make an n shape, or an over curve Teacher will ask: Look at (pick a student whos bridge has a curve in it)s bridge, is their bridge straight of curved?

21st Century skills /Blooms

21st Century Skills: Productivity& Accountability. Blooms: Remember List. 21st Century Skills: Critical Thinking & Problem Solving. Creativity & Innovation. Blooms: Understand - Restate

Elicit

Engage

21st Century Skills: Initiative and SelfDirection. Blooms: Apply Solve.

Explore

Teacher will say: Lets see how else we can use curves in our body. Stand up and move side to side but use a curve that goes up and over or under and over PLAY SONG Students will: move side to side using their pelvis and whole body to do under/over curves

Teacher will chose left side of group to do this movement while right side of group watches. Then switch. Students will talk about what they saw the bodies doing as they moved side to side with a curve.

21st Century Skills: Communication & Collaboration. Critical Thinking & Problem-Solving. Blooms: Analyze Identify & Explain.

Explain

Teacher will ask questions such as: what directions did you see, left right, up, down? what direction did you feel your body moving up, down, left, right? Teacher will explain: Undercurve help you shift your weight more efficiently. Lower, then shift! Lets practice! Teacher will say: Get in a spot where you wont run into a friend and you can see my feet! Teacher will demonstrate and break down combination: Under curve forward, then backwards. Under curve left, then right. Repeat all of that twice. Over curve left, over curve right Walk in a circle for four steps. Students will: watch it, learn it, repeat it, and memorize it. Teacher will guide students by saying: remember your plie, say the directions we are going in, can you feel your weight moving? Teacher will: watch students perform dance in two groups. Students will: say the directions, and move in the correct direction with a correct under and over curve without watching teacher. 21st Century Skills: Communication & Collaboration. Social & Cross-Cultural Skills. Blooms: Apply Illustrate/Perform. Analyze Compare/Contrast 21st Century Skills: Flexibility & Adaptibility. Blooms: Remember Name/Describe.

Elaborate

Evaluate

Teacher will ask students to sit down once they have successfully demonstrated all 3 requirements. Students will tell a partner the difference between under and over curves. Teacher will call on pairs to answer.

Extend

Teacher will say: LETS REVIEW! Show me plie. Show me releve. Show me an over curve. Show me an undercurve. Students will: lower weight. Raise weight. Weight goes up and over. Weight goes down and under. Teacher will say: Ok now lets change one little thing in our dance. What direction do we walk in? I want you to pick your own direction this time. What directions are there to choose from? Students will answer: straight line, front, back sides, diagonal. Curved lines, shapes, etc. Students will perform dance again using a pathway/direction of their choice. Students will be split in groups again to watch others.

21st Century Skills: Creativity & Innovation. Blooms: Understand Restate. Create Construct.

Resources & Materials:

iPod, iPod dock, Song:

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)