School/Grade Level- Evers/ 4nd grade

Name - Stephanie Grubbs

Date of Lesson- 11/20/2014

GOAL: Create a dance applying the elements of space and locomotive movements.
Lesson Title: Mix it Up
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:
1. Describe all of the things that they have learned through all of our lessons.
2. Apply all of the knowledge they have gained in order to create a dance.
3. Employ proper audience etiquette.

Student Learning Standards: 2015 TEKS/National

K-8 Texas Dance Guidelines

Basic kinesthetic and spatial awareness with others

Identifying and demonstrating movement elements

and skills in performing dance

Demonstrate awareness of personal and general space while changing

speeds and directions.

Dance movement skills

Understanding dance as a way to create and

communicate meaning

Demonstrate body control while jumping and landing for height and
distance using key elements for creating and absorbing force.

Assessment Rubric
Developing
Lesson Learner Outcomes

Exemplary

Proficient

Beginning

Describe all of the things that

they have learned through all
of our lessons.

Is able to remember
every detail of all of
our lessons.

Is able to describe all the things

that we have talked about in our
past six lessons.

Is only able to remember

a handful of things that
we had learned.

Is unable to recall any of

the things that we have
learned through

Apply all of the knowledge

they have gained in order to
create a dance

Is able to lead the

group in putting
together the dance.

Is able to contribute to the

making of a dance.

Is only able to give a

couple of ideals towards
the dance but overall
isnt of much help.

Is unable to contribute to
the planning of the dance.

Employ proper audience

etiquette

Is not only able to

control their self and
be respectful but also
will have someone
stop talking if they are

Is able to apply proper audience

etiquette while watching the
other preform.

Only is respectful half of

the time that they are
watching their peers.

Is unable to pay attention

and be respectful while
others are showing off

being disrespectful to
the group preforming.

Differentiation/Modification Strategies: If I have any children with disabilities I will make sure that I know what
their abilities are and modify what the other children will be doing to fit their needs. I will try and keep what
they are doing as close to what everyone else is doing as I can to insure that they feel like equals.

Instructional Sequence: Include transition between phases and activities

7 Es/ Time

Description

21st Century skills

/Cognitive (Blooms)

The teacher will have the students sit in a circle to start the class off
and have the class talk about what they learned the last class.

Create

Phase 1

Elicit- 2
minutes
Accessing and ascertaining
prior knowledge and
understanding.

Know when it is appropriate to

speak/listen to others

Phase 2

Engage- 3
minutes
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

Phase 3

Explore- 5
minutes

We will then do a small brain dance that focuses on breath, getting

their bodies loose and to incorporate levels with it. The teacher will
ask the kids if they remember the breaths that we did last class that
are good if you get angry. The teacher will then tell them we are going
to take deep breaths again to get ourselves all calm before the rest of
the lesson. We will then breath in and out to eight counts. We will also
experiment doing our breathing at different levels.
The teacher will ask the students to each tell her what their favorite
thing that they have learned while with her.

Analyze
Understand
Think creatively

Create
Understand
Utilize time/time management

The next part of the lesson

should allow students time
to explore the concept
being covered.

Phase 4

Explain- 3
minutes
Through questioning
strategies, teachers probe
and facilitate student
discussion

Phase 5

Elaborate- 5
minutes
Students are encouraged to
apply their learning to new
situations, use the new
terms, and deepen their

The teacher will ask the students to then explain why those are their
favorite things that they have learned. The teacher will also have the
students to think through the movements required to do their favorite
movement.

Evaluate
Apply
Remember
Work Independently
Work productively

The teacher will have the students make all their favorite movements
into a dance. She will then explain to them that they will be showing
off that dance to all of the fourth grade classes.

Apply
Remember

Reflect critically on past experiences to

inform future progress

understanding of the
subject matter through
questions and activities.

Phase 6

Evaluate- 10
minutes

The students will all come together in the gym that way everyone can
show off what all they have learned. They will do this while using
proper audience etiquette.

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.

Phase 7

Extend- 2
minutes

Evaluate
Apply
Understand
Remember
Extend idea creations

Teacher will ask the students to keep an eye out for all of the
movements that we have learned.

Provide additional
challenges that allow
students to apply
knowledge

Resources & Materials: music, iPhone, and speakers

Apply
Remember

Extend idea creations

 Bibliography & References: Gilbert, Anne G, Bronwen A. Gilbert, and Alecia Rossano. Brain-compatible
Dance Education. Reston, VA: National Dance Association, 2006. Print.

LESSON PLAN ANALYSIS

Grade__4th_________ School __Evers_______________________________________

GOAL: Create a dance applying the elements of space and locomotive movements.

Day
Date

Theme

Movement
Principles/Skills

Movement
Elements

Cultural/Social

Creative
Process

Performance

Appreciation

11/11/2014

Review

Balance, core, transfer of

weight and body
orientation

Will combine
all the
movement
skills that they
have learned.

Will work
together as a
group to come
up with a show
off dance.

Coming up
with a dance.

Preform in front
of the entire
fourth grade to
show what they
have learned.

When the
students watch
the classmate
show what they
have learned they
will use proper
audience
etiquette