School/Grade Level- Evers/ 4nd grade

Name - Stephanie Grubbs

Date of Lesson- 10/28/2014

GOAL: Create a dance applying the elements of space and locomotive movements.
Lesson Title: fraction craziness
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) Identify by looking around their area different shapes.
2) Create shapes as a group.
3) Develop a special shape of their own as a group.

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

Identify by looking around

their area different shapes.

Create shapes as a group.

Develop a special shape of

their own as a group.

Exemplary

Is able to look around

and notice more
complicated shapes,
such as pyramids and
cylinders.
Is able to not only
create shapes with
their bodies as a
group, but is also able
to create shapes with
their bodies all alone.
After they come up
with an idea for the
shape they are able to
help lead the class and
help them to make the

Proficient

Beginning

Is able to look around and see

lots of different shapes.

Is only able to identify

shapes like squares and
triangles.

Is not able to identify

shapes in their
surroundings.

Is able to create shapes with

their bodies as a group.

Knows that it is possible

to create a shape with
their body but is unable
to actually do it.

Is unable to understand
how they can use their
body to make a shape.

Is able to work as a group to

come up with their own special
shape.

Is able to contribute
ideas to what they think
the shape should look
like but cannot think of a
way to actually.

Is not able to contribute

any ideas towards the
development of a shape
with the group.

shape that they came

up with.

accomplish their ideas.

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- 5
minutes
Accessing and ascertaining
prior knowledge and
understanding.

Know when it is appropriate to

speak/listen to others

Phase 2

Engage- 5
minutes
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

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.

Analyze
Understand

The teacher will have the students make different shapes with their
bodies in groups. She will give them their first two shapes to make and
then let them choose the rest of them. After they make their shapes
they will have to describe what the shape looks like

Create
Understand

The children will talk about shapes and their different angles, curves,
lines, and sides. After they have explained them they will attempt to
make the shape by themselves.

Evaluate
Apply
Remember

Think creatively

Phase 3

Explore- 8
minutes
The next part of the lesson
should allow students time
to explore the concept
being covered.

Utilize time/time management

Phase 4

Explain- 5
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

Work Independently
Work productively

The students will all come together as one big group and come up with
their own special shape. They will come up with a name for it.

Apply
Remember

Reflect critically on past experiences to

inform future progress

understanding of the
subject matter through
questions and activities.

Phase 6

Evaluate- 5
minutes

They will do a freeze dance to music using all of the skills that we have
worked on together as a class.

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

The teacher will ask the students to go home and look at all the
different shapes there are in the world and try and find a shape that
we did not cover. We will then discuss what they see at the beginning
of our next class.

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

11/11/2014

Theme

Movement
Principles/Skills

Movement
Elements

Cultural/Social

Creative
Process

Performance

Appreciation

Art

Coordination and
articulation of body
parts.

They will work

on both space
and their body
by creating
shapes with
their bodies
working in a
group.

Working as a
group to come
up with a shape.

Coming up
with their own
idea for a
shape.

Shows the
group how they
would make a
shape with
bodies as they
watch quietly.

Creating the
shape they come
up with.