Lesson Plan Form

Teacher Education Department CSUDH

CANDIDATE: Ms. SUBJECT(S): GRADE LEVELS: DATE:

Contreras, Ms. Gonzalez, Ms. Dance 1st Grade 04/19/2016
Castillo, Ms. Flores, Ms.
Celestine, Ms. Garrow, Ms.
Ewing
STANDARD(S): Single/Multi-day
Creative Expression Lesson:
2.2 Mix secondary colors from primary colors and describe the process Single day lesson
Artistic Perception
1.1 Use movement as a form of expression with intention and focus
1.2 Combine two or more loco-motor skills with expression

I. DESCRIPTION OF CONTENT AND CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Teacher will teach the color wheel, primary and secondary colors. (Concept)

II. LEARNING OUTCOME (Objective):

Given both primary and secondary construction paper, students will understand, identify
explain, and demonstrate the primary colors, and how the mixing of primary colors become
secondary colors with 80-100 % accuracy.

III. CURRICULUM CONNECTION (How this lesson fits into unit plan):
Introduction to the color wheel and preparation for second grade advancement.

IV. INSTRUCTION

A) ENGAGEMENT (Motivational Activity):

Color Recognition of Dance
Teacher will have students dance over to a primary color (red, blue, yellow) of
teachers choice.
Teacher will introduce the topic of the lesson, concept of mixing primary colors,
and a brief explanation of what happens.

B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Build conceptual knowledge of mixing colors relating to dance:
Teacher will teach the combination of two primary colors with brief explanation
of each combination.
Blue + Yellow = Green
Yellow + Red = Orange
Red + Blue = Violet (Purple)
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 Teaching Relation of Dance and Mixing Colors:
Teacher will explain the Color Wheel and physically demonstrates how it
applies to dance, fouette.
Teacher will explain how the effect of mixing primary colors will cause
secondary colors and physically demonstrate how it applies to dance, indentify.

Teaching Application of color wheel to dance:

Teacher will have students pick a color of construction paper.
Teacher will instruct students how to fold and cut construction paper.
Teacher will direct students to wear their color construction paper over their
shoulders.
Teacher will direct the whole class to hold hands and make a big circle.
Teacher will direct two students with different primary colors to hold hands, and
create a triangle with their hands above their heads.
Teacher will direct other students to begin to walk, in a clock wise direction,
when directed.
Teacher will direct other students to walk under the two primary colors that are
holding hands, in a triangle position.
Teacher will direct two students with different primary colors, holding hands in
a triangle position, to capture the combination of their two colors (secondary
color).

C) APPLICATION ACTIVITY (Practice and/or Reflection):

Teacher will have students practice lesson following activity (London Bridges
free dance).
Teacher will have the whole group students remain in a circle.
Teacher will choose two different primary colors stand in a triangle position.
Teacher will ask students to do free dance movements, using their muscles
(quads, thighs, hamstrings, etc.), bodies parts (head, arms, legs, waist, etc.) in a
clock-wise position when music begins (Sorry Justin Bieber).
Teacher will go around and ask students what will be the secondary color of the
two primary colors, in a triangle position.

Apply meaning:
Teacher and one student will provide a visual connection to both primary and
secondary colors
Teacher and student will demonstrate free dance movements with wearing two
different primary colors to students; students must identify what outcome
(secondary color) of the mixture of the two different primary colors.

Demonstration/Identification:
Teacher and teacher assistant will perform a free dance using two different
primary colors, students will be asked to identify the secondary color outcome.
Teacher and teacher assistant will perform the cause-and-effect of mixing primary
colors.

Discussions of learning
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 Teacher will ask students what happens when blue and yellow primary colors are
mixed together (green).
Teacher will continue to ask students a variety of combinations of two different
primary colors mixtures.

D) MATERIALS AND RESOURCES:

Dance studio
Music
Comfortable clothes
Scissors
Primary/secondary construction paper
Plastic colored dots

V. ASSESSMENT STRATEGIES (Methods for obtaining evidence of learning):

While students are participating, the teacher, and teacher assistants will listen to the
students and make mental notes about the students understanding of the color wheel.
and the cause-and-effect of mixing of two different primary colors.
Teacher/s will listen to students indentify and define the outcomes of mixing primary
colors, and provide help/feedback as needed.
Students performance from class and group activity will be used to evaluate students
ability to understand, identify, explain and demonstrate the meaning of the color
wheel
Immediate feedback will be provided without delay after students demonstrate their
performance.

VI. ACCOMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):

Attention will be focused on struggling students and given immediate feedback
ASL interpreter will be available
Mainstream special education students will have teacher assistants support them
during the dance lesson
Hands on activities and visual demonstrations will be available for struggling
students and ELL students.
Teacher will explain in Spanish as needed for ELL students.

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VII. HOMEWORK:
Students will be given the task of viewing dance through video or youtube and teaching
themselves movements they see in the video that can be incorporated in a color wheel
dance.