EDU 543 VAPA Lesson Plan

Grade Level: 3

Candidate Name: Lauraine Chavez (EDU 543 -A)

Locate a VAPA lesson plan on the Internet and work backwards to fill out this lesson plan
form. Fill out the student information form at the end of this lesson plan to help you know your
individual students. Download TPA 1 and 2 and use as a reference as you complete this
lesson plan. This plan is intended to provide you with some of the major skills and types of
writing needed for completing TPA 1 and 2.
Describe the students in this class: Use your fieldwork school for List potential high-risk
information. students:
 30 students total; 16 girls, 14 boys  Both ELL students are
 2 English language learners at intermediate level.
 1 Gifted student needing greater support or challenge  IEP student has mild
 1 Student with Individualized Education Plan (IEP) autism; requires
 1 Student with 504 Plan additional learning
supports.
 504 student is
asthmatic; no learning
supports needed.
State Adopted Content Standard(s) How do these standards
NGSS - Grade 3 integrate across the
From Molecules to Organisms: curriculum?
 3-LS1-1. Develop models to describe that organisms have
unique and diverse life cycles but all have in common birth, I chose to integrate a science
growth, reproduction, and death. lesson (“the life cycle of a
butterfly”) with a creative
VAPA – Grade 3 dance activity from the VAPA
Application of Choreographic Principles and Processes to Creating standards.
Dance:
 2.3 Create a short movement sequence with a beginning, a
middle, and an end.
 2.8 Create, memorize, and perform original movement
sequences with a partner or a small group.

ELA – Grade 3
 3.RL.1 Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for the
answers.

Academic learning goals (objectives) What specifically will

Students will understand the unique and diverse life cycle of a students be able to know
butterfly and model understanding by performing a short movement or do?
sequence thru group dance.
Students will understand the
Objective: Students life cycle of a butterfly.
Words to Know Students will work in groups to
 Larva - a young wingless often wormlike form (such as a create a short dance
caterpillar) that hatches from the egg of an insect. sequence modeling their
  Pupa - an insect in its inactive immature form between larva understanding of the life
and adult, e.g. a chrysalis. cycle of a butterfly.
 Chrysalis – a moth or butterfly at the stage of growth when it is Students will perform their
turning into an adult and is enclosed in a hard case. dance in groups for the class.
 Metamorphosis - (in an insect or amphibian) the process of
transformation from an immature form to an adult form in two
or more distinct stages.

Materials, Technology, other Resources Rationale: Why did you

 California Science Textbook – Ch.3 (pg. 68-70) select these materials?
 Life Cycle handout - https://binged.it/2I9cyk9
 YouTube videos: I will introduce new
o 1) butterfly laying eggs https://youtu.be/PWZW9Oave4Y vocabulary terms; add to the
o 2) life cycle https://youtu.be/ocWgSgMGxOc Word Wall. Students will read
 Dance planner worksheet - aloud, doing “snake reading”
butterfly_dance_worksheet_dance_planner.pdf from textbook and answer
 Dance rubric handout - dance rubric.pdf “Deeper Thinking” questions
 Computer as called upon. I will use the
 Digital Projector computer to project images
 Whiteboard of the butterfly life cycle
 Dry erase marker w/eraser handout. I will project
 Pencils/pens (student preference) YouTube videos on the
 Open space (room for students to move around during dance) whiteboard during instruction.
Students will fill-out the dance
planner worksheet and use
the rubric for reference
during the dance activity.

Assessment: What evidence of learning will you collect during Why did you select this
this lesson that will indicate the extent the students have evidence of learning and
completed the lesson goals? how will it show student
competence?
The “Dance Rubric” handout will be used to provide formative This rubric is very thorough
assessment of the lesson goals. (See link above in materials). and includes ideas
(brainstorming), dance
movements, practice &
creativity, recording data,
and group collaboration.
Instructional Strategies: Rationale: Why did you
Academic vocabulary select these strategies?
Word Wall
Journaling ELL learners would benefit
Shoulder partners from reviewing academic
Peer feedback vocabulary and posting on
Flexible grouping the Word Wall as well as
Formative assessment collaborating with shoulder
partners and in small groups.
Flexible grouping allows for
variation in dance groups,
and elimination of ‘clicks’ or
unbalanced groups.
Student Learning Activities: Rationale: Why did you
Activity One: select these activities?
WARM UP This journal prompt is a good
 Post journal topic on board and ask students to respond in 1 way of getting students to
paragraph or more: “Five years from now, I will be...” brainstorm about the future
 Allow time for a few students to share responses. and lead into the lesson’s
subject.
Activity Two:
MODELING How will they help students
 Pass out “Life Cycle” handout. accomplish the lesson goal
 Discuss the butterfly. Ask the students questions: and standard?
o Have you ever seen a butterfly? The handout summarizes
o Have you ever seen a monarch butterfly, like this one (refer to what the textbook covers in a
handout)? more visual and organized
 Using the “Life Cycle” handout diagram, explain that some animals, format that will benefit my
like cats, are born small and get bigger, but keep just about the same autistic student and ELL
shape. Others, like butterflies, grow through metamorphosis, a process learners.
of changing from one form to another.
 Ask students to read handout with a shoulder partner and
identify/discuss the 5 different stages they see in the butterfly’s life
cycle.

Student Work: Make the assignment/activity (use as a model). Explain how you will use
GUIDED PRACTICE this work sample.
 Review new vocabulary from the “Life Cycle” handout (ask
students to contribute); add terms to Science “Word Wall”: Students will understand the
o larva, pupa, chrysalis, metamorphosis life cycle of a butterfly and
 Turn to textbook Ch. 3 (p. 68-70) for further info; have students work in groups to create a
begin “snake reading” the text. short dance sequence
 Select various questions from “Deep Thinking” section (within modeling their understanding
text); ask students selected questions to check for of the life cycle of a butterfly.
comprehension and ensure they are following along. Students will perform their
 Following reading, explain to students that they will be dance in groups for the class.
watching 2 time-lapsed “YouTube” videos showing a Monarch
butterfly’s life cycle; ask students to try identifying the 5
different life cycles in the videos (as represented in their
handout) and to pay attention to the insect’s movements in
each stage.
 Play YouTube videos (1, then 2).
 Hand out “Dance Planner” worksheet.
 Explain that in each stage of the butterfly’s life cycle, students
saw movements that represented a beginning, middle, and
end. Ask students:
o “What movements did you see in stage 1…2…3, etc.?”
o Ask students to add those movements to their “Dance
Planner” worksheet in boxes 1-5 (to mimic stages 1-5).
 Explain that students will be using their “Dance Planner” in
creating (or choreographing) a group dance (2 minutes max)
modeling the 5 stages represented in the Monarch butterfly’s
life cycle. Students may create their own chants, rhythms, etc.
for their dance, but no music or audio will be provided.
 Group students for dance activity; number students off 1-6.
 Allow 20 minutes for groups to collaborate and practice (set
timer).
DEBRIEF AND EVALUATE
 Give groups time to present their dances; allow 2 minutes of
dance time per group.
 Invite peers to provide positive feedback or ask constructive
questions.
 Summarize lesson: review 5 stages of the Monarch butterfly’s life
cycle with students and mention any dance movements they
saw or used that may have symbolized each.

EXTENSION
 Gifted students will be asked to create a poem (haiku, acrostic,
limerick, etc.) to accompany their group’s dance. This poem
could be related to the movements taking place, or relate to
some aspect of a Monarch butterfly’s metamorphosis as
discussed in class.
 Poem to be shared (by gifted student or a member of their
group) during or after the dance performance.
Student Grouping Rationale: Why did you
 Whole-class grouping during instruction/discussion prior to select this type of grouping
activity. (ex. whole group, small
 Students should be divided into 5 heterogenous groups (six groups, boys, girls,
students per group) for dance activity and performances. ELA/ELD)?
 Whole-class grouping for closing/debrief. I chose to keep the class
together until the dance
activity, and then reconvene
for closing/discussion. I chose
to group students in mixed
boy/girl groups without
allowing them to pick their
own friends, etc. to ensure a
good mix of learning styles
and creativity.
Progress Monitoring of Student Learning: How will you monitor how
 To ensure students are prepared for transitions, ask for “hands the students are doing with
up if you’re ready.” learning this lesson?
 To ensure students are understanding of content, ask for I will ask brief questions and
“thumbs” (up, sideways, down.) check responses throughout
the lesson to see if students
are ready to move on or are
understanding content and
instructions.
Difficulties: List and explain the 2-3 difficulties or problems you Why do you think these
anticipate that all students might have with this content and might be potential
these learning activities. problems?

1. Students may not want to participate in the ‘dance activity’ or In doing this lesson with an
perform in front of their peers. older group, I ran into
 Students will need to know that their individual participation issues that were
understanding of the content is being graded thru their easily resolved with similar
group dance performance. Everyone needs to contribute strategies.
and pull together for an individual grade.
2. Students may struggle with creativity and have difficulty coming
up with dance movements.
  I will be observing and walking around as the groups
collaborate, prompting and asking them guided questions
(i.e. “Why did you chose that move…what stage should
take place next, etc.”)

Adaptations: List steps that you could take to ensure learning for specific students
experiencing these difficulties in the spaces below.
ELL Learners: Rationale:
Strengths – Having traveled to (or come from) different countries, ELL ELL students may struggle in
students may be more experienced with various cultures including the areas of reading and writing,
arts & dance. so I am providing all students
with illustrated handouts as
Weaknesses – Writing, reading, conversational language skills. well as projected images in
addition to the textbook;
Your intervention or adaptation: ELL’s will also benefit from
 Illustrated handouts covering the vocabulary prior
 Word Wall to reading as well as seeing it
 Shoulder partners on the Word Wall for
 Flexible grouping reference. During “snake
reading” ELL’s will receive
teacher guidance while
working through the reading
passage. ELL students will also
be placed in mixed groups
for the dance activity and if
they struggle in writing
information on their “Dance
Planner”, groups members
will assist them.
Special Needs Learner: Rationale:
Strengths – Autistic learners excel with visual skills (visual learners), Autistic students may struggle
intent focus on special topics of interest, and with rote memory skills with physical distractions so
(remembering large chunks of information). my student is seated where
these would be reduced as
Weaknesses – Difficulty paying attention (various distractions, noises, much as possible. I would
lights, etc. can be highly disruptive); poor communication and social also provide visual handouts
skills; uncooperative behavior. and use the digital projector
as this would benefit a visual
learner. During shoulder
Your intervention or adaptation:
partners, my student may be
 Physical accommodations (i.e. seating near teacher away
able to interact 1:1 however
from hallway and windows; low lights; no music.)
group collaboration may be
 Use of technology (digital projector)
overwhelming. If the student
 Illustrated handouts
was not able to participate in
 Shoulder partners
the group activities, including
 Flexible grouping
the performance, an
alternative assignment based
off strengths may be given
instead (i.e. draw your own
illustration of the 5 stages of
the life cycle of a butterfly;
etc.)
 Student with Behavior Issues: Rationale:
Strengths – Smart; creative; participatory. The lesson is divided into
various activities that make
Weaknesses – Moody; immature. tasks more manageable.
Students also transition from
Your intervention or adaptation: discussion to reading and
 Make tasks manageable discussion to dance, and are
 Offer choices when able offered choices when
 Ignore/don’t acknowledge minor misbehavior available. If a student shows
 Provide praise for good behavior minor behaviors (i.e. sighing
aloud for attention) I would
choose to not reward the
behavior with attention. If the
student stays on task and is
noticeably working hard, I
would be sure to provide
specific praise as
appropriate.

Reflection: What have you learned about planning instruction for a diverse student population
in this content area?
In planning this VAPA lesson, I have learned that it is crucial to have at least 2-3 extra tools for backup
in each area because most likely, not everything will work out the way you plan it to. You must be
ready to adjust your plan, have choices or options available for your students, and continue to move
forward.

What area of this instructional plan was easy to complete?

I think the easiest part to complete in this lesson plan was the section on adaptations. I may have
struggled with wording and with rationale, but not in coming up with specific strengths and
weaknesses. I formally worked with special needs students for over 4 years and was able to
remember specific faces, situations, and adaptations I used when working with them.

What area will you need more knowledge/skill in order to do the task well?
I feel that the wording in this lesson plan is unfamiliar and I may have misinterpreted certain areas as
I’m used to using a different template. However, I am looking forward to receiving feedback and
correcting any areas that are weak or need improving.

Use form below for finding out about your students prior to planning your lessons/fieldwork
Skill needed for TPA 1 and 2

Getting to know your students - Work Backwards: What questions can you ask to get the information in
this case study? Turn each statement into a question and provide a source or a person you could ask to
get this information.
Question: Who would you ask? Or what source would you
check? (student, teacher, parent)
1. What have you tried in the past to support this Parents; previous teachers; school specialists.
student?
2. Who would he/she work best with? Parents; previous teachers.
3. What kind of art do you like to do? Student