Evers Park Elementary 1st Grade
November 1, 2012 9:00 am- 9:50 am
Lesson Title: Creating dance through stories
(Baby Bear Baby Bear What Do You See?)
Upon completion of this lesson, the student will be able to:
· Identify the 3 basic parts of story through classroom activity and discussion
· Recall verbs from story and interpret though dance movements
· Create a dance that restates the story, with all the parts of a story, through performance.
Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines)
Understanding dance as a way to create and communicate meaning (NS)
Response/Evaluation: The student makes informed judgments about dance's forms, meaning, and role in society.
Creative Expression/performance (Texas Dance Guidelines)
Making connections between dance and other disciplines (NS)
Assessment Rubric
1. Identify the 3 basic parts of story through classroom activity and discussion
Student is not able to identify any basic parts of a story
(NOT YET)
Student is able to identify 1-2 basic parts of a story
(DEVELOPING)
Student is able to identify all 3 parts of a story
(ACHIEVING)
2. Recall verbs from story and interpret though dance movements
Student is not able to recall or interpret verbs from story.
(NOT YET)
Student is able to recall or interpret verbs from story, not both
(DEVELOPING)
Student is able to both recall and interpret verbs from story.
(ACHIEVING)
3. Create a dance that restates the story, with all the parts of a story, through performance.
Student is not able to create or perform
(NOT YET)
Student is able to either create or perform a dance, not both
(DEVELOPING)
Student is able to create and perform a dance
(ACHIEVING)
Differentiation Strategies:
Instructional Sequence
Phase 1 Engage
(AWAY)
Brain Dance: Written on board
Who remembers why we read books? What does it do for us? (Helps our brains! Makes us smart!)
Questions for discussion: What are the different parts of s story? (Beginning, middle, end) Who are the characters? What do you like about them? Where does the story take place? Is there a problem that occurs in the story? If so, how does it get resolved? What do you think about the ending? Is there a connection, either in words or pictures, between the ending and the beginning of the story?
21st Century Skills:
Life and Career skills
Learning and innovation skills
Phase 2 Explore
(TOGETHER)
Teacher will read a short story to students with animals. (Baby Bear Baby Bear, What Do You See?)
Teacher will transition each student into their own safe bubble, and prompt students to move like the animals from the story. (Not necessarily in order- simple what they can recall)
Teacher will use drum as a prompt for students’ movement.
21st Century Skills:
Information, technology and media
Learning and innovation skills
Phase 3 Explain
(TOGETHER & AWAY)
Students will be prompted by teacher to explore the chronological order of events THROUGH MOVEMENT.
What happened first in the story? What happened next? How did it end?
21st Century Skills
Learning and Innovation skills
Information, technology and media
Life and Career skills
Phase 4 Elaborate
(TOGETHER)
STORYBOARD/ORGANIZATION
Class will help teacher draw out the story we read on large poster.
(Beginning, middle, end)
21st Century Skills
Information, technology and media
Life and Career skills
Phase 5 Evaluate
Split into 2 groups. Groups take turns showing movement.
Teacher will read the story once more and leave out key words that the students will make up with their movement and efforts. For example: “The bear quickly walked across the forest.” Teacher would say: “The bear _____ ______ across the forest.” Students will fill in the blanks with movement and effort, taking turns doing and watching.
21st Century Skills
Life and Career Skills
Learning and innovation skills
Resources & Materials:
· Handmade drum and iPod
Bibliography & References
November 1, 2012 9:00 am- 9:50 am
Lesson Title: Creating dance through stories
(Baby Bear Baby Bear What Do You See?)
Upon completion of this lesson, the student will be able to:
· Identify the 3 basic parts of story through classroom activity and discussion
· Recall verbs from story and interpret though dance movements
· Create a dance that restates the story, with all the parts of a story, through performance.
Student Learning Standards: (National Standards/K-8 Texas Dance Guidelines)
Understanding dance as a way to create and communicate meaning (NS)
Response/Evaluation: The student makes informed judgments about dance's forms, meaning, and role in society.
Creative Expression/performance (Texas Dance Guidelines)
Making connections between dance and other disciplines (NS)
Assessment Rubric
1. Identify the 3 basic parts of story through classroom activity and discussion
Student is not able to identify any basic parts of a story
(NOT YET)
Student is able to identify 1-2 basic parts of a story
(DEVELOPING)
Student is able to identify all 3 parts of a story
(ACHIEVING)
2. Recall verbs from story and interpret though dance movements
Student is not able to recall or interpret verbs from story.
(NOT YET)
Student is able to recall or interpret verbs from story, not both
(DEVELOPING)
Student is able to both recall and interpret verbs from story.
(ACHIEVING)
3. Create a dance that restates the story, with all the parts of a story, through performance.
Student is not able to create or perform
(NOT YET)
Student is able to either create or perform a dance, not both
(DEVELOPING)
Student is able to create and perform a dance
(ACHIEVING)
Differentiation Strategies:
- Peer pairing to discuss and get a better understanding of the parts of a story
- Journal/draw characters, movements, efforts, parts of a story
Instructional Sequence
Phase 1 Engage
(AWAY)
Brain Dance: Written on board
Who remembers why we read books? What does it do for us? (Helps our brains! Makes us smart!)
Questions for discussion: What are the different parts of s story? (Beginning, middle, end) Who are the characters? What do you like about them? Where does the story take place? Is there a problem that occurs in the story? If so, how does it get resolved? What do you think about the ending? Is there a connection, either in words or pictures, between the ending and the beginning of the story?
21st Century Skills:
Life and Career skills
Learning and innovation skills
Phase 2 Explore
(TOGETHER)
Teacher will read a short story to students with animals. (Baby Bear Baby Bear, What Do You See?)
Teacher will transition each student into their own safe bubble, and prompt students to move like the animals from the story. (Not necessarily in order- simple what they can recall)
Teacher will use drum as a prompt for students’ movement.
21st Century Skills:
Information, technology and media
Learning and innovation skills
Phase 3 Explain
(TOGETHER & AWAY)
Students will be prompted by teacher to explore the chronological order of events THROUGH MOVEMENT.
What happened first in the story? What happened next? How did it end?
21st Century Skills
Learning and Innovation skills
Information, technology and media
Life and Career skills
Phase 4 Elaborate
(TOGETHER)
STORYBOARD/ORGANIZATION
Class will help teacher draw out the story we read on large poster.
(Beginning, middle, end)
21st Century Skills
Information, technology and media
Life and Career skills
Phase 5 Evaluate
Split into 2 groups. Groups take turns showing movement.
Teacher will read the story once more and leave out key words that the students will make up with their movement and efforts. For example: “The bear quickly walked across the forest.” Teacher would say: “The bear _____ ______ across the forest.” Students will fill in the blanks with movement and effort, taking turns doing and watching.
21st Century Skills
Life and Career Skills
Learning and innovation skills
Resources & Materials:
· Handmade drum and iPod
Bibliography & References
- http://www.readwritethink.org/parent-afterschool-resources/tips-howtos/help-child-write-story-a-30593.html
- http://www.aahperd.org/nda/profDevelopment/standardsk-4.cfm
- www.cedfa.org
- http://www.teacherspayteachers.com/Product/An-Author-Study-of-Eric-Carle
- Book from library: Baby Bear Baby Bear, What Do You See?