Evers Park Elementary 1st Grade
November 6, 2012 9:00 am- 9:50 am
Lesson Title: Sequencing in dance through stories
(Slowly, slowly, slowly said the sloth by Eric Carle)
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
· Demonstrate 3 different efforts 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. Demonstrate 3 different efforts through performance
Student is not able to demonstrate any efforts through performance
(NOT YET)
Student is able to either demonstrate 1-2 efforts through performance
(DEVELOPING)
Student is able to demonstrate all 3 efforts through performance
(ACHIEVING)
Differentiation Strategies:
Instructional Sequence
Phase 1 Engage
(TOGETHER)
Brain Dance: Written on board
Questions: Who remembers what an effort is? What does it mean to move with a slow effort?
Read book “Slowly, slowly, slowly said the Sloth.”
21st Century Skills:
Life and Career skills
Learning and innovation skills
Phase 2 Explore
(TOGETHER)
Teacher will transition each student into their own safe bubble, and prompt students to move like the animal in the book, as she reads the story.
Teacher will also 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 explain the order of the story/sequencing with classmates as teacher guides
What happened first in the story? What happened next? How did it end?
(First, then, after, next, finally)
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)
Teacher will teach a short phrase of dance using the same terms as the book. (First, then, after, next, finally)
21st Century Skills:
Information, technology and media
Life and Career skills
Phase 5 Evaluate
Teacher will split class into 2 groups. Groups will take turns showing movement and watching.
Teacher will ask students what other types of sequences/patterns we use in our every day lives.
21st Century Skills:
Life and Career Skills
Learning and innovation skills
Resources & Materials:
· Handmade drum and iPod
Bibliography & References
November 6, 2012 9:00 am- 9:50 am
Lesson Title: Sequencing in dance through stories
(Slowly, slowly, slowly said the sloth by Eric Carle)
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
· Demonstrate 3 different efforts 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. Demonstrate 3 different efforts through performance
Student is not able to demonstrate any efforts through performance
(NOT YET)
Student is able to either demonstrate 1-2 efforts through performance
(DEVELOPING)
Student is able to demonstrate all 3 efforts through performance
(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
(TOGETHER)
Brain Dance: Written on board
Questions: Who remembers what an effort is? What does it mean to move with a slow effort?
Read book “Slowly, slowly, slowly said the Sloth.”
21st Century Skills:
Life and Career skills
Learning and innovation skills
Phase 2 Explore
(TOGETHER)
Teacher will transition each student into their own safe bubble, and prompt students to move like the animal in the book, as she reads the story.
Teacher will also 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 explain the order of the story/sequencing with classmates as teacher guides
What happened first in the story? What happened next? How did it end?
(First, then, after, next, finally)
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)
Teacher will teach a short phrase of dance using the same terms as the book. (First, then, after, next, finally)
21st Century Skills:
Information, technology and media
Life and Career skills
Phase 5 Evaluate
Teacher will split class into 2 groups. Groups will take turns showing movement and watching.
Teacher will ask students what other types of sequences/patterns we use in our every day lives.
21st Century Skills:
Life and Career Skills
Learning and innovation skills
Resources & Materials:
· Handmade drum and iPod
Bibliography & References
- http://www.teacherspayteachers.com/Product/An-Author-Study-of-Eric-Carle
- Book from library: “Slowly, slowly, slowly said the Sloth"