Name Camillia Holman

School/Grade Level Evers Park Elementary

Date of Lesson 11-19-14

GOAL: Students will be able to recognize and demonstrate elements of dance body, motion, energy, space, and
time.
Lesson Title: A Body in Motion
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:
Demonstrate 3 to 5 movements upon instructor request correctly.
Recognize 3 to 5 things a scientist does correctly.
Manipulate the dance using at least two elements of dance.

Student Learning Standards: 2015 TEKS/National

K-8 Texas Dance Guidelines

112.12. Science, Grade 1,

B. Creative Expression

(3) Scientific investigation and reasoning. The student knows

that information and critical thinking are used in scientific
problem solving. The student is expected to:

The students will explore choreographic principles as a way to

communicate meaning through movement and dance styles.

(C) Describe what scientists do.

b. Choreographic processes Create movement sequences with a

beginning, middle, and end.

Assessment Rubric
Exemplary

Students will be able to

demonstrate 3 to 5
movements upon instructor
request correctly.

Students will be able

to demonstrate 3 to 5
movements upon
instructor request
correctly.

Students will be able to

demonstrate 3 to 5
movements upon instructor
request correctly with some
reminders.

Students will be able to

demonstrate 2 to 3
movements upon
instructor request
correctly.

Students will be able to

demonstrate 1 movement
upon instructor request
correctly with many
reminders.

Students will be able to

recognize 3 to 5 things a
scientist does correctly.

Student will be able

to recognize 3 to 5
things a scientist
does correctly.
Student will be able
to manipulate the
dance using at least
two elements of
dance.

Students will be able to

recognize 2 to 3things a
scientist does correctly.

Students will be able to

recognize 1 to 2 things a
scientist does correctly.

Students will not be able

to recognize anything a
scientist does.

Student will be able to

manipulate the dance using at
least two elements of dance
with some assistance.

Student will be able to

manipulate the dance
using at least one
element of dance.

Student will be able to

manipulate the dance
using at least one
element of dance with
assistance.

Student will be able to

manipulate the dance using
at least two elements of
dance.

Proficient

Developing

Lesson Learner Outcomes

Beginning

Differentiation/Modification Strategies:
The teacher will need to focus on keeping children engaged who may not feel mentally engaged with the activities, and this can be
done by varying the level of activity (low level of activity, to high level of activity, etc.), use of voice to get students attention, and by
continuing to observe the children to see what methods work and which methods do not. (peer work, etc.)
Fine Arts for All Students. Cedfa.org

Instructional Sequence: Include transition between phases and activities

7 Es/ Time
Phase 1

Elicit
3 mins

Description

21st Century skills

/Cognitive (Blooms)

Good morning dancers!

If you like stories raise your hand? If you like to tell stories raise your
hands? Oh good! Did you know that sometimes dancers tell stories
through dance? Thats what we are going to do today!

Communication

Accessing and ascertaining

prior knowledge and
understanding.

Phase 2

Engage
10 mins
This part of the lesson
should capture students
attention, and pique their
interest in the subject.

Phase 3

Explore
15 mins
The next part of the lesson
should allow students time
to explore the concept
being covered.

Knowledge: Tell

What does a scientist do?

-Take answers given and write them on the word web.
Students will:
Be asked to demonstrate the word they give as an answer, and their
peers will be asked to repeat the movement.

Collaborating communicating

Number the movements on the board.

Students will:
-Learning a dance with the answers they gave on the board.
-Call out a number that is next to a movement on the board and
students have to demonstrate that movement.

Analytical Thinking, Problems-solving

Essential Questions:
What shapes are you making?
What motions are you doing?
Do you have to change direction? Energy?

Understand: Differentiate

Apply: Demonstrate

Phase 4

Explain
4mins

Now you that you have learned some movements of a scientist we are
going to put it together to make whole dance.
In dance, stories have a beginning, a middle, and an end.
Who can tell me what a beginning, a middle, and an end is?

Through questioning
strategies, teachers probe
and facilitate student
discussion

Phase 5

Elaborate
5mins
Students are encouraged to
apply their learning to new
situations, use the new
terms, and deepen their
understanding of the
subject matter through
questions and activities.

Phase 6

Evaluate
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.

Finding and Evaluating Information

Analyze: Connect

Students will
Be asked, where should we start our scientist dance?
Where should we end our scientist dance?
Practice the beginning and end then piece together the middle.
Rehearse the whole dance.

Creating and Innovating, Analytical

Thinking

Create: Integrate

A student who understands at a high level of mastery will be able to

immediately respond to the prompts given. They will be able to clearly
demonstrate the dance in sequence.
A student who understands at a medium level of mastery will be able
to demonstrate some things asked of them, but will need help from
other peers or the instructor for clarifications of what is being asked of
them.
A student who understands at a low level of mastery will be able to
demonstrate movements as it is modeled for them, but not yet ready
to remember or perform on their own.

Communicating

Phase 7

Extend
3mins

Students will
Be asked if they can do the dance really fast and really slow.
Who can do it facing different directions? Really small? Really big?

Provide additional
challenges that allow
students to apply
knowledge

Understand: Identify

Resources & Materials:

Whiteboard\Chalkboard\Paper
Markers\Chalk
Music

Bibliography & References

Gilbert, Anne G, Bronwen A. Gilbert, and Alecia Rossano. Brain-compatible Dance Education. Reston, VA: National Dance
Association, 2006. Print.
The Partnership for 21st Century Skills. N.p., n.d. Web. 2 Oct. 2012. <http://www.p21.org/overview>.
Fine Arts for All Students. Cedfa.org (posted on blackboard in Documents)