Name: Kristen Hamilton

School/Grade Level: Evers 4nd Grade

Date of Lesson 11/4/14

GOAL: For the students to be able explore different movements in high and low
levels, large and small space and pathways.
Lesson Title: Shape Up (Math Lesson Plan)
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:
1. Identify and demonstrate the elements of shape and pathway.
2. Work cooperatively with others.
3. Reflect on their experiences.

Student Learning Standards: 2015 TEKS/National

Guidelines

K-8 Texas Dance

Basic Kinesthetic and spatial awareness with others: Apply

movement dynamics while traveling in a variety of directions
while maintaining awareness of personal and general space.
Experimentation: Create movement experience relating the
elements used in dance to elements of space, e.g. size, shape,
texture, relationship.

Assessment Rubric
Lesson Learner
Outcomes
Identify and
demonstrate the
elements of shape.
Work cooperatively
with others.

Reflect on their
experiences.

Exemplary

Proficient

Developing

Beginning

Students can
clearly
demonstrate 5 or
more elements of
shape and pathway
Students clearly
demonstrate
cooperative
behavior and work
well with others.

Students can
demonstrate 4 elements
of shape and pathway

Students can
demonstrate 3
elements of shape
and pathway

Student can
demonstrate 2 or
less elements of
shape and pathway

Students moderately
demonstrate cooperative
behavior and work well
with others.

Students can not

demonstrate
cooperative behavior
and is unable to work
well with others.

Students can
clearly articulate
their experiences

Students can moderately

articulate their
experiences

Students vaguely
demonstrate
cooperative
behavior and can
generally work with
others.
Students can
vaguely articulate
their experiences

Differentiation/Modification Strategies:
These concepts can be explored from a seated position
Pathways can be made with hands
Group work can be removed if behavioral issues arise

Student is unable to
articulate their
experiences

Instructional Sequence: Include transition between phases and activities

Description

21st Century skills

/Cognitive
(Blooms)

Introduce the concept of the day: Shape

Question: Do you have a favorite shape?
How would you create that shape in
your own body?
How could we incorporate shape into
our BrainDance?

Learning and Innovation

Skills: Communication /
Remember

BrainDance: breathe, head-tail: curved lines, core-distal:

engaging the students to think what different shapes are
being created, upper lower: parallel arms, perpendicular
arms, acute and obtuse angles, body-half: creating
straight lines and acute and obtuse angles, cross lateral:
lines, perpendicular lines, angles, tactile: drawing shapes
or lines, vestibular: creating straight lines with arms and
circles with entire body
I will provide many pictures of shapes (10)
Question: How could you make this shape?
Does it have straight lines? Curved?
Parallel? Perpendicular? What about angles? Obtuse, 90
degrees or acute?
Through guided improvisation the students will create
different shapes in their bodies through exploration

Learning and Innovation

Skills: Creativity and
Innovation / Understand

7 Es/ Time
Phase 1

5 min

Elicit
Accessing and
ascertaining prior
knowledge and
understanding.

Phase 2

10 min

Engage

This part of the lesson

should capture
students attention,
and pique their
interest in the subject.

Phase 3

10 min

Explore

The next part of the

lesson should allow
students time to
explore the concept
being covered.

Learning and Innovation

Skills: Creativity and
Innovation, Collaboration /
Apply/Create

Phase 4

10 min

Explain
Through questioning
strategies, teachers
probe and facilitate
student discussion

Phase 5

10 min

Elaborate
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

5 min

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.

Questions: What shapes were more difficult?

What was your favorite?
Did anyone notice different ways people
were making the same shape?
Who thinks that they could move in the
pathways that these shapes would create?
(If time permits, I will introduce letters and numbers as
another source of exploration)
Students will explore pathways by recreating the shapes
on the floor. They will be encouraged to create the
shapes in their bodies as they are moving along the
pathways on the floor.

Learning and Innovation

Skills: Critical Thinking and
Problem Solving / Analyze

Learning and Innovation

Skills: Critical Thinking and
Problem Solving /
Analyze/Evaluate

Questions: Can you move in a different way through this

pathways? What about hopping or sliding?
Then we will discuss what pathways they enjoyed and

Students will be broken up into groups of 3-4. They will

be asked to discuss in their group some of their favorite
shapes (letters/numbers), and how they could create
these shapes either in their own bodies, or through
pathways on the floor.
Then each group will perform while the observers are
asked to notice any things that they see that maybe
aren't something they have thought of before.

Learning and Innovation

Skills: Creativity and
Innovation, Critical Thinking
and Problem Solving, and
Communication and
Collaboration / Apply/Create

Phase 7

5 min

Extend

Provide additional
challenges that
allow students to
apply knowledge

When go home tonight, talk to your mom, dad, dog, cat,

sister, brother, or stuffed animal about relationships and
show them what you learned today in class.

Learning and Innovation:

Critical Thinking and
Problem Solving,
Communication and Life and
Career Skills / Apply/Create

Resources & Materials:

Instrument
Music: iPhone
Speakers
Paper with shapes included on them (crescent, arrow, heart, plus sign, oval, box, circle, triangle, star, and C)

Bibliography & References

Anne Green Gilbert Brain-Compatible Dance Education