ArtLessonMarch2,2015

Author:LaurenTaylor,KassidyWait
Datecreated:02/21/20156:20PMEDTDatemodified:02/27/201510:06AMEDT

VITALINFORMATION
ClassroomNumber

108

Grade/Level

Kindergarten

TimeofLesson

12:30p.m.

Subject(s)

Dance,LanguageArts(English),Music

Concept

Examiningasongforcorewords,popcornwords,puctuation,andgrammer.
Performingthesongalongwithchoreographytoaparticularbeat.

Standards

NCNorthCarolinaStandardCourseofStudy
Subject:ArtsEducation
Grade:Kindergarten
SubjectArea:DANCE
Kindergartenistheentrylevelforstudyindance.Learningisprimarilyexperiential.Thefocusareasatthislevel
include:
Beginningtodevelopkinestheticawareness.
Beginningtoexploretheelementsofdanceandbasiccomponentsofchoreography.
Recognizingdanceasaformofhumanexpressionthatcanbeenjoyedbyall.
Beginningtomakeconnectionsbetweendanceandothercontentareas.
Developingtheabilitytoparticipateappropriatelyinmovementactivitiesandasaudiencemembers.
CompetencyGoal2:Thelearnerwillunderstandchoreographicprinciples,processes,andstructures.(National
Standard2)
Objective2.02:Demonstratepatternsindance.
Objective2.05:Movealoneandwithothers.
SubjectArea:MUSIC
Kindergartenistheentrylevelforstudyinmusic.Learningisprimarilyexperiential.Focusareasatthislevelinclude:
Developingappropriatevocalandinstrumentalpractices
Developingbeginningskillsinimprovisingandcreatingmusic
Readingsimplerhythmicandmelodicnotation
Developingbeginningskillsinlisteningto,analyzing,andevaluatingmusic
Developingunderstandingofmusicinrelationtohistory,culture,andothercontentareas
Showingrespectfortheeffortsofothers
CompetencyGoal3:Thelearnerwillimprovisemelodies,variations,andaccompaniments.(NationalStandard3)
Objective3.01:Improvisearesponsebysinging,playing,andormovingtogivenrhythmicandmelodic
phrases.
CompetencyGoal8:Thelearnerwillunderstandrelationshipsbetweenmusic,theotherarts,andcontentareas
outsidethearts.
Objective8.01:Recognizecommonalitiesbetweenmusicandtheotherarts.
Objective8.03:Demonstratethecharactertraitsofresponsibility,selfdiscipline,andperseverancewhile
informallyorformallyparticipatinginmusic.
CompetencyGoal1:Thelearnerwillsing,aloneandwithothers,avariedrepertoireofmusic.(NationalStandard
1)
Objective1.04:Respondtothecuesofaconductor.

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Kindergartners:
ContentArea:FoundationalSkills
Strand:Reading
Domain:PrintConcepts
Standard:
1.Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.
a.Followwordsfromlefttoright,toptobottom,andpagebypage.
b.Recognizethatspokenwordsarerepresentedinwrittenlanguagebyspecificsequencesofletters.
c.Understandthatwordsareseparatedbyspacesinprint.
d.Recognizeandnameallupperandlowercaselettersofthealphabet.
Indicator:
d.Recognizeandnameallupperandlowercaselettersofthealphabet.
Domain:PhonologicalAwareness
Indicator:
a.Recognizeandproducerhymingwords.
Domain:PhonicsandWordRecognition
Indicator:
c.Readcommonhighfrequencywordsbysight(e.g.,the,of,to,you,she,my,is,are,do,does).

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Strand:Language
Domain:
ConventionsofStandardEnglish
Standard:
2.DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhen
writing.
a.CapitalizethefirstwordinasentenceandthepronounI.
b.Recognizeandnameendpunctuation.
c.Writealetterorlettersformostconsonantandshortvowelsounds(phonemes).
d.Spellsimplewordsphonetically,drawingonknowledgeofsoundletterrelationships.

Objective(s)

Analyzingthesonglyricsof"JumpJimJoe"studentswillbeableto:
identifyandpointout
rhymingwords
popcorn/corewords
punctuation
capitalletters
Havinglearnedthesongs,studentswillbeableto:
workwithchoreography
individually
withpartners
singwithclassroom
singanddanceslowly&quicklybyalteringthebeat
respondtothedirectionsoftheteacher

Assessment

Ms.Taylor&Ms.Waitwillbeobservingandlookfor,

Analyzingthesong:
Canthestudentsrecognizeandpointout:
rhymingwords
canthestudentidentifywhythewordsrhyme?(theendingpattern)
popcornwords&corewords
punctuation
canthestudenttellwhythespecificpunctuationisbeingused?
capitalization
canthestudenttellwhytheletterisbeingcapitalized?
Isthestudenttryingtosingalong?
cantheteacherheartheirvoiceorseetheirlipsmove?
Song&Dance:
Choreography&Singing
isthestudenttryingtofollowthechoreography?
isthestudenttryingtosingalong?
canthestudentdancealone&withapartner?(safelyandrespectfully)
canthestudentfollowthedirectionsoftheteacher?
canthestudentrespondcorrectlytochangingthebeatofthesong?
cantheyspeedupsafely?
cantheyslowdownsafely?

PrerequisiteKnowledge
rhyme
popcorn&corewords
punctuation(whatisneededattheendofthesentence)
capitalletters(startingasentence,propernouns)
howtofollowthebeat
Materials
1. tamborineorhanddrum
2. posterpaper&markers(forwrittenlyricsdisplay)
PriorPreparation
writethelyricsto"JumpJimJoe"ontoaposterpaper
gathermaterials

LESSON:DescribeFullyWhatYouPlanToDo(I.E.,NotNotesOrAnOutline).DoNotIncludeBehaviorsThat
WouldBeExpectedOfAllGoodTeachersOnAnOngoingBasis(E.G.,MonitorAndInteractWithStudentsAs
TheyWork),AlthoughYouMightWantToIncludeAtypicalActionsOrThoseThatAreUniqueToThe
Activity/Lesson.YouShouldAlsoInclude,WherePertinent,TheSampleQuestionsYouWillAsk.ForAllActivities
AndTasksPresentedThroughoutTheLesson,IncludeExtensionsForStudentsWhoSuccessfullyFinishTheir

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WorkEarly.ExtensionsShouldBeShort,RelatedToTheTaskJustCompleted,AndShouldServeToBroadenOr
DeepenStudentsThinking.
Hook/Before

Playthe"beat"game
cananyonetellmewhatabeatis?you'veheardabouttheminmusic!
beatsareasoundthathelpusknowhowfastorslowthemusicisgoing!
havestudentsfindtheirownspacearoundtheroom
askstudentstoputtheirarmsout
areyoutouchingafriend?
tellstudentsyouaregoingtoplayadrum
studentsshouldfollowthedrumbeatwiththeirsteps
studentsmoveonlywhentheyhearthedrum
studentsmovefasterwhenthedrumbeatquickens
studentsmoveslowerwhenthedrumbeatslowsdown
donotmoveuntilthedrumstarts
givestudentsanexample!
"controlyourbodies!"
remindstudentsthatitisokaytobesilly,butwehavetomakesurethatwedonothurt
ourselvesandothers.ifwegettoosillyandcannotcontrolourselves,wearegoingtosit
downatourdesks.
studentsgetoneremindertocontroltheirbody
afterwardstheywillbeaskedtositdown
iftheygaincontroloftheirbody,theymaytryagain
studentsfreezewhenIsayshoutFREEZE!
freezemeansyourbodyisfrozen,likeice!

Model/Guided
Practice/During

havestudentscometothecarpet
pointoutthatwehaveanewsongtolearn
thisactivitywillworkmuchlikepoetrycenter/calander
readthroughthesongwiththestudents
"mefirst,nowyou"
gothrougheveryline

Jump,jump,jumpJimJoe!
Nodyourheadandshakeyourhead
andtapyourtoe.
'Roundand'roundand'roundyou'llgo.
Thenyoufindanotherpartnerand
youjumpJimJoe!
havestudentssingthesongalltogether
havestudentssingthesongwithouttheteacher
havestudentsgothroughthesongandpointout:
rhymingwords
whatmakewordsrhyme?
cananyoneshowmesomerhymingwords?
callonastudenttocomeupandfindtherhymingwords**usethestickycirclestoapplyonthe
poster
joe,toe,go
popcorn/corewords
cananyoneshowmesomeofthewordsweknow?
callonastudenttocomeupandfindthepopcorn/corewords**usethestickycirclestoapply
ontheposter
ifstudentsstruggle,askstudentstofindaspecificword
jump,you,and
punctuation
callonastudenttocomeupandfindspecificpunctuation**usethestickycirclestoapplyonthe
poster
cananyoneshowme:
anexclamationpoint(thereare2)
whyisthereanexclamationpoint?
excited(possibleanswers)
aperiod(thereare2)
whyisthereaperiodthere?
it'stheendofasentence,it'saninformationsentence(possibleanswers)
capitalletters
cananyoneshowmesomeacapitalletter?(thereare8)
callonastudenttocomeupandfindthepopcorn/corewords**usethestickycirclestoapplyonthe
poster
whyisthatletteracapital?
becauseitisthebeginningofasentence,becauseitisaname(possibleanswers)
singthesongonemoretime!

oncestudentshavelearnedandanalyzedthesong,beginteachingthechoreography
pairstudentsupintopartners
myzhanandpiper
henryandandrey
mohammadandcohen
nickolasandreyce
isabellanddevyn
virginiaandabby

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anniegraceandadela
ay'sheonaandbrody
makesurepairshaveenoughspacetonotknockintosomeone
remindstudentstheyneedtocontroltheirbodies!
gosentencebysentence
"jumpjumpjumpJimJoe"
remindstudents:watchyourteachersfirst!donottryuntilwesay,yourturn!
youaregoingtojumpwithyourpartnerthreetimes
demonstrateforstudents
havestudentsshowthisaction
"nodyourhead,shakeyourhead,tapyourtoe"
remindstudents:watchyourteachersfirst!donottryuntilwesay,yourturn!
you'regoingtonodyourhead
practicenodding
you'regoingtoshakeyourhead
practiceshaking
you'regoingtotapyourtop
practicetappingyourtoe
showstudentsallthreetogether
havestudentstry
"roundandroundandroundyou'llgo"
remindstudents:watchyourteachersfirst!donottryuntilwesay,yourturn!
hookyourpartnerbythearmanddanceinacircle
demontratehookingarms
**remindstudentstobesafe,controlyourbodies!
havestudentstry
"thenyoufindanotherpartnerandyoujumpjimjoe"
remindstudents:watchyourteachersfirst!donottryuntilwesay,yourturn!
youfindanotherpartner,thenjumpthreetimes
demonstrateforstudents
havestudentstry
demonstrateforstudentsthewholesongandchoreography
tryawalkthroughasaclass
remindstudentsnottoskipahead!followthesong
tryalltogetherwiththesonganddance
Closure/Evaluation/After
oncestudentsgetthehangofthesong/dance,letthemtrywithoutteachers
canthestudentsrememberthesong?cantheyrememberthedance?
tellthestudentswearegoingtoslowthesongdown(changethebeat)
canstudentsdothesongslowly?
tellthestudentswearegoingtospeedthesongup(changethebeat)
**REMEMBERTOCONTROLYOURBODIES!
**havestudentsspaceoutonceagain
canthestudentsdothesongfaster?cantheycontrolthemselves?
teacherswatchtomakesurestudentsaresinging&dancing
Accommodations
ifstudentshavetroubleanalyzingthesong,havethemworkwithafriendtohelp
Reflection

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