Professional Documents
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Dancelp Kchong
Dancelp Kchong
First Name
Kaylie
Last Name
Chong
UH Email
kaylielc@hawaii.edu
Date
4/20/15
Semester
Spring
Year
2015
Grade
Level/Subject
Grade 5/Dance
Title
In this lesson, students will be introduced to the elements of dance (B.E.S.T.). Next,
they will participate in an energizer/focusing event that will engage their bodies in the
four elements of dance. Students will listen to (audio with author singing the book to a
tune) and view (follow along with the physical book) the chosen piece of literature (Late
for School by Steve Martin). Then, students will be split into small groups (6 groups of 4
students) and be assigned a section of the book that they create a dance/creative
movement piece for. Each group will then perform their dance/creative movement piece
for the class in the same sequence the story is told in (the audio will accompany their
performance). As a wrap-up, each group will tell the class which element(s) of dance
they used and how that element(s) was used in their performance.
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 - Planning for Subject Specific Understandings: The candidates
plans build on each other to support learning of essential understandings and
concepts to lead students to make connections. There is a clear connection between
concepts and skills.
InTASC Standard 4. Content Knowledge
Essential Question(s)
The big idea of the lesson stated as a question or questions
How can I use the elements of dance to act out a story?
How can I use music and creative movement to bring a story to life?
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
MUSIC
Topic
Benchmark FA.5.2.4
DANCE
Topic
Benchmark FA.5.4.4
Students have had experiences using creative movement to portray information from a
text. They also have experience working in small groups and presenting/performing in
front of the class. Students are also familiar with the concepts of rhythm and tempo.
Academic Language Demands
The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)
Students will be introduced to the main and supporting dance terms during the
INTRODUCTION and will use their bodies to represent these terms during the
ENERGIZER/FOCUSING EVENT and SMALL-GROUP ACTIVITY and SMALL-GROUP
PERFORMANCES. Students will also apply these language demands in the class
discussion during the CLOSING EVENT to describe the elements of dance they used in
their performance.
o Energy
o Space
o Time
b I will be
i At the projector - working the audio and flipping through the book,
talking, explaining
c What will be covered, discussed, and/or explained
Listen to audio of book (Late for School) while following
along with the physical book on the projector
Instructions of small-group activity (what were going to do)
Expectations of small-group activity (rubric key points
{describe dance elements used and participation in
discussion and practice}, creativity {thinking outside of the
box}, and performance reminders/tips (fast tempo song)
4 SMALL-GROUP ACTIVITY (10 min)
a Students will be.
i In their groups, around the classroom - discussing and practicing
b I will be
i Walking around the room - meeting with groups, asking questions,
providing help & guidance if needed
c What will be covered, discussed, and/or explained
Students will be broken up into groups of 4 (about 6 groups) and
each group will be given a section of the text (about 3 pages).
Students will review their text section and will create a
dance/creative movement piece that embodies or shows what is
happening in their particular text. Some of these text sections will
include: Running down the stairs, talking to mom and dad, hopping
a fence, waving to a neighbor, almost falling in a pool, flying with a
kite, etc. Students will be challenged to incorporate the dance
elements they have just learned into their dance/creative movement
piece. I will also remind students that they dont have to all be
standing in a line, doing the same dance but that they can get
imaginative and figure out the most interesting way to convey what
is going on in their text using B.E.S.T. I will be walking around and
checking in on each group, asking questions like, How can you
use the dance element, time, in your piece? etc. I will also provide
them with help on the academic language demands or whatever
else they need.
5 SMALL-GROUP PERFORMANCES (6 min)
a Students will be.
i In their groups, around the classroom - performing, watching other
groups
b I will be
i In the back of the classroom - observing, cueing, and orchestrating
transitions
c What will be covered, discussed, and/or explained
Small-groups will present their dance/creative movement piece to
APPROACHING
Uses one element of dance in
their performance
ON TARGET
Uses two or three elements of
dance in their performance
ADVANCED
Uses all four elements of
dance in their performance
Needs encouragement to
contribute ideas to the group
and to work collaboratively
Students will be informally assessed through class discussions and questions during the
ENERGIZER, SMALL-GROUP ACTIVITY, SMALL-GROUP PERFORMANCES, and the
CLOSING EVENT. Students will be observed by me during the ENERGIZER/FOCUSING
EVENT and the SMALL-GROUP ACTIVITY and will be given prompts and feedback
throughout in order to adjust or expand on their work. I will be walking around during the
SMALL-GROUP ACTIVITY and conversing with each group about their plans/ideas and
offering support as needed. During the CLOSING EVENT, groups will provide evidence of their
understanding.
TYPE OF LEARNER
ELL/MLL
Struggling
Accelerated
N/A
Others (describe)
Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
Late for School by Steve Martin
Laptop with audio of Late for School by Steve Martin
Instrument
Handouts (1 hardcopy of each page of the selected literature [Late for School by Steve
Martin] and 6 hardcopies of the Sing-along version of the book)
Rubric (1 hardcopy)
What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.