Natalee Saad

CTAR 300
Tanner
TR 9:30-10:45

Lesson 3: ELA & Dance

Topic: Fortress
Grade: 5

ELA Standard:
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with
reasons and
information.

Art Standard:
ART.D.II.5.2 Improvise, create, and perform dances based on their own
ideas and concepts from other sources.

Purpose of this lesson:

The purpose of this lesson is to introduce students to the word
fortress. While also learning about the word fortress we are going to

learn about dance as well and its different components while also
incorporating English language arts as well.

Guiding Questions:
What is a fortress?
What is an opinion?
Who likes to dance?

Objectives:
-Students will be able to express their own opinions
-Students will learn more about what a fort is
-Students will have fun while learning about dance as well

Materials:
-Worksheets
-Paper
-Access to music
-Access to internet
-Access to computer

Warm Ups:

Brainstorm Activity (10 minutes)

With a partner or whoever is sitting right by you you are going to

brainstorm. You are going to brainstorm what you think a fortress is,
how it was/is used, and if you can think of any that you know of.
Allow students time to brainstorm and then come back together as a
class
OK it seems like a lot of you were throwing out some good ideas. Can
some of you tell me what you were thinking.
Call on students and get conversation going about fortresses.
Great ideas everybody. So the definition of a fortress is: A military
stronghold, especially a strongly fortified town fit for a large garrison. It
is also a heavily protected and impenetrable building. And I also think
that it can be defined as somewhere that people feel safe. So during
a lot of wars forts were used as a place for soldiers and whoever to go
to keep away from harm. Since we dont see a lot of these kinds of
forts anymore we could think of our rooms as a fort, our homes, school,
and more.

GoNoodle Dance Video (5 minutes):

Time to get up class its time for a GoNoodle dance video! Hmmm lets
see who is going to pick one out for us today!
Choose student to pick a GoNoodle video and then play it.
Wow great dance moves!! I love to dance. We are going to learn more
about the different components of dance in a little bit.

Curriculum Exploration

1.
Opinion or Fact Worksheet (15 minutes):
So can someone tell me the difference between a fact or an opinion?
Great a fact is something that is true and an opinion is something that
someone believes, but someone else may think and feel differently
about that topic. We have a quick worksheet to do just so we can get
our facts and opinions straight
Pass out fact or opinion worksheets and allow students to work
independently.
Once done come back together as a class.
Ok great lets go over our answers as a class.
What did you get for number 1?
Repeat for the whole worksheet until finished.

2.
Point of View (20 minutes)
Hmm so what is a point of view? When we read stories or watch
movies there is always a point of view. Sometimes the story or book
can be told through the narrator and sometimes it can be told through
one of the characters and each of these is a different point of view. We

are going to read short paragraphs and then decide together what
point of view the story was being told from? Was it first person or third
person?
Pass out the worksheets to all students but go over the stories and
answers together giving students a chance to answer them.

3.
First vs. Third Person (20 minutes):
Independently you are going to write a couple sentence story first in
first person. It can be about anything that you would like. Then you are
going to take that same story and rewrite it, but this time in third
person.
Give students time to write their short paragraphs
Would anyone like to share the differences in their stories with the
class and how you changed your wording and sentences around?
Allow students who want to share to share.

4.
Opinion Debate (10 minutes):
Which ice cream flavor is better, vanilla or chocolate? Ok you chose
vanilla come up to the front of the class and you chose chocolate so
you come up to the class. Each one of you has 20 seconds to convince
the other person why your flavor is better.

Give each student the 20 seconds to convince the other person and
then continue on a couple more times with different students and
different topics such as, Pepsi or coke, LeBron James or Kobe Bryant,
the color pink or purple, etc.

Art Exploration

1.
Locomotor Moves (10 minutes):
Green = dance
Yellow = skip
Red = hop
Blue = jump
Whenever I hold up the a colored sign you will have to do that
locomotor move that is assigned to that color. Dancing, skipping,
hopping, jumping, crawling, rolling, and more are all examples of
locomotor moves. For example when I hold up the red sign you will
have to hop around. Be paying attention because I am not going to tell
you when I am changing the sign.
Do this for about 5-7 minutes.

2.
Space (Movement Maps) (25 minutes):

Im handing out a blank piece of paper. We are each going to create

movement maps. You guys might be thinking what is that? Ill put an
example of mine up on the board.
Show example of one that you made
So what you are going to do is make a bunch of different shapes,
lines, directions, and pathways. So you see that I have a zigzag that
leads to a bunch of curvy lines and so on. What I would do is trade my
movement else with someone else and follow their movement map. So
I would have to interpret what their squiqqly line or straight line means
and follow that as I am up and moving around.
Give students time to create their movement maps, trade, and do
them.
Alright students back to your seats. How did we like doing this?

3.
Axial Moves (10 minutes):
Just like the game we played earlier with locomotor moves we are now
going to do the same thing with different axial moves.
Green = bend
Yellow = stretch
Red = twist
Blue = shake

It is the same rules as the activity we did earlier. I will hold up the
colored signs and as you walk around the room you will be doing the
axial move assigned to the color.

4.
Time (10 minutes):
So a lot of songs and dances have different kinds of beats, tempos
and more. These are what make dances and songs so different from
one another. We are going to get up and while I play all different kinds
of music I want you to move to the beat and tempo. If I play a slower
song your body movements will probably be slower, but when a faster
song comes on it will probably make you want to dance and move
around.
Play different styles of music and see how students dance to it. Play
quick parts of about five or six different songs.
Big Project
1.
Dance Routines
So lets think back to the beginning where we talked about fortresses
and brainstormed a bunch of differnet ideas and learned what they
were. We are going to come up with a dance that we would do outside
of our fortresses that would guard people off so that no intruders would
come in. I will break you guys up into groups of four or five members.

Within these groups you will make up a dance learning the things we
just learned about dance such as locomotor and axial moves, time,
space, and whatever else you may know. Your dance should be around
a minute long just as an estimate so you know how to plan.
Divide students into groups and let them get on their way.
2.
Why is your dance the best?
Ok pause everyone, heres another addition to your assignment. Since
every group should think that their dance is the best and that it would
win any award or it would come in first place in any contest, which is
your opinion, you have to each write a paragraph explaining why yours
is the best and why it should win.

3.
Perform
I can not wait to see your guys different dances. I know you are all so
creative so Im excited. Any volunteers on a group that wants to go
first? Thank you come on up! After you perform you will each explain
why your groups dance is the best and why it would be the best to
keep your fortress safe.
All groups will perform and give opinions on why theirs is the best
fortress.
Assessment

While the students are performing assess that they have used different
dance styles and that they properly can explain why they believe their
fort dance is the best from any other group.
Extensions
Have students look at different kinds of dances that are used in
different cultures such as African dances or Indian tribe dances.

Name: ___________________________
Key

Point of View: Who Is Telling the Story?

The narrator tells what happens in a story. Sometimes it is a character in the story, or sometimes it is
someone else who does not take part in the story. There are two main types of narrators: first person and
third person.
In firt person nar rations, the narrator is
usually a main character and uses I and me.

In third person narrations, the narrator is not

a main character and uses she, he, theyor it. The
words I and meare only used in conversations.

Below are some passages from books. Read them and write what type of narration it is: first
Students reasons will vary,
person or third person. The brieflyexpl ain your reasons.
but correct answers should
reference
s
pronoun usage.

1. My father had a small estate in Nottinghamshire: I was the third of five sons.
He sent me to Emanuel College in Cambridge at fourteen years old, where I
resided three years, and applied myself close to my studies...
(GulliversTravelsby Jonathan Swift)
2. Mr. Sherlock Holmes, who was usually very late in the mornings, save upon
those not infrequent occasions when he was up all night, was seated at the
breakfast table. I stood upon the hearth-rug and picked up the stick which our
visitor had left behind him the night before.
(TheHoundof theBaskervilles by Sir Arthur Conan Doyle)
3. Mary asked no more questions but waited in the darkness of her corner,
keeping her eyes on the window. The carriage lamps cast rays of light a little
distance ahead of them and she caught glimpses of the things they passed.
(TheSecret Garden by Frances Hodgson Burnett)
4. Phileas Fogg was seated squarely in his armchair, his feet close together like
those of a grenadier on parade, his hands resting on his knees, his body straight,
his head erect; he was steadily watching a complicated clock which indicated the
hours, the minutes, the seconds, the days, the months, and the years.
(AroundtheWorldin Eig
shtyDays by Jules Verne)
5. At firt I hated the sc hool, but by and by I got so I could stand it. Whenever
I got uncommon tired I played hookey, and the hiding I got next day done me
good and cheered me up. So the longer I went to school the easier it got to be.
(TheAdventuresof HuckleberryFinn by Mark Twain)
6. Poor Jo would gladly have gone under the table, as one thing after another
was tasted and left; while Amy giggled, Meg looked distressed, Miss Crocker
pursed up her lips, and Laurie talked and laughed with all his might, to give a
cheerful tone to the festive scene.
(LittleWomen by Louisa May Alcott)
s

Copyright 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms.

firt person

firt person

third person

third
s person

firt person

third person

Name: ___________________________

Point of View: Who Is Telling the Story?

The narrator tells what happens in a story. Sometimes it is a character in the story, or sometimes it is
someone else who does not take part in the story. There are two main types of narrators: first person and
third person.
In firt person nar rations, the narrator is
usually a main character and uses I and me.

In third person narrations, the narrator is not

a main character and uses she, he, theyor it. The
words I and meare only used in conversations.

Below are some passages from books. Read them and write what type of narration it is: first
person or third person. The brieflyexpl ain your reasons.
1. My father had a small estate in Nottinghamshire: I was the third of five sons.
He sent me to Emanuel College in Cambridge at fourteen years old, where I
resided three years, and applied myself close to my studies...
(GulliversTravelsby Jonathan Swift)
2. Mr. Sherlock Holmes, who was usually very late in the mornings, save upon
those not infrequent occasions when he was up all night, was seated at the
breakfast table. I stood upon the hearth-rug and picked up the stick which our
visitor had left behind him the night before.
(TheHoundof theBaskervilles by Sir Arthur Conan Doyle)
3. Mary asked no more questions but waited in the darkness of her corner,
keeping her eyes on the window. The carriage lamps cast rays of light a little
distance ahead of them and she caught glimpses of the things they passed.
(TheSecret Garden by Frances Hodgson Burnett)
4. Phileas Fogg was seated squarely in his armchair, his feet close together like
those of a grenadier on parade, his hands resting on his knees, his body straight,
his head erect; he was steadily watching a complicated clock which indicated the
hours, the minutes, the seconds, the days, the months, and the years.
(AroundtheWorldin Eig
shtyDays by Jules Verne)
5. At firt I hated the sc hool, but by and by I got so I could stand it. Whenever
I got uncommon tired I played hookey, and the hiding I got next day done me
good and cheered me up. So the longer I went to school the easier it got to be.
(TheAdventuresof HuckleberryFinn by Mark Twain)
6. Poor Jo would gladly have gone under the table, as one thing after another
was tasted and left; while Amy giggled, Meg looked distressed, Miss Crocker
pursed up her lips, and Laurie talked and laughed with all his might, to give a
cheerful tone to the festive scene.
(LittleWomen by Louisa May Alcott)
s

Copyright 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms.