Giraffes Can’t Dance

Grade: 3rd

Objectives: Students will be able to comprehend the book, Giraffes Can’t Dance by

incorporating various movements and instruments during the read aloud. They will be able

to recognize the Cha Cha, the Waltz, and the Tengo. They will also be able to identify

which combinations of sounds and moves represent various emotions.

Core Standards:

Physical Movement:

Strand 2: Students will apply knowledge to attain efficient movement and

performance. Students will use space, pathways, shapes, levels, speed, directions, force

and strategy for effective movement in an activity setting.

Standard 3.2.1: Recognize open space and how using it will gain advantage.

Standard 3.2.2: Apply locomotor skills as they relate to a variety of activities

Standard 3.2.3: Combine movement concepts (e.g., direction, force, levels,

and time) with skills as directed by the teacher.

Dance:

Strand: Create: Students will conceptualize, generate, develop and organize artistic

ideas and work. They will complete and refine dance works
 Strand: Connect: Students will synthesize and relate knowledge from personal and

collaborative experience to make and receive art. They will relate artistic ideas and works

with societal, cultural, and historical context to deepen understanding

Music:

Strand: Create: Students will conceptualize, generate, and organize artistic ideas

and work. They will complete and refine musical works (Standards 3.M.CR.1–3).

Materials:

• Giraffes Can’t Dance Animation Movie https://www.youtube.com/watch?

v=vZjsLK5vwNU

• Cha Cha dance example (play1:25-1:45) https://www.youtube.com/watch?

v=08rWdLdm3Vk

• Waltz dance example (play 1:19-1:41) https://www.youtube.com/watch?

v=MpcAIFNVFfM

• Tengo dance example (play 1:30-2:00) https://www.youtube.com/watch?

v=Qvnei5JKGVs

• Drums

• Xylephones

• Shakers

• Triangles

• Ipads, phones, or computers

• Ways to connect the device to a speaker through an aux cord or usb.

Lesson Outline:

1. Present book to the class. And discuss the author and illustrator with them. Ask them

what they think the book is going to be about based off of the cover. Making

interpretations of the book before hand.

2. Mention that in the book there is a part that mentions a few different types of dancing.

The waltz, tengo, and cha cha. Ask students if any of them know what those dances

are. Then play the three videos. After each video discuss what they notice about the

dancing and the type of music as well.

3. Begin the animation video for the students.

1. Stop at 32 seconds and have students run around (keeping spacing in mind).

Have the students with the shakers play their instrument.

2. Stop at 55 seconds and have half the class play their instruments while the

other have shows you their dance moves. And then switch.

3. Stop at 1:13 and have the students use the triangle to represent the waltz,

students without a triangle will show their waltz moves.

4. Stop at 1:19 and have the students with drums play their instrument, while

students without the drums rock n roll.

5. Stop at 1:25 and have students with the xylophones play their instrument, while

those without a xylophone show their tango moves that are elegant and bold.

6. Stop at 1:33 and have students with shakers play their instruments and those

without shakers show their cha cha moves.

 7. Stop at 2:59, show me with your instruments and with movement how Gerald is

feeling right now. Is he feeling happy and energetic?

8. Stop at 3:40, what can the sounds of these instruments represent in nature?

9. Stop at 4:40 and have student show you with their instruments and movement

how Gerald is feeling now. Is he angry? Is he sad? Is he happy?

4. After playing the animation movie discuss the book with the students. Gathering their

thoughts and opinions or even favorite parts.

5. Bring attention back to the very last part of the book “We all can dance,” he said,

“When we find music that we love.” Then haves students pick their favorite song to share

with the class. Pass around a paper and have student write the title and artist. Then at

some point during the day (when students need to move around for a bit or even let out

some energy), play one of the songs from the list and have the students dance to it.

Reminding students that tempo will reflect how we dance. Do this everyday for a few

weeks or until all the songs from the list have been played.