Riley Lathrop Unit: “My Body” Lesson 4 Date Taught:

June 7th, 2019

Lesson Overview
Lesson Description/Overview

To begin class, we will pass around the attendance sheet for everyone to sign in their name. Then, I will pass
out name tags to everyone. To begin, I will receive attention by having the class repeat clapping patterns. To
begin in a unified way and as a way of review, I will lead the class in standing up and singing head, shoulders,
knees, and toes. Then, students will return to their seats and I will give them a word search of body part
vocabulary. When students are finished with their word search, they will come to me and I will check it, and
give them a sticker. If they are finished early, they can draw their body underneath the word search. Next, we
will stand up and review the body parts vocabulary in a circle. I will show each card, and have students repeat
each letter in the word after me. Then, we will move that body part. Next, I will have students go around the
circle (a circle made around all desks in class) and say vocally a body part of their choice. Then, the class will
move that body part. I will ask students to return to their seats and I will hand out a paper that has numbers
1-14 listed with blanks next to it. I will list number 1 on the board, and vocalize the body part, and move/
point to that body part. I will have students write down the body part on their sheet of paper. This will act as
a pre-assessment for how they can spell the body parts. I will collect the sheets when they are done, for
grading at home. We will end by answering the question “I am happy in class when ______,” and then make a
circle to end class before break.

Rationale/Purpose

Clapping patterns that were repeated by students from the teacher went well in the previous class, so I will
begin class by receiving their attention through clapping/rhythm patterns. We will sing head, shoulders,
knees, and toes as a form of review and as a way to unify the class in the beginning. This is a way to begin
class with joy and movement to get some energy from their bodies directed. A word search will act as review
of recognizing letters in their vocabulary words. I will have students stand up and review body parts to get
their bodies moving and we will practice vocalizing the words at the same time as moving, which has been a
past challenge. I will have students go around the circle and choose a body part for the class to move to
empower students to be a leader in class. This will also be a way I can assess students in recall and
vocalization of words. I can also see here, the confidence level in various students. This will help me to guide
how many students need more help with body parts and how much review will be incorporated next week. I
will give students an assessment of their writing abilities so I can see where students are in their process of
writing and spelling based in hearing and seeing a demonstration of a word and concept. After, I will have
students fill in the blank of when they are happy in class to see if they can identify and self reflect on their
processes and emotions. We will make a circle to end class before break so there can be unity before break
begins.

Critical Essential Question (s)/Focus Questions

How can you demonstrate the writing of your body part vocabulary?
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D. Dragon. Ph.D. Bridgewater State University 10/14
How can you demonstrate the vocalization of your body part vocabulary?

Student Learning Outcomes (SLOs) Corresponding National Core Assessment Methods for
Arts Standard(s) (NCAS) Outcomes

1. Students will recall and 1. 2. DA:Pr5.1.K c. Move body 1. In a circle, we will go around,
demonstrate the vocalization of a parts in relation to other body and each student will have a turn
body part of their choosing. parts and repeat and recall to recall and vocalize a body part,
movements upon request. and then the class will move that
body part.
2. Students will demonstrate the DA:Cr3.1.2
writing and spelling of their body a. Explore suggestions and make
part vocabulary. choices to change movement 2. I will pass out a piece of paper
from guided improvisation with numbers 1-14 written. I will
and/or short remembered vocalize the body part, and move
sequences. that body part. Students will write
down the name of each body part.
I will look for: spelling, correct
letter printing, legibility, and
correct body part for each
number.

Prerequisite Knowledge/Experience

“My name is _____”

introduction to:
head
eyes
mouth
nose
ears
shoulders
elbow
knee
leg
arm
toes
feet
hand
fingers

Key Concepts/Vocabulary/ Terms

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D. Dragon. Ph.D. Bridgewater State University 10/14
head
eyes
ears
mouth
ears
nose
shoulders
elbows
hand
knee
leg
foot
toes
fingers
arm

breath
heart

Can you move your...

Where is your...

Resources/Materials/Technology/Tools/Pre-Preparation Needed

vocabulary cards
whiteboard
testing sheets

Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
1. Focus and Review Clapping Pattern: clapping patterns with counting will be 5 mins
Warming up repeated as many times as it takes for students to become
focused.

Head, Shoulders, Knees, and Toes: Most students have sung

this song before and know at least most of the words in it, so
we will try different body parts to the same tune.
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 For example:
head
elbows
legs and
feet
legs and
feet
and
fingers and arms and hands and ears
Transition Clapping patterns will be repeated until students are all in 1 min
unison.
2. Statement of Objective Word Search: to practice reading their vocabulary words, I 15 mins
Exploring the Concept have made an easy level word search. With the same words, I
have more difficult word searches for later in the week/next
Independent practice week. A word search will be an opposing exercise to the
movement we are doing for most of the class. This may bring
focus and breath to students, or some students may still be
restless.
Transition I will repeat clapping exercises, and then ask students to stand 1 min
up and create a circle.
3. Guided Practice All Together Body Part Moving (With Time): I will have cards 10 mins
Creating- Interconnecting- with each body part listed. As a class, we will explore how we
Responding can move each body part slowly and quickly. Here, students
are choosing how they are moving their own bodies and using
time to explore new ways of moving their bodies. I will show
the card, and quiz students on reading the card, and moving
with that body part.

Choosing Body Parts Vocally for Class to Move: Around the

circle, each student will recall and vocalize a body part and the
class will move that body part. Here, I will see which students
can recall and vocalize a body part, and with how much
confidence.
Transition Clapping patterns (adding knees, touching head, lifting arms, 1 min
etc).
Can you please return to your seat? “Daduk”
4. Assessment for Student Writing/ Listening & Observing Assessment: Each student will 15 mins
Outcomes, receive a paper with numbers 1-14 listed. For each number, I
NCA Standards will vocalize a body part, and move that body part. Students
Performing-Responding- will then write down the body part that was said. This will act
Interconnecting as a pre-assessment to see how student spelling is based on
vocalization, and whether they can write the word based in
observation since we have been working on embodying and
observing movement of body parts all week.
Transition “Daduk” 1 min
“Can you please find your seat?”
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D. Dragon. Ph.D. Bridgewater State University 10/14
 “I will pass out a piece of paper”
7. Closure/ Evaluation/Summary I feel happy when ______________ 10 mins
Cool down-Centering written on the board in Indonesian
*as an exit slip to break!

Back up activity/for next day:

Moving Body Parts: Locomotor/Circle around the room: Each student will choose a body part and we will
move with that body part around in a circle in the room.

Creating group movement phrase

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D. Dragon. Ph.D. Bridgewater State University 10/14