Riley Lathrop Unit 2: “My Relationships” Lesson 2 Date Taught:

June 12th, 2019

Lesson Overview
Lesson Description/Overview

I will begin by having students write down “over” and “under” in their notebooks from yesterday, and draw a
picture along with it. Then, we will do our shakedown of our body. We will remain inside, and create a circle
in the classroom by moving the teacher’s desk to the side. We will create a pattern that is repeatable for
future classes. We will go into the circle, out of the circle (repeat) and then high and low (repeat), and then
repeat the entire phrase. We did this phrase yesterday, and today we will add “quick” and “slow” to the end
of the phrase. We will also add “over” and “under” to the phrase. We will remain in a circle and continue with
exploring levels. We will create a pattern as a class. I will go high, and the student next to me will go low. Each
student will vocalize the level they are on as they say the level. We will next create a body chain. One at a
time in the circle, each student will create a shape with their body, and connect to the person next to them
with a body part. When students connect that body part, they will call out the body part they are using.
Today, we will review body parts through creating a movement phrase as a class. I will ask students one at a
time to choose a body part, and demonstrate that body part. The student who just chose the body part will
choose the next person. At the end, we will have a 14 movement phrase. I will have students memorize the
phrase by repeating the phrase and eventually erasing the words from the board. Then, students will write
what was difficult about the day as an exit slip.

Rationale/Purpose

I will begin with having students write and draw the concepts of over and under in their notebooks because
yesterday, I collected their drawings so they do not have this information in their notebooks. We will do a
shake down because this is something that can be repeated each day and eventually become something
other than a call and response, it can become something we all do as a class in a unified way. We will do this
today beginning with counting 1-10 because that is what most students wanted to do last time. We will do
group circle movements so we also have something we can do as a class in a way that is repeatable each day.
This will review the dance concepts of level, time, and relationships. I will today, add slow and quick into the
movement phrase. This will introduce the concept of time to students, a new element in class. During this, we
will review level by going high and low, something that was in our phrase last time. Repeating this may help
students recall the concept and feel more confident in doing it for a second day in a row. This will set level
and time up to be a concept explored further in upcoming classes. We will create a level pattern with the
class because this further explores level. This helps students identify level, because students need to
recognize the level of the person next to them. Level is a concept that students can connect with further
concepts as well. We will create a body chain as a class as well because this will be a review of body parts for
the class. This will also be a review of yesterday, because this was an activity we did yesterday. We will do this
in a circle so students may remain more focused and because students may be more engaged within the
circle. This will also be a way for students to connect with one another and learn about their relationships
with others in space. I will have students create a movement phrase as a class because I want a set
movement phrase for all students to memorize and be assessed on later in the unit. Although we have moved
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on to unit 2, students need a significant amount of review on body parts since students do not have a
mastery of the body parts we learned yet. I will have students end with identifying what was hard from the
day so they can reflect on this Wednesday question, and they can begin to identify steps in their own learning
processes. Today, collaboration will be introduced to class. We have collaborated by repeating one another’s
movements in the past, however today students will be able to create a longer set phrase as a class.
Beginning with collaboration as a group can help students to collaborate in the future in smaller groups.

Critical Essential Question (s)/Focus Questions

How can you create a movement phrase collaboratively based on the body part vocabulary?
How can you remember a movement phrase based in the body part vocabulary we have been learning?

content questions:
where is your _____ (all body parts) ?

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

1. Students will create a 14 DA:Pr5.1.2 1. A student will choose a body

movement phrase as a class b. Move safely in a variety of part, and create a movement for
spatial relationships and that body part. We will then add
2. Students will remember a 14 formations with other dancers, on each body part to the phrase.
movement phrase based on the 14 sharing and maintaining personal
body parts learned in class space. 2. I will begin to erase words from
the board one at a time to have
1. 2. DA:Pr5.1.K c. Move body students begin to memorize it
parts in relation to other body without a prompt, and I will also
parts and repeat and recall have my own self omit
movements upon request. movements so students can begin
to memorize the movement
DA:Cr3.1.2 phrase. I will have students
a. Explore suggestions and make practice the movement phrase
choices to change movement without me at the end of class.
from guided improvisation
and/or short remembered
sequences.

Prerequisite Knowledge/Experience

“My name is _____”

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

practiced spelling the vocabulary words

have seen the vocab words on cards before
have practiced movement based in hearing the vocabulary word
have practiced movement demonstration based in seeing the vocabulary word
introduction to over and under through drawing and embodying

Key Concepts/Vocabulary/ Terms

Relationships:
Over
Under

Level:
High
Low

Time:
Quick
Slow

Body Parts:
head
eyes
ears
mouth
ears
nose
shoulders
elbows
hand
knee
leg
foot
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toes
fingers
arm

Can you move your...

Where is your…

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

whiteboard and whiteboard marker

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.
Review: Over and Under
Everyone will write down “over” and “under” in their
notebooks and draw a picture. This will be reviewed from
yesterday, and also this will be a way for them to keep in their
notebooks. Yesterday, students drew under and over however
I collected it. In a class soon, students will draw over and under
without an example on the board.
Transition Shake down: 2 min
1-10 right arm
1-10 left arm
1-10 right leg
1-10 left leg
1-10 whole body
1-5 all parts
1-4 all parts
1-3 all parts
1-2 all parts
1. Focus and Review Let’s make a circle in space inside the room. 1 min
Warming up
1. Focus and Review Group Circle Movements: We will move as a group in a circle. 5 mins
Warming up in
out
in
out
high
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 low
high
low
fast
slow
fast
slow
over
under
over
under
(repeat)
1. Focus and Review Group Circle Movements: Level Pattern: Still in a circle, 5 mins
Warming up students will create a pattern all together. I will begin by
moving “high” and then the next student will go “low.”
2. Statement of Objective Review of Body Parts: Body Chain: In a circle, one student at a 5 mins
Exploring the Concept time will connect to the next person and announce the body
part they are using.
Transition I will repeat clapping exercises, and then ask students to make 1 min
a circle again, yet facing the board.
Clapping patterns (adding knees, touching head, lifting arms,
etc).
2. Statement of Objective Creating a Body Part Movement Phrase: Students one by one 10 mins
Exploring the Concept will have the chance to think of a body part. I will write down
the body part, and the student will choose the movement to
accompany the body part. Each student will need to remember
which body parts have not been said. We will add each
movement onto a phrase, which will eventually be 14
movement gestures long.
4. Assessment for Student Creating a Body Part Movement Phrase (Without words on 5 mins
Outcomes, the board): Once we have practiced our movement phrase, I
NCA Standards will begin to erase body parts from the board to have students
Performing-Responding- begin to memorize the vocalizations of the words without
Interconnecting seeing what comes next. This may help students in
memorization because they are embodying the words rather
than looking at the words on the board.
Transition Clapping patterns, and then ask students to go inside and sit 1 min
down.
7. Closure/ Evaluation/Summary What was difficult about today? 10 mins
Cool down-Centering - written on the board in Indonesian
*as an exit slip to leave!

Back up activity/for next day:

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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

Creating group machine
Creating arm bridges to go underneath
Reading preposition based book
Intro: Over and Under: I will demonstrate over and under in the middle of the circle with an object (book). I
will also have students clap the syllables of the words with me.
Over and Under: All students will sit in a circle. Each student, one at a time, will go into the center of the circle
and go over the book. Then, each student will go under the book. We will clap the syllables of the words three
times as the student goes over or under the book.
Body Part Word Search
Fill in the missing letters of body parts
Mirroring
Flocking
Bingo with body parts

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