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First Name Last Name Email Date

Jovon Lauriano jovonl@hawaii.edu

Semester Year Grade Level/Subject Lesson Duration

Spring 2017 Second Grade/Dance 45 Minutes

Title
How can we use our body, energy, space, and time to help us visualize and bring life to text?

Central Focus (Enduring Understandings)

A description of the important understandings(s) and concept(s)

The understanding I want my students to develop is the ability to visualize the story. I want the students to be able to use their body, energy,
space and time to give life to the text. I want the students to understand that different movements can be used to express different ideas, places,
and concepts.

Content Standard(s)
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

Topic: How the Arts are Organized

Benchmark FA.K.4.1: Use body, energy, space, and time to move in different ways

I will be using this benchmark to teach the students how to use their body, energy, space and time to move in different ways.
Topic: How the Arts Communicate
Benchmark FA.K.4.2: Create movements that represent ideas, persons, and places
I will be using this concepts to teach the students how to use movements to express different ideas, places, and concepts of gravity.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment

The students will be able to

Demonstrate the elements of dance (BEST).
Observe dance and give feedback to peers. (I like how you were slowly moving to show you were in space)
Explain their understanding of body, energy, space and time.
Create movements to express ideas, places, and concepts through text.

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal) assessments applied throughout
the lesson and a summative assessment (formal) of what students learned by the end of the lesson (include any assessment tools)

Formative Assessment - I will assess the students learning throughout the lesson primarily through observation and small assessments
such as thumbs up to make sure the students understand the expectations. When practicing movements throughout the lesson I will be able to
observe and give feedback to the students on things I see and things I would like to see more of. For example, when I give the prompt, Show me
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how it would feel if your whole body was heavy, and you were trying to move. I would give feedback such as, I like how I see feet dragging,
heads down, on the ground pulling yourself forward.
Summative Assessment - Students will be sitting in a circle. The students will be discussing what they learned and describing the elements of
dance (BEST). The students will then discuss how they moved their body to show different feelings and concepts from the text. The students will
also be discussing how these movements helped them better visualize the story and the concepts of gravity.

If I had a follow up lesson,, I would be put the students in four groups. I would give each group a part of the text, and have them work together to
create movements using B.E.S.T to demonstrate their part of the story. I would read through the story slowly and have each group perform their
part while the other groups observe and visualize the text. In the end I would have the students sit in a circle and share what they observed, what
they have learned, and/or what they liked best about the lesson.

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to support learning

This lesson will tie in with my drama lesson on creating snapshots to visualize text. The students will have prior knowledge on how to use
their bodies to create frozen images. The students also have prior knowledge on vocabulary words such as movements, rhythm, sounds, and
time from their previous Language Arts Lesson. They are familiar with the meanings to these words and how they are used through different art
performances and cultures. The student have also done Readers Theater as well as acting out different meanings to vocabulary words in front of
their peers. This lesson will introduce the students to vocabulary related to dance, specifically, body, energy, space, and time.

Academic Language and Language Supports

Oral and written language that the students need to learn and use to participate and engage in the content. The planned instructional supports to
help students understand, develop, and use academic language.

Vocabulary Students need to know for Dance:

Body
Energy
Space
Time
Movements
Descriptors - Heavy, Light, Sharp, Quick, Slow, High, Low, etc.
Elements
Dance
Vocabulary Students need to know about Gravity:
Gravity
Force
Mass
Towards
Pull

Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that convey the use of
multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation

Introduction: (10 minutes)

Start by having the students sit in a circle.

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Talk about the book we read during our drama lesson.

Ask the students to tell, what the story was about and how we used snapshots to bring the story to life.
Review with the students what the four traits of a snapshot are
Allow for responses
Shape - angular, straight, curved, etc.
Size - wide, tall, small, etc.
Space -
Attitude -
Ask students what the expectations are when demonstrating a snapshot
Freeze means - hold your pose, quiet mouths and still bodies
Neutral means - hands to their sides, quite mouths, and still bodies)
Explain to students that you will have them practice their snapshots using the same prompts from our drama lesson.
Inform them what you will be looking for using the Snapshot Performance Rubric
Give two of the prompts from drama lesson (Select two of the prompts below)
Show me how you can shape or freeze your body if
.. you saw objects falling from the sky.
.....you started floating away from the surface of the earth.
.....we had no sun and it was pitch black and it was cold and you were scared.?
.....you were being pulled away from the surface of our planet,by another gravitational
force?
Observe and assess students using the Rubric
Give feedback that describes what is observed
Example for prompt - Show me how you can shape or freeze your body if we had no sun and it was pitch
black and it was cold and you were scared?
I see arms tucked in, eyebrows down, legs bent, etc
Once finished with the prompts, have students sit in circle
Explain that you will now be introducing traits of movement (Dance) and using what they learned about snapshots to create
movement
Introduce BEST (Body, Energy, Space, and Time) and have students explain what they think each one is.
Demonstrate each as students are explaining
Body - Parts of our body and how we can shape them
rounded, twisted, angular, etc.
demonstrate how to shape body geometric and/or organic
Energy- The force or effort you make to move your body
smooth, sharp, sudden, free, tight, loose
demonstrate how to move suddenly, or freely.
Space - Direction in the room and how we use the floor space
high, medium & low. Or direction - front, back, diagonal, right, left, sideways, etc.
demonstrate how to move in different directions throughout the
room
Time- How fast you move throughout the space
seconds, minutes, hours, fast, slow
demonstrate moving fast and slow throughout the room by
walking quickly and slowly
Ask the students how BEST connects to our drama lesson and
how we can use it to visualize the story.
Ask questions such as -
What similarities or differences do you see when comparing drama and dance?
Can they both help us visualize the story and concept of gravity? (Can you develop a
more open-ended questions to ask here that will provide the opportunity for students to provide many different
answers?)
students may respond by raising their hands

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Moving Around In Space (25 minutes)

Explain to students that they will be moving around the room
Give expectations
We will walk, not run
There will be no talking, because we need to hear the prompts given
We will not be bumping into each other
Explain that while they are moving around the room you (the instructor) will be giving prompts similar to the ones that were given
to the students during the drama lesson to help better visualize the story and understand the concept of gravity.
Ask the class if they understand and have any questions
Students will ask questions for better understanding
Have students stand up and start walking around the room
While they are walking around the room explain to them how we are already using BEST
Explain that you will now start with a simple prompt to introduce Energy
On the count of three, I want you to make a sharp turn as if you just remembered you left the stove on...1, 2,
3
again.1, 2, 3
Have students return to their normal walk
Explain that you will now start with a simple prompt to introduce Space
On the count of three, I want you to turn in the opposite direction you were walking...1, 2, 3
again...1, 2, 3
Explain that you will now start with a simple prompt to introduce Time
Do not run. I want you to walk a little faster, not too fast. As if you were speed walking
Now, I want you to walk really slow as if you were in walking in slow motion
Have the students return to their normal walk
Explain to the students that they need to listen, because you will now be giving them prompts as they walk around the room
Now, I want you to show me how you would move if your...
body was floating.
hands were as light as a feather as our hands were being lifted to the sky.
head was super heavy, and you cant lift it up. Gravity is pulling you to the ground
body was heavy and you weigh so much you can barely move. Your arms are heavy,
your legs are heavy!
Have students return to their normal walk
Explain that you will now be having them create movements that will help us visualize the text and understand the concept of
gravity
Now, don't run. I want you to show me how you would move if things were falling from the sky and you were
trying to get out of the way.
Prompt students to use your arms, facial expressions, space, etc.
Have students return to normal walk
Now, I want you to show me how you would move if you were wondering in the dark. There is no sunlight. It
is dark and very cold.
Have students return to normal walk
Explain to students that this is their last prompt
Now, I want you to show me how you would move your body if you were floating in space
Your body is light as a feather, you are having a hard time moving in a certain direction,
you are floating.
Have students return to normal walk
Now, on the count of three, I want you to join hands as you walk, to make a circle.
Remember we are not running, we are not pulling others arms, we are gently holding
hands to create a circle
1, 2, 3
Have students sitting in circle
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Closure (10 minutes)

Go over B.E.S.T and have students explain each one.
Body - Parts of our body and how we can shape them
rounded, twisted, angular, etc.
Energy- The force or effort you make to move your body
smooth, sharp, sudden, free, tight, loose
Space - Direction in the room and how we use the floor space
high, medium & low. Or direction - front, back, diagonal, right, left, sideways, etc.
Time- How fast you move throughout the space
seconds, minutes, hours, fast, slow
Reread the story Gravity
Ask students if creating movements helped them better visualize the story and the concepts of gravity
Ask the students how they felt when moving their bodies
Do they think they could move their bodies this way in a space suit? On the moon? Floating in space? why or
why not?
Ask students how they moved their bodies to show different feelings and concepts of the text.
Would you want to do this lesson again? Why or Why not?

Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of students who require further
support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)

Throughout this lesson the students will be able to move freely, and there is no right or wrong way to move their body.
For those who struggle to read, I will have visual posters up on the board as well as demonstrate to the students how they can move their body.

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson

Supplies needed:
1. Note Cards/Poster with snapshot traits and B.E.S.T
2. Gravity by Jason Chin
3. Prompt Cards
4. Drama Performance Rubric

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed greater support or
challengeto better support student learning?
oWhy do you think these changes would improve student learning? Support your explanation with
evidence of student learning AND principles from theory, recommended practices, and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to support students
learning.

April 3, 2017
Today, I was able to implement my dance lesson. Overall the students were engaged throughout the lesson and were successfully introduced
to the four elements of dance (BEST). I planned to use the Snapshot Assessment rubric to grade each student on their understanding of how to
create a frozen image, but because the snapshots were performed as a class, it was hard to assess each student individually. Although my lesson
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was successful there are a few things I would change to help better support the students learning.
One thing I would change to this lesson, would be to make sure the students understand the expectations before demonstrating their
understanding. I gave clear instructions before the students started to move throughout the room, but as the lesson went on, the students started
to get a little silly. I gave instructions such as, no running, quite mouths, and no bumping into each other. I think having clear instructions and
making sure the students understand these instructions throughout the lesson will help keep structure to the lesson and allow the students to hear
the prompts given. During the lesson the students did a great job at listening to the prompts and demonstrating each, but started to laugh and talk
when demonstrating each prompt. Therefore I needed to have the students freeze and re explain the expectations. I think possibly having the
students sit in a circle to take a break and get water, would have been a good idea to get them refocused. During the lesson students were sitting
on the ground and stopping to get water. Making sure the students are focused and participating is important so they are able to understand the
lesson and be involved in the class learning.
Another thing I would change about my lesson is the closure. The content of the story was about gravity. In the end the students started
asking more questions about how gravity helps the moon orbit the earth and how the earth orbits the sun. I wanted to elaborate on this, but did
not have the knowledge to ask further questions and did not feel comfortable enough in conducting a science conversation. One suggestion my
field supervisor had was to create a KWL chart and have the students fill in the Wonder portion of the chart. This would help student learning
because they would be able to express their thinking and later get their questions answered. I also think that this would help the students connect
what they were learning during this dance lesson to a science concept and possible further their understand about gravity, our planets, and
space.
To follow up on this lesson there is many possibilities. One way the lesson could be continued would be to have the students use what was
learned to work with a partner or as a group, to create a dance. The students would be able to work together, rehearse, and perform this dance as
an assessment of their learning. This is when I would use my Performance Rubric to assess their individual learning.
Another way to follow up on this lesson would be to introduce the students to music - rhythm and beat competency. The students could then
use what they learned about music to create dance using rhythm and follow along to a beat. They could perform their dance to the class as a
group or individually.
Another follow up lesson could be to further the students understanding of gravity. The students could learn more about how gravity causes
planets to orbit the sun and learn about each planet. In the end the student could research each planet to write information and facts about it.
They could write a paper or create a diagram for each and present it to the class.
Overall I had a lot of fun teaching this lesson to the students. They seemed to have fun and responded well to the prompts given. I am
excited to be able to teach lessons like this in my future classroom and follow up with other engaging lessons.

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